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Graduate School Applications: Writing a Research Statement

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The research statement is a common component of a potential candidate’s application for post-undergraduate study. This may include applications for graduate programs, post-doctoral fellowships, or faculty positions. The research statement is often the primary way that a committee determines if a candidate’s interests and past experience make them a good fit for their program/institution.

What is a Research Statement?

A research statement is a short document that provides a brief history of your past research experience, the current state of your research, and the future work you intend to complete.

What Should It Look Like?

Research statements are generally one to two single-spaced pages. You should be sure to thoroughly read and follow the length and content requirements for each individual application.

Your research statement should situate your work within the larger context of your field and show how your works contributes to, complicates, or counters other work being done. It should be written for an audience of other professionals in your field.

What Should It Include?

Your statement should start by articulating the broader field that you are working within and the larger question or questions that you are interested in answering. It should then move to articulate your specific interest.

The body of your statement should include a brief history of your past research . What questions did you initially set out to answer in your research project? What did you find? How did it contribute to your field? (i.e. did it lead to academic publications, conferences, or collaborations?). How did your past research propel you forward?

It should also address your present research . What questions are you actively trying to solve? What have you found so far? How are you connecting your research to the larger academic conversation? (i.e. do you have any publications under review, upcoming conferences, or other professional engagements?) What are the larger implications of your work?

Finally, it should describe the future trajectory on which you intend to take your research. What further questions do you want to solve? How do you intend to find answers to these questions? How can the institution to which you are applying help you in that process? What are the broader implications of your potential results?

Note: Make sure that the research project that you propose can be completed at the institution to which you are applying.

Other Considerations:

• What is the primary question that you have tried to address over the course of your academic career? Why is this question important to the field? How has each stage of your work related to that question?
• Include a few specific examples that show your success. What tangible solutions have you found to the question that you were trying to answer? How have your solutions impacted the larger field? Examples can include references to published findings, conference presentations, or other professional involvement.
• Be confident about your skills and abilities. The research statement is your opportunity to sell yourself to an institution. Show that you are self-motivated and passionate about your project.

/images/cornell/logo35pt_cornell_white.svg" alt="research statement academic writing"> Cornell University --> Graduate School

Research statement, what is a research statement.

The research statement (or statement of research interests) is a common component of academic job applications. It is a summary of your research accomplishments, current work, and future direction and potential of your work.

The statement can discuss specific issues such as:

• funding history and potential
• requirements for laboratory equipment and space and other resources
• potential research and industrial collaborations
• how your research contributes to your field
• future direction of your research

The research statement should be technical, but should be intelligible to all members of the department, including those outside your subdiscipline. So keep the “big picture” in mind. The strongest research statements present a readable, compelling, and realistic research agenda that fits well with the needs, facilities, and goals of the department.

Research statements can be weakened by:

• overly ambitious proposals
• lack of clear direction
• lack of big-picture focus
• inadequate attention to the needs and facilities of the department or position

Why a Research Statement?

• It conveys to search committees the pieces of your professional identity and charts the course of your scholarly journey.
• It communicates a sense that your research will follow logically from what you have done and that it will be different, important, and innovative.
• It gives a context for your research interests—Why does your research matter? The so what?
• It combines your achievements and current work with the proposal for upcoming research.
• areas of specialty and expertise
• potential to get funding
• academic strengths and abilities
• compatibility with the department or school
• ability to think and communicate like a serious scholar and/or scientist

Formatting of Research Statements

The goal of the research statement is to introduce yourself to a search committee, which will probably contain scientists both in and outside your field, and get them excited about your research. To encourage people to read it:

• make it one or two pages, three at most
• use informative section headings and subheadings
• use bullets
• use an easily readable font size
• make the margins a reasonable size

Organization of Research Statements

Think of the overarching theme guiding your main research subject area. Write an essay that lays out:

• The main theme(s) and why it is important and what specific skills you use to attack the problem.
• A few specific examples of problems you have already solved with success to build credibility and inform people outside your field about what you do.
• A discussion of the future direction of your research. This section should be really exciting to people both in and outside your field. Don’t sell yourself short; if you think your research could lead to answers for big important questions, say so!
• A final paragraph that gives a good overall impression of your research.

Writing Research Statements

• Avoid jargon. Make sure that you describe your research in language that many people outside your specific subject area can understand. Ask people both in and outside your field to read it before you send your application. A search committee won’t get excited about something they can’t understand.
• Write as clearly, concisely, and concretely as you can.
• Keep it at a summary level; give more detail in the job talk.
• Ask others to proofread it. Be sure there are no spelling errors.
• Convince the search committee not only that you are knowledgeable, but that you are the right person to carry out the research.
• Include information that sets you apart (e.g., publication in  Science, Nature,  or a prestigious journal in your field).
• What excites you about your research? Sound fresh.
• Include preliminary results and how to build on results.
• Point out how current faculty may become future partners.
• Acknowledge the work of others.
• Use language that shows you are an independent researcher.
• BUT focus on your research work, not yourself.
• Include potential funding partners and industrial collaborations. Be creative!
• Provide a summary of your research.
• Put in background material to give the context/relevance/significance of your research.
• List major findings, outcomes, and implications.
• Describe both current and planned (future) research.
• Communicate a sense that your research will follow logically from what you have done and that it will be unique, significant, and innovative (and easy to fund).

Describe Your Future Goals or Research Plans

• Major problem(s) you want to focus on in your research.
• The problem’s relevance and significance to the field.
• Your specific goals for the next three to five years, including potential impact and outcomes.
• If you know what a particular agency funds, you can name the agency and briefly outline a proposal.
• Give broad enough goals so that if one area doesn’t get funded, you can pursue other research goals and funding.

Identify Potential Funding Sources

• Almost every institution wants to know whether you’ll be able to get external funding for research.
• Try to provide some possible sources of funding for the research, such as NIH, NSF, foundations, private agencies.
• Mention past funding, if appropriate.

Be Realistic

There is a delicate balance between a realistic research statement where you promise to work on problems you really think you can solve and over-reaching or dabbling in too many subject areas. Select an over-arching theme for your research statement and leave miscellaneous ideas or projects out. Everyone knows that you will work on more than what you mention in this statement.

Consider Also Preparing a Longer Version

• A longer version (five–15 pages) can be brought to your interview. (Check with your advisor to see if this is necessary.)
• You may be asked to describe research plans and budget in detail at the campus interview. Be prepared.
• Include laboratory needs (how much budget you need for equipment, how many grad assistants, etc.) to start up the research.

Samples of Research Statements

To find sample research statements with content specific to your discipline, search on the internet for your discipline + “Research Statement.”

• University of Pennsylvania Sample Research Statement
• Advice on writing a Research Statement (Plan) from the journal  Science

• Enhancing Student Success
• Innovative Research
• Alumni Success
• About NC State

How to Construct a Compelling Research Statement

A research statement is a critical document for prospective faculty applicants. This document allows applicants to convey to their future colleagues the importance and impact of their past and, most importantly, future research. You as an applicant should use this document to lay out your planned research for the next few years, making sure to outline how your planned research contributes to your field.

Some general guidelines

(from Carleton University )

An effective research statement accomplishes three key goals:

• It clearly presents your scholarship in nonspecialist terms;
• It places your research in a broader context, scientifically and societally; and
• It lays out a clear road map for future accomplishments in the new setting (the institution to which you’re applying).

Another way to think about the success of your research statement is to consider whether, after reading it, a reader is able to answer these questions:

• What do you do (what are your major accomplishments; what techniques do you use; how have you added to your field)?
• Why is your work important (why should both other scientists and nonscientists care)?
• Where is it going in the future (what are the next steps; how will you carry them out in your new job; does your research plan meet the requirements for tenure at this institution)?

1. Make your statement reader-friendly

A typical faculty application call can easily receive 200+ applicants. As such, you need to make all your application documents reader-friendly. Use headings and subheadings to organize your ideas and leave white space between sections.

In addition, you may want to include figures and diagrams in your research statement that capture key findings or concepts so a reader can quickly determine what you are studying and why it is important. A wall of text in your research statement should be avoided at all costs. Rather, a research statement that is concise and thoughtfully laid out demonstrates to hiring committees that you can organize ideas in a coherent and easy-to-understand manner.

Also, this presentation demonstrates your ability to develop competitive funding applications (see more in next section), which is critical for success in a research-intensive faculty position.

2. Be sure to touch on the fundability of your planned research work

Another goal of your research statement is to make the case for why your planned research is fundable. You may get different opinions here, but I would recommend citing open or planned funding opportunities at federal agencies or other funders that you plan to submit to. You might also use open funding calls as a way to demonstrate that your planned research is in an area receiving funding prioritization by various agencies.

If you are looking for funding, check out this list of funding resources on my personal website. Another great way to look for funding is to use NIH Reporter and NSF award search .

3. Draft the statement and get feedback early and often

I can tell you from personal experience that it takes time to refine a strong research statement. I went on the faculty job market two years in a row and found my second year materials to be much stronger. You need time to read, review and reflect on your statements and documents to really make them stand out.

It is important to have your supervisor and other faculty read and give feedback on your critical application documents and especially your research statement. Also, finding peers to provide feedback and in return giving them feedback on their documents is very helpful. Seek out communities of support such as Future PI Slack to find peer reviewers (and get a lot of great application advice) if needed.

4. Share with nonexperts to assess your writing’s clarity

Additionally, you may want to consider sharing your job materials, including your research statement, with non-experts to assess clarity. For example, NC State’s Professional Development Team offers an Academic Packways: Gearing Up for Faculty program each year where you can get feedback on your application documents from individuals working in a variety of areas. You can also ask classmates and colleagues working in different areas to review your research statement. The more feedback you can receive on your materials through formal or informal means, the better.

5. Tailor your statement to the institution

It is critical in your research statement to mention how you will make use of core facilities or resources at the institution you are applying to. If you need particular research infrastructure to do your work and the institution has it, you should mention that in your statement. Something to the effect of: “The presence of the XXX core facility at YYY University will greatly facilitate my lab’s ability to investigate this important process.”

Mentioning core facilities and resources at the target institution shows you have done your research, which is critical in demonstrating your interest in that institution.

Finally, think about the resources available at the institution you are applying to. If you are applying to a primarily undergraduate-serving institution, you will want to be sure you propose a research program that could reasonably take place with undergraduate students, working mostly in the summer and utilizing core facilities that may be limited or require external collaborations.

Undergraduate-serving institutions will value research projects that meaningfully involve students. Proposing overly ambitious research at a primarily undergraduate institution is a recipe for rejection as the institution will read your application as out of touch … that either you didn’t do the work to research them or that you are applying to them as a “backup” to research-intensive positions.

You should carefully think about how to restructure your research statements if you are applying to both primarily undergraduate-serving and research-intensive institutions. For examples of how I framed my research statement for faculty applications at each type of institution, see my personal website ( undergraduate-serving ; research-intensive research statements).

6. Be yourself, not who you think the search committee wants

In the end, a research statement allows you to think critically about where you see your research going in the future. What are you excited about studying based on your previous work? How will you go about answering the unanswered questions in your field? What agencies and initiatives are funding your type of research? If you develop your research statement from these core questions, your passion and commitment to the work will surely shine through.

A closing thought: Be yourself, not who you think the search committee wants. If you try to frame yourself as someone you really aren’t, you are setting the hiring institution and you up for disappointment. You want a university to hire you because they like you, the work you have done, and the work you want to do, not some filtered or idealized version of you.

So, put your true self out there, and realize you want to find the right institutional fit for you and your research. This all takes time and effort. The earlier you start and the more reflection and feedback you get on your research statement and remaining application documents, the better you can present the true you to potential employers.

More Advice on Faculty Job Application Documents on ImPACKful

How to write a better academic cover letter

Tips on writing an effective teaching statement

More Resources

See here for samples of a variety of application materials from UCSF.

• Rules of the (Social Sciences & Humanities) Research Statement
• CMU’s Writing a Research Statement
• UW’s Academic Careers: Research Statements
• Developing a Winning Research Statement (UCSF)
• Academic Packways
• ImPACKful Tips

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Writing a Research Statement

What is a research statement.

A research statement is a short document that provides a brief history of your past research experience, the current state of your research, and the future work you intend to complete.

The research statement is a common component of a potential student's application for post-undergraduate study. The research statement is often the primary way for departments and faculty to determine if a student's interests and past experience make them a good fit for their program/institution.

Although many programs ask for ‘personal statements,' these are not really meant to be biographies or life stories. What we, at Tufts Psychology, hope to find out is how well your abilities, interests, experiences and goals would fit within our program.

We encourage you to illustrate how your lived experience demonstrates qualities that are critical to success in pursuing a PhD in our program. Earning a PhD in any program is hard! Thus, as you are relaying your past, present, and future research interests, we are interested in learning how your lived experiences showcase the following:

• Perseverance
• Resilience in the face of difficulty
• Motivation to undertake intensive research training
• Involvement in efforts to promote equity and inclusion in your professional and/or personal life
• Unique perspectives that enrich the research questions you ask, the methods you use, and the communities to whom your research applies

How Do I Even Start Writing One?

Before you begin your statement, read as much as possible about our program so you can tailor your statement and convince the admissions committee that you will be a good fit.

Prepare an outline of the topics you want to cover (e.g., professional objectives and personal background) and list supporting material under each main topic. Write a rough draft in which you transform your outline into prose. Set it aside and read it a week later. If it still sounds good, go to the next stage. If not, rewrite it until it sounds right.

Do not feel bad if you do not have a great deal of experience in psychology to write about; no one who is about to graduate from college does. Do explain your relevant experiences (e.g., internships or research projects), but do not try to turn them into events of cosmic proportion. Be honest, sincere, and objective.

What Information Should It Include?

Your research statement should describe your previous experience, how that experience will facilitate your graduate education in our department, and why you are choosing to pursue graduate education in our department. Your goal should be to demonstrate how well you will fit in our program and in a specific laboratory.

Make sure to link your research interests to the expertise and research programs of faculty here. Identify at least one faculty member with whom you would like to work. Make sure that person is accepting graduate students when you apply. Read some of their papers and describe how you think the research could be extended in one or more novel directions. Again, specificity is a good idea.

Make sure to describe your relevant experience (e.g., honors thesis, research assistantship) in specific detail. If you have worked on a research project, discuss that project in detail. Your research statement should describe what you did on the project and how your role impacted your understanding of the research question.

Describe the concrete skills you have acquired prior to graduate school and the skills you hope to acquire.

Articulate why you want to pursue a graduate degree at our institution and with specific faculty in our department.

Make sure to clearly state your core research interests and explain why you think they are scientifically and/or practically important. Again, be specific.

What Should It Look Like?

Your final statement should be succinct. You should be sure to thoroughly read and follow the length and content requirements for each individual application. Finally, stick to the points requested by each program, and avoid lengthy personal or philosophical discussions.

How Do I Know if It is Ready?

Ask for feedback from at least one professor, preferably in the area you are interested in. Feedback from friends and family may also be useful. Many colleges and universities also have writing centers that are able to provide general feedback.

Of course, read and proofread the document multiple times. It is not always easy to be a thoughtful editor of your own work, so don't be afraid to ask for help.

Lastly, consider signing up to take part in the Application Statement Feedback Program . The program provides constructive feedback and editing support for the research statements of applicants to Psychology PhD programs in the United States.

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A research statement is a summary of research achievements and a proposal for upcoming research. It often includes both current aims and findings, and future goals. Research statements are usually requested as part of a relevant job application process, and often assist in the identification of appropriate applicants. Learn more about how to craft an effective research statement.

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• Research paper

How to Write a Research Paper | A Beginner's Guide

A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.

Research papers are similar to academic essays , but they are usually longer and more detailed assignments, designed to assess not only your writing skills but also your skills in scholarly research. Writing a research paper requires you to demonstrate a strong knowledge of your topic, engage with a variety of sources, and make an original contribution to the debate.

This step-by-step guide takes you through the entire writing process, from understanding your assignment to proofreading your final draft.

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Table of contents

Understand the assignment, choose a research paper topic, conduct preliminary research, develop a thesis statement, create a research paper outline, write a first draft of the research paper, write the introduction, write a compelling body of text, write the conclusion, the second draft, the revision process, research paper checklist, free lecture slides.

Completing a research paper successfully means accomplishing the specific tasks set out for you. Before you start, make sure you thoroughly understanding the assignment task sheet:

• Read it carefully, looking for anything confusing you might need to clarify with your professor.
• Identify the assignment goal, deadline, length specifications, formatting, and submission method.
• Make a bulleted list of the key points, then go back and cross completed items off as you’re writing.

Carefully consider your timeframe and word limit: be realistic, and plan enough time to research, write, and edit.

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There are many ways to generate an idea for a research paper, from brainstorming with pen and paper to talking it through with a fellow student or professor.

You can try free writing, which involves taking a broad topic and writing continuously for two or three minutes to identify absolutely anything relevant that could be interesting.

You can also gain inspiration from other research. The discussion or recommendations sections of research papers often include ideas for other specific topics that require further examination.

Once you have a broad subject area, narrow it down to choose a topic that interests you, m eets the criteria of your assignment, and i s possible to research. Aim for ideas that are both original and specific:

• A paper following the chronology of World War II would not be original or specific enough.
• A paper on the experience of Danish citizens living close to the German border during World War II would be specific and could be original enough.

Note any discussions that seem important to the topic, and try to find an issue that you can focus your paper around. Use a variety of sources , including journals, books, and reliable websites, to ensure you do not miss anything glaring.

Do not only verify the ideas you have in mind, but look for sources that contradict your point of view.

• Is there anything people seem to overlook in the sources you research?
• Are there any heated debates you can address?
• Do you have a unique take on your topic?
• Have there been some recent developments that build on the extant research?

In this stage, you might find it helpful to formulate some research questions to help guide you. To write research questions, try to finish the following sentence: “I want to know how/what/why…”

A thesis statement is a statement of your central argument — it establishes the purpose and position of your paper. If you started with a research question, the thesis statement should answer it. It should also show what evidence and reasoning you’ll use to support that answer.

The thesis statement should be concise, contentious, and coherent. That means it should briefly summarize your argument in a sentence or two, make a claim that requires further evidence or analysis, and make a coherent point that relates to every part of the paper.

You will probably revise and refine the thesis statement as you do more research, but it can serve as a guide throughout the writing process. Every paragraph should aim to support and develop this central claim.

Prevent plagiarism. Run a free check.

A research paper outline is essentially a list of the key topics, arguments, and evidence you want to include, divided into sections with headings so that you know roughly what the paper will look like before you start writing.

A structure outline can help make the writing process much more efficient, so it’s worth dedicating some time to create one.

Your first draft won’t be perfect — you can polish later on. Your priorities at this stage are as follows:

• Maintaining forward momentum — write now, perfect later.
• Paying attention to clear organization and logical ordering of paragraphs and sentences, which will help when you come to the second draft.
• Expressing your ideas as clearly as possible, so you know what you were trying to say when you come back to the text.

You do not need to start by writing the introduction. Begin where it feels most natural for you — some prefer to finish the most difficult sections first, while others choose to start with the easiest part. If you created an outline, use it as a map while you work.

Do not delete large sections of text. If you begin to dislike something you have written or find it doesn’t quite fit, move it to a different document, but don’t lose it completely — you never know if it might come in useful later.

Paragraph structure

Paragraphs are the basic building blocks of research papers. Each one should focus on a single claim or idea that helps to establish the overall argument or purpose of the paper.

Example paragraph

George Orwell’s 1946 essay “Politics and the English Language” has had an enduring impact on thought about the relationship between politics and language. This impact is particularly obvious in light of the various critical review articles that have recently referenced the essay. For example, consider Mark Falcoff’s 2009 article in The National Review Online, “The Perversion of Language; or, Orwell Revisited,” in which he analyzes several common words (“activist,” “civil-rights leader,” “diversity,” and more). Falcoff’s close analysis of the ambiguity built into political language intentionally mirrors Orwell’s own point-by-point analysis of the political language of his day. Even 63 years after its publication, Orwell’s essay is emulated by contemporary thinkers.

Citing sources

It’s also important to keep track of citations at this stage to avoid accidental plagiarism . Each time you use a source, make sure to take note of where the information came from.

You can use our free citation generators to automatically create citations and save your reference list as you go.

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The research paper introduction should address three questions: What, why, and how? After finishing the introduction, the reader should know what the paper is about, why it is worth reading, and how you’ll build your arguments.

What? Be specific about the topic of the paper, introduce the background, and define key terms or concepts.

Why? This is the most important, but also the most difficult, part of the introduction. Try to provide brief answers to the following questions: What new material or insight are you offering? What important issues does your essay help define or answer?

How? To let the reader know what to expect from the rest of the paper, the introduction should include a “map” of what will be discussed, briefly presenting the key elements of the paper in chronological order.

The major struggle faced by most writers is how to organize the information presented in the paper, which is one reason an outline is so useful. However, remember that the outline is only a guide and, when writing, you can be flexible with the order in which the information and arguments are presented.

One way to stay on track is to use your thesis statement and topic sentences . Check:

• topic sentences against the thesis statement;
• topic sentences against each other, for similarities and logical ordering;
• and each sentence against the topic sentence of that paragraph.

Be aware of paragraphs that seem to cover the same things. If two paragraphs discuss something similar, they must approach that topic in different ways. Aim to create smooth transitions between sentences, paragraphs, and sections.

The research paper conclusion is designed to help your reader out of the paper’s argument, giving them a sense of finality.

Trace the course of the paper, emphasizing how it all comes together to prove your thesis statement. Give the paper a sense of finality by making sure the reader understands how you’ve settled the issues raised in the introduction.

You might also discuss the more general consequences of the argument, outline what the paper offers to future students of the topic, and suggest any questions the paper’s argument raises but cannot or does not try to answer.

You should not :

• Offer new arguments or essential information
• Take up any more space than necessary
• Begin with stock phrases that signal you are ending the paper (e.g. “In conclusion”)

There are four main considerations when it comes to the second draft.

• Check how your vision of the paper lines up with the first draft and, more importantly, that your paper still answers the assignment.
• Identify any assumptions that might require (more substantial) justification, keeping your reader’s perspective foremost in mind. Remove these points if you cannot substantiate them further.
• Be open to rearranging your ideas. Check whether any sections feel out of place and whether your ideas could be better organized.
• If you find that old ideas do not fit as well as you anticipated, you should cut them out or condense them. You might also find that new and well-suited ideas occurred to you during the writing of the first draft — now is the time to make them part of the paper.

The goal during the revision and proofreading process is to ensure you have completed all the necessary tasks and that the paper is as well-articulated as possible. You can speed up the proofreading process by using the AI proofreader .

Global concerns

• Confirm that your paper completes every task specified in your assignment sheet.
• Check for logical organization and flow of paragraphs.
• Check paragraphs against the introduction and thesis statement.

Fine-grained details

Check the content of each paragraph, making sure that:

• each sentence helps support the topic sentence.
• no unnecessary or irrelevant information is present.
• all technical terms your audience might not know are identified.

Next, think about sentence structure , grammatical errors, and formatting . Check that you have correctly used transition words and phrases to show the connections between your ideas. Look for typos, cut unnecessary words, and check for consistency in aspects such as heading formatting and spellings .

Finally, you need to make sure your paper is correctly formatted according to the rules of the citation style you are using. For example, you might need to include an MLA heading  or create an APA title page .

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Checklist: Research paper

I have followed all instructions in the assignment sheet.

My introduction presents my topic in an engaging way and provides necessary background information.

My introduction presents a clear, focused research problem and/or thesis statement .

My paper is logically organized using paragraphs and (if relevant) section headings .

Each paragraph is clearly focused on one central idea, expressed in a clear topic sentence .

Each paragraph is relevant to my research problem or thesis statement.

I have used appropriate transitions  to clarify the connections between sections, paragraphs, and sentences.

My conclusion provides a concise answer to the research question or emphasizes how the thesis has been supported.

My conclusion shows how my research has contributed to knowledge or understanding of my topic.

My conclusion does not present any new points or information essential to my argument.

I have provided an in-text citation every time I refer to ideas or information from a source.

I have included a reference list at the end of my paper, consistently formatted according to a specific citation style .

I have thoroughly revised my paper and addressed any feedback from my professor or supervisor.

I have followed all formatting guidelines (page numbers, headers, spacing, etc.).

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• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

Academic writing refers to a style of expression that researchers use to define the intellectual boundaries of their disciplines and specific areas of expertise. Characteristics of academic writing include a formal tone, use of the third-person rather than first-person perspective (usually), a clear focus on the research problem under investigation, and precise word choice. Like specialist languages adopted in other professions, such as, law or medicine, academic writing is designed to convey agreed meaning about complex ideas or concepts within a community of scholarly experts and practitioners.

Academic Writing. Writing Center. Colorado Technical College; Hartley, James. Academic Writing and Publishing: A Practical Guide . New York: Routledge, 2008; Ezza, El-Sadig Y. and Touria Drid. T eaching Academic Writing as a Discipline-Specific Skill in Higher Education . Hershey, PA: IGI Global, 2020.

Importance of Good Academic Writing

The accepted form of academic writing in the social sciences can vary considerable depending on the methodological framework and the intended audience. However, most college-level research papers require careful attention to the following stylistic elements:

I.  The Big Picture Unlike creative or journalistic writing, the overall structure of academic writing is formal and logical. It must be cohesive and possess a logically organized flow of ideas; this means that the various parts are connected to form a unified whole. There should be narrative links between sentences and paragraphs so that the reader is able to follow your argument. The introduction should include a description of how the rest of the paper is organized and all sources are properly cited throughout the paper.

II.  Tone The overall tone refers to the attitude conveyed in a piece of writing. Throughout your paper, it is important that you present the arguments of others fairly and with an appropriate narrative tone. When presenting a position or argument that you disagree with, describe this argument accurately and without loaded or biased language. In academic writing, the author is expected to investigate the research problem from an authoritative point of view. You should, therefore, state the strengths of your arguments confidently, using language that is neutral, not confrontational or dismissive.

III.  Diction Diction refers to the choice of words you use. Awareness of the words you use is important because words that have almost the same denotation [dictionary definition] can have very different connotations [implied meanings]. This is particularly true in academic writing because words and terminology can evolve a nuanced meaning that describes a particular idea, concept, or phenomenon derived from the epistemological culture of that discipline [e.g., the concept of rational choice in political science]. Therefore, use concrete words [not general] that convey a specific meaning. If this cannot be done without confusing the reader, then you need to explain what you mean within the context of how that word or phrase is used within a discipline.

IV.  Language The investigation of research problems in the social sciences is often complex and multi- dimensional . Therefore, it is important that you use unambiguous language. Well-structured paragraphs and clear topic sentences enable a reader to follow your line of thinking without difficulty. Your language should be concise, formal, and express precisely what you want it to mean. Do not use vague expressions that are not specific or precise enough for the reader to derive exact meaning ["they," "we," "people," "the organization," etc.], abbreviations like 'i.e.'  ["in other words"], 'e.g.' ["for example"], or 'a.k.a.' ["also known as"], and the use of unspecific determinate words ["super," "very," "incredible," "huge," etc.].

V.  Punctuation Scholars rely on precise words and language to establish the narrative tone of their work and, therefore, punctuation marks are used very deliberately. For example, exclamation points are rarely used to express a heightened tone because it can come across as unsophisticated or over-excited. Dashes should be limited to the insertion of an explanatory comment in a sentence, while hyphens should be limited to connecting prefixes to words [e.g., multi-disciplinary] or when forming compound phrases [e.g., commander-in-chief]. Finally, understand that semi-colons represent a pause that is longer than a comma, but shorter than a period in a sentence. In general, there are four grammatical uses of semi-colons: when a second clause expands or explains the first clause; to describe a sequence of actions or different aspects of the same topic; placed before clauses which begin with "nevertheless", "therefore", "even so," and "for instance”; and, to mark off a series of phrases or clauses which contain commas. If you are not confident about when to use semi-colons [and most of the time, they are not required for proper punctuation], rewrite using shorter sentences or revise the paragraph.

VI.  Academic Conventions Among the most important rules and principles of academic engagement of a writing is citing sources in the body of your paper and providing a list of references as either footnotes or endnotes. The academic convention of citing sources facilitates processes of intellectual discovery, critical thinking, and applying a deliberate method of navigating through the scholarly landscape by tracking how cited works are propagated by scholars over time . Aside from citing sources, other academic conventions to follow include the appropriate use of headings and subheadings, properly spelling out acronyms when first used in the text, avoiding slang or colloquial language, avoiding emotive language or unsupported declarative statements, avoiding contractions [e.g., isn't], and using first person and second person pronouns only when necessary.

VII.  Evidence-Based Reasoning Assignments often ask you to express your own point of view about the research problem. However, what is valued in academic writing is that statements are based on evidence-based reasoning. This refers to possessing a clear understanding of the pertinent body of knowledge and academic debates that exist within, and often external to, your discipline concerning the topic. You need to support your arguments with evidence from scholarly [i.e., academic or peer-reviewed] sources. It should be an objective stance presented as a logical argument; the quality of the evidence you cite will determine the strength of your argument. The objective is to convince the reader of the validity of your thoughts through a well-documented, coherent, and logically structured piece of writing. This is particularly important when proposing solutions to problems or delineating recommended courses of action.

VIII.  Thesis-Driven Academic writing is “thesis-driven,” meaning that the starting point is a particular perspective, idea, or position applied to the chosen topic of investigation, such as, establishing, proving, or disproving solutions to the questions applied to investigating the research problem. Note that a problem statement without the research questions does not qualify as academic writing because simply identifying the research problem does not establish for the reader how you will contribute to solving the problem, what aspects you believe are most critical, or suggest a method for gathering information or data to better understand the problem.

IX.  Complexity and Higher-Order Thinking Academic writing addresses complex issues that require higher-order thinking skills applied to understanding the research problem [e.g., critical, reflective, logical, and creative thinking as opposed to, for example, descriptive or prescriptive thinking]. Higher-order thinking skills include cognitive processes that are used to comprehend, solve problems, and express concepts or that describe abstract ideas that cannot be easily acted out, pointed to, or shown with images. Think of your writing this way: One of the most important attributes of a good teacher is the ability to explain complexity in a way that is understandable and relatable to the topic being presented during class. This is also one of the main functions of academic writing--examining and explaining the significance of complex ideas as clearly as possible.  As a writer, you must adopt the role of a good teacher by summarizing complex information into a well-organized synthesis of ideas, concepts, and recommendations that contribute to a better understanding of the research problem.

Academic Writing. Writing Center. Colorado Technical College; Hartley, James. Academic Writing and Publishing: A Practical Guide . New York: Routledge, 2008; Murray, Rowena  and Sarah Moore. The Handbook of Academic Writing: A Fresh Approach . New York: Open University Press, 2006; Johnson, Roy. Improve Your Writing Skills . Manchester, UK: Clifton Press, 1995; Nygaard, Lynn P. Writing for Scholars: A Practical Guide to Making Sense and Being Heard . Second edition. Los Angeles, CA: Sage Publications, 2015; Silvia, Paul J. How to Write a Lot: A Practical Guide to Productive Academic Writing . Washington, DC: American Psychological Association, 2007; Style, Diction, Tone, and Voice. Writing Center, Wheaton College; Sword, Helen. Stylish Academic Writing . Cambridge, MA: Harvard University Press, 2012.

Strategies for...

Understanding Academic Writing and Its Jargon

The very definition of research jargon is language specific to a particular community of practitioner-researchers . Therefore, in modern university life, jargon represents the specific language and meaning assigned to words and phrases specific to a discipline or area of study. For example, the idea of being rational may hold the same general meaning in both political science and psychology, but its application to understanding and explaining phenomena within the research domain of a each discipline may have subtle differences based upon how scholars in that discipline apply the concept to the theories and practice of their work.

Given this, it is important that specialist terminology [i.e., jargon] must be used accurately and applied under the appropriate conditions . Subject-specific dictionaries are the best places to confirm the meaning of terms within the context of a specific discipline. These can be found by either searching in the USC Libraries catalog by entering the disciplinary and the word dictionary [e.g., sociology and dictionary] or using a database such as Credo Reference [a curated collection of subject encyclopedias, dictionaries, handbooks, guides from highly regarded publishers] . It is appropriate for you to use specialist language within your field of study, but you should avoid using such language when writing for non-academic or general audiences.

Problems with Opaque Writing

A common criticism of scholars is that they can utilize needlessly complex syntax or overly expansive vocabulary that is impenetrable or not well-defined. When writing, avoid problems associated with opaque writing by keeping in mind the following:

1.   Excessive use of specialized terminology . Yes, it is appropriate for you to use specialist language and a formal style of expression in academic writing, but it does not mean using "big words" just for the sake of doing so. Overuse of complex or obscure words or writing complicated sentence constructions gives readers the impression that your paper is more about style than substance; it leads the reader to question if you really know what you are talking about. Focus on creating clear, concise, and elegant prose that minimizes reliance on specialized terminology.

2.   Inappropriate use of specialized terminology . Because you are dealing with concepts, research, and data within your discipline, you need to use the technical language appropriate to that area of study. However, nothing will undermine the validity of your study quicker than the inappropriate application of a term or concept. Avoid using terms whose meaning you are unsure of--do not just guess or assume! Consult the meaning of terms in specialized, discipline-specific dictionaries by searching the USC Libraries catalog or the Credo Reference database [see above].

Additional Problems to Avoid

In addition to understanding the use of specialized language, there are other aspects of academic writing in the social sciences that you should be aware of. These problems include:

• Personal nouns . Excessive use of personal nouns [e.g., I, me, you, us] may lead the reader to believe the study was overly subjective. These words can be interpreted as being used only to avoid presenting empirical evidence about the research problem. Limit the use of personal nouns to descriptions of things you actually did [e.g., "I interviewed ten teachers about classroom management techniques..."]. Note that personal nouns are generally found in the discussion section of a paper because this is where you as the author/researcher interpret and describe your work.
• Directives . Avoid directives that demand the reader to "do this" or "do that." Directives should be framed as evidence-based recommendations or goals leading to specific outcomes. Note that an exception to this can be found in various forms of action research that involve evidence-based advocacy for social justice or transformative change. Within this area of the social sciences, authors may offer directives for action in a declarative tone of urgency.
• Informal, conversational tone using slang and idioms . Academic writing relies on excellent grammar and precise word structure. Your narrative should not include regional dialects or slang terms because they can be open to interpretation. Your writing should be direct and concise using standard English.
• Wordiness. Focus on being concise, straightforward, and developing a narrative that does not have confusing language . By doing so, you  help eliminate the possibility of the reader misinterpreting the design and purpose of your study.
• Vague expressions (e.g., "they," "we," "people," "the company," "that area," etc.). Being concise in your writing also includes avoiding vague references to persons, places, or things. While proofreading your paper, be sure to look for and edit any vague or imprecise statements that lack context or specificity.
• Numbered lists and bulleted items . The use of bulleted items or lists should be used only if the narrative dictates a need for clarity. For example, it is fine to state, "The four main problems with hedge funds are:" and then list them as 1, 2, 3, 4. However, in academic writing, this must then be followed by detailed explanation and analysis of each item. Given this, the question you should ask yourself while proofreading is: why begin with a list in the first place rather than just starting with systematic analysis of each item arranged in separate paragraphs? Also, be careful using numbers because they can imply a ranked order of priority or importance. If none exists, use bullets and avoid checkmarks or other symbols.
• Descriptive writing . Describing a research problem is an important means of contextualizing a study. In fact, some description or background information may be needed because you can not assume the reader knows the key aspects of the topic. However, the content of your paper should focus on methodology, the analysis and interpretation of findings, and their implications as they apply to the research problem rather than background information and descriptions of tangential issues.
• Personal experience. Drawing upon personal experience [e.g., traveling abroad; caring for someone with Alzheimer's disease] can be an effective way of introducing the research problem or engaging your readers in understanding its significance. Use personal experience only as an example, though, because academic writing relies on evidence-based research. To do otherwise is simply story-telling.

NOTE:   Rules concerning excellent grammar and precise word structure do not apply when quoting someone.  A quote should be inserted in the text of your paper exactly as it was stated. If the quote is especially vague or hard to understand, consider paraphrasing it or using a different quote to convey the same meaning. Consider inserting the term "sic" in brackets after the quoted text to indicate that the quotation has been transcribed exactly as found in the original source, but the source had grammar, spelling, or other errors. The adverb sic informs the reader that the errors are not yours.

Academic Writing. The Writing Lab and The OWL. Purdue University; Academic Writing Style. First-Year Seminar Handbook. Mercer University; Bem, Daryl J. Writing the Empirical Journal Article. Cornell University; College Writing. The Writing Center. University of North Carolina; Murray, Rowena  and Sarah Moore. The Handbook of Academic Writing: A Fresh Approach . New York: Open University Press, 2006; Johnson, Eileen S. “Action Research.” In Oxford Research Encyclopedia of Education . Edited by George W. Noblit and Joseph R. Neikirk. (New York: Oxford University Press, 2020); Oppenheimer, Daniel M. "Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly." Applied Cognitive Psychology 20 (2006): 139-156; Ezza, El-Sadig Y. and Touria Drid. T eaching Academic Writing as a Discipline-Specific Skill in Higher Education . Hershey, PA: IGI Global, 2020; Pernawan, Ari. Common Flaws in Students' Research Proposals. English Education Department. Yogyakarta State University; Style. College Writing. The Writing Center. University of North Carolina; Invention: Five Qualities of Good Writing. The Reading/Writing Center. Hunter College; Sword, Helen. Stylish Academic Writing . Cambridge, MA: Harvard University Press, 2012; What Is an Academic Paper? Institute for Writing Rhetoric. Dartmouth College.

Structure and Writing Style

I. Improving Academic Writing

To improve your academic writing skills, you should focus your efforts on three key areas: 1.   Clear Writing . The act of thinking about precedes the process of writing about. Good writers spend sufficient time distilling information and reviewing major points from the literature they have reviewed before creating their work. Writing detailed outlines can help you clearly organize your thoughts. Effective academic writing begins with solid planning, so manage your time carefully. 2.  Excellent Grammar . Needless to say, English grammar can be difficult and complex; even the best scholars take many years before they have a command of the major points of good grammar. Take the time to learn the major and minor points of good grammar. Spend time practicing writing and seek detailed feedback from professors. Take advantage of the Writing Center on campus if you need help. Proper punctuation and good proofreading skills can significantly improve academic writing [see sub-tab for proofreading you paper ].

Refer to these three basic resources to help your grammar and writing skills:

• A good writing reference book, such as, Strunk and White’s book, The Elements of Style or the St. Martin's Handbook ;
• A college-level dictionary, such as, Merriam-Webster's Collegiate Dictionary ;
• The latest edition of Roget's Thesaurus in Dictionary Form .

3.  Consistent Stylistic Approach . Whether your professor expresses a preference to use MLA, APA or the Chicago Manual of Style or not, choose one style manual and stick to it. Each of these style manuals provide rules on how to write out numbers, references, citations, footnotes, and lists. Consistent adherence to a style of writing helps with the narrative flow of your paper and improves its readability. Note that some disciplines require a particular style [e.g., education uses APA] so as you write more papers within your major, your familiarity with it will improve.

II. Evaluating Quality of Writing

A useful approach for evaluating the quality of your academic writing is to consider the following issues from the perspective of the reader. While proofreading your final draft, critically assess the following elements in your writing.

• It is shaped around one clear research problem, and it explains what that problem is from the outset.
• Your paper tells the reader why the problem is important and why people should know about it.
• You have accurately and thoroughly informed the reader what has already been published about this problem or others related to it and noted important gaps in the research.
• You have provided evidence to support your argument that the reader finds convincing.
• The paper includes a description of how and why particular evidence was collected and analyzed, and why specific theoretical arguments or concepts were used.
• The paper is made up of paragraphs, each containing only one controlling idea.
• You indicate how each section of the paper addresses the research problem.
• You have considered counter-arguments or counter-examples where they are relevant.
• Arguments, evidence, and their significance have been presented in the conclusion.
• Limitations of your research have been explained as evidence of the potential need for further study.
• The narrative flows in a clear, accurate, and well-organized way.

Boscoloa, Pietro, Barbara Arféb, and Mara Quarisaa. “Improving the Quality of Students' Academic Writing: An Intervention Study.” Studies in Higher Education 32 (August 2007): 419-438; Academic Writing. The Writing Lab and The OWL. Purdue University; Academic Writing Style. First-Year Seminar Handbook. Mercer University; Bem, Daryl J. Writing the Empirical Journal Article. Cornell University; Candlin, Christopher. Academic Writing Step-By-Step: A Research-based Approach . Bristol, CT: Equinox Publishing Ltd., 2016; College Writing. The Writing Center. University of North Carolina; Style . College Writing. The Writing Center. University of North Carolina; Invention: Five Qualities of Good Writing. The Reading/Writing Center. Hunter College; Sword, Helen. Stylish Academic Writing . Cambridge, MA: Harvard University Press, 2012; What Is an Academic Paper? Institute for Writing Rhetoric. Dartmouth College.

Writing Tip

Considering the Passive Voice in Academic Writing

In the English language, we are able to construct sentences in the following way: 1.  "The policies of Congress caused the economic crisis." 2.  "The economic crisis was caused by the policies of Congress."

The decision about which sentence to use is governed by whether you want to focus on “Congress” and what they did, or on “the economic crisis” and what caused it. This choice in focus is achieved with the use of either the active or the passive voice. When you want your readers to focus on the "doer" of an action, you can make the "doer"' the subject of the sentence and use the active form of the verb. When you want readers to focus on the person, place, or thing affected by the action, or the action itself, you can make the effect or the action the subject of the sentence by using the passive form of the verb.

Often in academic writing, scholars don't want to focus on who is doing an action, but on who is receiving or experiencing the consequences of that action. The passive voice is useful in academic writing because it allows writers to highlight the most important participants or events within sentences by placing them at the beginning of the sentence.

Use the passive voice when:

• You want to focus on the person, place, or thing affected by the action, or the action itself;
• It is not important who or what did the action;
• You want to be impersonal or more formal.

Form the passive voice by:

• Turning the object of the active sentence into the subject of the passive sentence.
• Changing the verb to a passive form by adding the appropriate form of the verb "to be" and the past participle of the main verb.

NOTE: Consult with your professor about using the passive voice before submitting your research paper. Some strongly discourage its use!

Active and Passive Voice. The Writing Lab and The OWL. Purdue University; Diefenbach, Paul. Future of Digital Media Syllabus. Drexel University; Passive Voice. The Writing Center. University of North Carolina.  

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How to write a convincing research statement

Research statements are a common requirement in academic job applications. A research statement presents an applicant’s research profile, past accomplishments and future research plans. Writing a convincing research statement is an art that can be learnt, and should be practised early on.

Purpose of academic research statements

Key components of a research statement, chronological structure, topic-centric structure, the writing style of research statements, bonus tips for research statements.

Applying to jobs in academia differs from other sectors. Academic CVs, for example, are unique in terms of style and length. And as a conventional cover letter is often limited to a page or two, an additional research statement is often requested.

A research statement provides more in-depth information on your research profile. It showcases your ability to reflect on your unique contributions to science. It also needs to convey your research ambitions and motivations, coupled with a concrete plan of how to implement them in the future.

A research statement needs to be abstract enough to fit on 2-3 pages, but detailed enough to showcase your research accomplishments and fields of expertise. Length requirements might differ depending on the vacancy, so make sure to check that out.

A typical research statement presents your research profile, past accomplishments and future research plans. So it helps to think in terms of three components:

• The past: What projects have you worked on in the past? How has your research developed over the past years? What were the common themes throughout your research career?
• The present: What are you working on right now? In what areas did you establish expertise? And what are your current contributions?
• The future: Where do you see your research in 2-5 years? What would you like to focus on? Which areas do you want to develop further? How does it tie in with your current research agenda? Which concrete steps would you like to follow?

Research statement structures

Research statements should not be your creative outlet. It is better to go the safe, traditional way. The two most common research statement structures are chronological and topic-centred.

When using a chronological structure, you divide your research statement into three main sections. You start with the past, then move into the present, and finally elaborate on your plans.

This is a case where ‘the simpler, the better applies. Your text will contain a lot of information, so it makes sense to keep the structure straightforward.

When using the topic-centric structure, you first define your key research areas/topics. Each topic gets its main section in the research statement, in which you then reflect on the past, the present and the future.

Note that this structure only works when you had a handful of concrete topics of interest since the beginning of your academic career.

The key when it comes to research statement structures is to develop a clear storyline. Regardless of the structure you choose, you need to narrate your research trajectory logically.

A research statement is a formal document that tends to accompany academic job applications. Thus, it should follow the formal style of a cover/motivation letter. In addition:

• Use clear and concise language. Showcase your expertise, but be aware that many committees include members who don’t have expertise in your specific field. Avoid jargon.
• Don’t be afraid of bullet points. Big blocks of text deter the reader. Make sure to have clear sections, use summarizing subheadings and don’t shy away from bullet points.* So if someone simply skims the research statement, they can easily find what they are looking for.
• Be concrete and realistic. This is particularly important for future research plans. Sure, we all want to establish a new research paradigm and cure cancer. But how realistic is that? So while we should all aim for the stars, be as concrete and realistic as possible in your research statement.

* Not only bullet points of course. But you can describe your research ambition, for example, and then write: “Concretely, I aim to establish the following three lines of research. 1. … 2. … 3. …).

1. Always have a research statement at hand.

Even if you are applying to a position that does not require one. Imagine you made it to the interview phase for an academic position. In the end, you thank the committee for their time, and the (hopefully) interesting conversation. Then you offer to send your research statement, summarizing your research profile and plans. Bonus points for you right there.

2. Update your research statement regularly.

Having an updated research statement readily available does not only mean you have it on paper. Most likely, you are also much more organised in your head. So the next time someone asks what your research is about and what your plans are, you don’t have to break out in a sweat and rattle on.

3. Link your research statement to your teaching statement.

If you need to submit a teaching statement as part of your application as well, make sure to link it with your research statement. Add a sentence here and there referring to the teaching statement in your research statement, and vice versa. Research-driven teaching tends to be appreciated. And it helps you to profile yourself comprehensively.

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• Research Statement

Research institutions increasingly request that applicants for academic positions involving a significant percentage of research time include a research statement with other application materials. This may be more common for postdoctoral scholars applying for research faculty positions, particularly in STEM fields, but is sometimes a request of graduate students and those in the Arts, Humanities, and Social Sciences for faculty positions involving both research and teaching responsibilities.

The research statement describes your current research and plans for future research endeavor. While your CV lists facts about your research, your research statement offers the opportunity to expand and provide personal context, such as why you chose this research subject, difficulties and how you resolved them, and why the research is important. In one to three pages, the statement demonstrates your:

• independent research ability
• writing proficiency
• potential for grant application success

Description of past research should lead to and support the goals you have for future research. The description of current research includes how you will communicate your results, such as publication in a dissertation, paper, book, or other academic forum. The statement should showcase your research success but, more importantly, describe your future research goals and how they are different (and independent from) those you pursued under your faculty adviser. It is key to show your path to research independence, that you developed and followed independent research that you plan to continue to develop wherever you are hired.

If your adviser recommends it, you might want to write different research statements for different institutions and describe how your research goals align with the mission of each institution and program you’re applying to. The most important reviewer of your research statement prior to you sending it with your other portfolio items is your faculty adviser.

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Writing an effective research statement.

One of the most favorite times of the year for a scholar is summer. For many professors and students, summer is a time for rest and renewal. Summer is also a time when professors can get work done that is challenging to complete during the academic year such as conducting research, writing a journal article or book chapter, working on a  book prospectus or an actual book , and preparing courses for the upcoming academic year.

If you are looking for a tenure-track job, summer can also be a time when you get a head start on the academic job market. Many positions request various statements (like a  teaching statement  and a  diversity statement ) along with your  cover letter . A  research statement  is one of those documents which is an integral part of an overall academic job application that can showcase the type of scholar you are. The research statement also offers you an opportunity to chart your vision and discuss the trajectory of your research. The research statement will give decision makers a clear picture of what you plan to do with your time and whether or not they will make an investment in you, and their institution, by hiring you.

Research statements are also used in tenure and promotion packages and summertime is a fantastic opportunity to work on it. While your teaching, departmental, and professional service are principal factors which contribute to your overall tenure decision at the departmental and college level (think of the work of tenure and promotion committees, for example), your research is what will make or break your tenure case at  Research 1  (R1) or  Research 2  (R2) universities. Whether you are preparing your tenure dossier or looking for a job, I offer the following advice to help you construct an effective research statement.

Before you type or write a word about your research, go in with the mindset that you need to be assertive about describing your accomplishments. Find the in-between space between bragging about oneself and understating your scholarly accomplishments and their impact within academia. This is not the time to be bashful about your work, but it is also not a time to be braggart. In other words, be prepared to describe your accomplishments in a way which reflects the impact of your scholarship in a measured yet confident manner and is supported with evidence such as awards and publications.

Introduce and Discuss Your Work You can start out your statement by introducing yourself and discussing your work. If you are an advanced assistant professor (someone who has several years on the tenure-track and has published articles and a book, for instance), discuss your areas of research and what you've produced as a scholar. In R1 anthropology departments, the standard for tenure for cultural anthropologists is a book-length monograph and 4 to 5 peer-review articles. I opened a recent research statement with the following sentences: "I am a cultural anthropologist who focuses on the political dimensions and implications of religious practice. I also study race and racism in the African Diaspora." Then I enumerate what I produced during this period. In my case, I listed my scholarly output for the period which includes a peer-reviewed book published through a university press and the five articles and one book chapter that helped me earn tenure.

Contributions to Academia Next, discuss the contributions of your scholarship. Social scientists like anthropologists, discuss the arguments and key findings of our research and any theoretical contributions we make to certain academic fields. For example, my work on Haitian Protestantism makes contributions to the anthropology of religion (specifically the anthropology of Christianity), transnationalism theory, and the fields of Haitian Studies and Africana Studies. You can also discuss any awards or other accolades your work has garnered as concrete examples of the impact of your scholarship.

Current Work Your next step is to inform readers of your current work. Questions that guide the construction of this section include, but are not limited to: What are your works-in-progress? How does your current work relate to your research trajectory? Is your research going in a different direction? If so, what are the potential contributions of this work? In a recent version of my research statement, I discuss research projects (articles and book projects) that continue my interests in religion, race, and racism and what stages they are at (the writing stage, submitted to a journal, stage of revision and resubmission to a journal, etc.)

Future Work Finally, discuss your future research interests. What are you working on for future work? For those of us fortunate to be in tenure-line positions, publishing books and articles does not stop once you earn tenure or become a full professor. You still need to publish, and your research statement is an opportunity to articulate your future research. In my case, my future research builds on my previous Bahamian research and deals with issues of citizenship, diaspora, immigration, human rights, religion and race through an investigation of stateless people of Haitian descent in the Bahamas.

Hopefully, I've given you some things to think about if you are planning to go on the job market or putting together your tenure dossier (or doing both).

In the meantime, an estimated  1,000,000 Americans have died due to COVID infections . Get your booster shots if you are eligible or get vaccinated for COVID-19.

Original article: https://www.higheredjobs.com/Articles/articleDisplay.cfm?ID=3079

JHM Professional Development and Career Office Awareness. Preparation. Development.

Academic | research statements, research statements.

The research statement requires you to think actively about your future career as a research scientist by charting out long-term research goals for both yourself and your proposed laboratory. The research statement should answer three questions: 1) What is your research to date? 2) Why is your research important? and 3) What is your proposed research agenda at your new institution? Highlight your most important scientific findings and describe promising future directions. Provide the search committee with a convincing and realistic plan of your future goals, using your academic history as an indicator for your potential success as an emerging research scientist in your field. Key Piece of Advice: Research statements are more effective if they are structured around research problems or focus areas, rather than strictly chronologically. Start with the current state of research in your field, then progress to what is and is not known, your research idea, your research, work planned for new ideas, potential funding opportunities, and your ‘fit’ with the institution. Be sure the reader understands what your most surprising scientific finding was and why they should care about it.

• How will you be able to adapt your research to your new institution?
• What resources does the university have that you will be able to utilize for your future projects?
• What resources does the university lack that you require in order to complete your research? You can propose to secure external funding for new laboratory equipment, where applicable.
• Which faculty members would you plan to collaborate with on research projects and grant proposals?
• How will you incorporate opportunities for undergraduate and graduate research in your laboratory (particularly at teaching-focused institutions)?
• Avoid jargon that faculty outside of your immediate subfield will have difficulty understanding. Try to pitch your research statement to a broad, but informed scientific audience.
• Keep your research statement clear and concise. Eliminate any miscellaneous threads that will distract your reader from your primary narrative. The research statement should aim to get search committees excited about your research.

General tips for formatting your research statement

• Research Statements are typically between 2-5 pages in length. The exact statement length may be specified in the job advertisement. For more guidance on formatting, read the detailed PDF.
• Begin your statement with a paragraph about the overarching theme of your past research and how it connects with your future research plans.
• What specific research methods did you use?
• What did you discover? What were your conclusions?
• What were your most important conceptual advances and your most significant contributions to your field? Reference high impact publications, where applicable.
• Include figures and diagrams to make your statement more visually appealing and more accessible to non-specialists.
• Outline 2-3 potential projects for future research, both for you and your proposed laboratory, and include any preliminary data.
• Indicate potential sources of funding for your proposed laboratory, referencing funding you have successfully applied for in the past or plans to write new grant applications.
• Cite current publication productivity to estimate future publication productivity.

‘Writing a Research Plan’ - Science ‘Writing a Research Statement’ Cornell University, Office of Postdoctoral Studies Duke University – Dr. Mohamed Noor

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Research statements for faculty job applications

The purpose of a research statement.

The main goal of a research statement is to walk the search committee through the evolution of your research, to highlight your research accomplishments, and to show where your research will be taking you next. To a certain extent, the next steps that you identify within your statement will also need to touch on how your research could benefit the institution to which you are applying. This might be in terms of grant money, faculty collaborations, involving students in your research, or developing new courses. Your CV will usually show a search committee where you have done your research, who your mentors have been, the titles of your various research projects, a list of your papers, and it may provide a very brief summary of what some of this research involves. However, there can be certain points of interest that a CV may not always address in enough detail.

• What got you interested in this research?
• What was the burning question that you set out to answer?
• What challenges did you encounter along the way, and how did you overcome these challenges?
• How can your research be applied?
• Why is your research important within your field?
• What direction will your research take you in next, and what new questions do you have?

While you may not have a good sense of where your research will ultimately lead you, you should have a sense of some of the possible destinations along the way. You want to be able to show a search committee that your research is moving forward and that you are moving forward along with it in terms of developing new skills and knowledge. Ultimately, your research statement should complement your cover letter, CV, and teaching philosophy to illustrate what makes you an ideal candidate for the job. The more clearly you can articulate the path your research has taken, and where it will take you in the future, the more convincing and interesting it will be to read.

Separate research statements are usually requested from researchers in engineering, social, physical, and life sciences, but can also be requested for researchers in the humanities. In many cases, however, the same information that is covered in the research statement is often integrated into the cover letter for many disciplines within the humanities and no separate research statement is requested within the job advertisement. Seek advice from current faculty and new hires about the conventions of your discipline if you are in doubt.

Timeline: Getting Started with your Research Statement

You can think of a research statement as having three distinct parts. The first part will focus on your past research, and can include the reasons you started your research, an explanation as to why the questions you originally asked are important in your field, and a summary some of the work you did to answer some of these early questions.

The middle part of the research statement focuses on your current research. How is this research different from previous work you have done, and what brought you to where you are today? You should still explain the questions you are trying to ask, and it is very important that you focus on some of the findings that you have (and cite some of the publications associated with these findings). In other words, do not talk about your research in abstract terms, make sure that you explain your actual results and findings (even if these may not be entirely complete when you are applying for faculty positions), and mention why these results are significant.

The final part of your research statement should build on the first two parts. Yes, you have asked good questions, and used good methods to find some answers, but how will you now use this foundation to take you into your future? Since you are hoping that your future will be at one of the institutions to which you are applying, you should provide some convincing reasons why your future research will be possible at each institution, and why it will be beneficial to that institution, or to the students at that institution.

While you are focusing on the past, present, and future or your research, and tailoring it to each institution, you should also think about the length of your statement and how detailed or specific you make the descriptions of your research. Think about who will be reading it. Will they all understand the jargon you are using? Are they experts in the subject, or experts in a range of related subjects? Can you go into very specific detail, or do you need to talk about your research in broader terms that make sense to people outside of your research field focusing on the common ground that might exist? Additionally, you should make sure that your future research plans differ from those of your PI or advisor, as you need to be seen as an independent researcher. Identify 4-5 specific aims that can be divided into short-term and long-term goals. You can give some idea of a 5-year research plan that includes the studies you want to perform, but also mention your long-term plans, so that the search committee knows that this is not a finite project.

Another important consideration when writing about your research is realizing that you do not perform research in a vacuum. When doing your research you may have worked within a team environment at some point, or sought out specific collaborations. You may have faced some serious challenges that required some creative problem-solving to overcome. While these aspects are not necessarily as important as your results and your papers or patents, they can help paint a picture of you as a well-rounded researcher who is likely to be successful in the future even if new problems arise, for example.

Follow these general steps to begin developing an effective research statement:

Step 1: Think about how and why you got started with your research. What motivated you to spend so much time on answering the questions you developed? If you can illustrate some of the enthusiasm you have for your subject, the search committee will likely assume that students and other faculty members will see this in you as well. People like to work with passionate and enthusiastic colleagues. Remember to focus on what you found, what questions you answered, and why your findings are significant. The research you completed in the past will have brought you to where you are today; also be sure to show how your research past and research present are connected. Explore some of the techniques and approaches you have successfully used in your research, and describe some of the challenges you overcame. What makes people interested in what you do, and how have you used your research as a tool for teaching or mentoring students? Integrating students into your research may be an important part of your future research at your target institutions. Conclude describing your current research by focusing on your findings, their importance, and what new questions they generate.

Step 2: Think about how you can tailor your research statement for each application. Familiarize yourself with the faculty at each institution, and explore the research that they have been performing. You should think about your future research in terms of the students at the institution. What opportunities can you imagine that would allow students to get involved in what you do to serve as a tool for teaching and training them, and to get them excited about your subject? Do not talk about your desire to work with graduate students if the institution only has undergraduates! You will also need to think about what equipment or resources that you might need to do your future research. Again, mention any resources that specific institutions have that you would be interested in utilizing (e.g., print materials, super electron microscopes, archived artwork). You can also mention what you hope to do with your current and future research in terms of publication (whether in journals or as a book), try to be as specific and honest as possible. Finally, be prepared to talk about how your future research can help bring in grants and other sources of funding, especially if you have a good track record of receiving awards and fellowships. Mention some grants that you know have been awarded to similar research, and state your intention to seek this type of funding.

Step 3: Ask faculty in your department if they are willing to share their own research statements with you. To a certain extent, there will be some subject-specific differences in what is expected from a research statement, and so it is always a good idea to see how others in your field have done it. You should try to draft your own research statement first before you review any statements shared with you. Your goal is to create a unique research statement that clearly highlights your abilities as a researcher.

Step 4: The research statement is typically a few (2-3) pages in length, depending on the number of images, illustrations, or graphs included.  Once you have completed the steps above, schedule an appointment with a career advisor to get feedback on your draft. You should also try to get faculty in your department to review your document if they are willing to do so.

Explore other application documents:

5 Simple Tips for Writing a Good Research Statement for a Faculty Position

Completed your Ph.D.? What next?

Traditionally, most sought-after jobs after completing Ph.D. are university professors and industry R&D labs professionals. While industrial jobs have seen a surge in applicants to various positions, academia has prominently been the most considered field by Ph.Ds. As a part of the job application for faculty positions in academia, applicants are required to present a research statement that outlines the research they have already completed.

Table of Contents

What is a Research Statement?

A research statement is a document that summarizes your research interests, accomplishments, current research, and future research conduction plans. Furthermore, it outlines how your work contributes to the field. It allows applicants to present the importance and impact of their past, current, and future research to their potential future colleagues. However, throughout your academic career, you may be asked to prepare similar documents for annual reviews, tenure packages, or promotion.

What is the Purpose of a Research Statement?

The purpose of a research statement isn’t just about exhibiting your research interests, achievement, or other academic feats. In fact, its purpose is to make a persuasive case about the importance of your completed work and the potential impact of your future trajectory in research. In other words, researchers must coherently write about their past and current research efforts and articulately present their future research plans.

Furthermore, a research statement’s purpose is to allow the search committee to envision the applicant’s research evolution, productivity, and potential contributions over the coming years. Your research statement must promisingly convey the benefits you bring to the position. In other words, these benefits could be in terms of grant money, faculty collaborations, student involvement in research, or development of new courses.

Three key purposes of a research statement are:

• Clear presentation of your academic feats.
• Description of your research in a broader context, both scientifically and societally.
• Laying out a clear road map for future endeavors concerning the newly applied position.

How is a Research Statement Different from a CV?

While your CV gives an overview of your past research projects, it does not address the details of conducted research or future research interests. Furthermore, a CV fails to answer some questions that can be easily answered through a research statement.

• Why are you interested in a particular research topic?
• Why is your research important?
• What techniques do you use?
• How have you contributed to your field?
• How can your research be applied commercially or academically?
• Does your research have an impact on allied fields?
• Is your research directing you to newer questions?
• How do you plan to develop new skills and knowledge?

What Should You Include in a Research Statement for Faculty Position?

With over hundreds of applications being received at various departments, your research statement must stand out from the crowd and address all points concerning the target position. Expectations for research statements may vary across disciplines. However, certain key elements must be included in a research statement, irrespective of the field.

• Academic specialty and interests.
• Dedication for research.
• Compatibility with departmental or university research efforts.
• Ideas about potential funding sources, collaborative partners, etc.
• Ability to work as a professional scholar.
• Capability to work as an independent researcher.
• Writing proficiency.
• Relevance of your research and its contribution to the field.
• Significant recognition received by your research such as publications, presentations, grants, awards, etc.
• Appropriate acknowledgment of other scholars’ work in your field by giving them credits where due.
• Degree of specificity for future research.
• Long-term and short-term research goals

How to Write a Research statement for Faculty Position?

An effective research statement must present a clear narrative of the relation between your past and current research. Additionally, it should clearly state how your research aligns with the goals, resources, and needs of the institution to which you are applying.

Here we discuss 5 simple tips for writing a good research statement:

As stated earlier, a faculty position may easily receive over a couple of hundred applications. Consequently, the search committee may just glance through some applications. Therefore, you must make your research statement reader-friendly.

Following tips will allow readers to quickly determine why should they select you over other applicants:

• Organize your ideas by using headings and sub-headings.
• Space out different sections properly.
• Additionally, include figures and diagrams to illustrate key findings or concepts.
• Avoid writing long paragraphs in your research statement. Moreover, a concise yet thoughtfully laid out research statement demonstrates your ability to organize ideas in a coherent and easy-to-understand manner.

2. Ensure to Present Your Focus on Research

• Discuss feasible research ideas that interest you.
• Explain how your goals are related to your recent work.
• Additionally, mention your short-term (2-5 years) and long-term (5+ years) research goals.
• Discuss your ideas about potential funding sources, collaborative partners, facilities, etc.
• Specifically mention how your research goals align with your department’s goals.

3. Tailor Your Research Statement

• It is imperative to mention how you will contribute to the research at the institution you are applying to.
• Mention how will you use core facilities or resources at the institution.
• Furthermore, you should mention particular research infrastructure present at the target institution that you may need to do your work.

4. Write for Each Audience

• Even at top-most institutions, not all members of the search committee may be aware of the intricacies of your research work. Therefore, you should avoid jargon and describe your research work in a detailed yet lucid manner.
• Your motive must be to instill a sense of belief in the reader that you are a dedicated researcher and not overwhelm them with finer details.
• Moreover, focus on conveying the importance of your work and its contribution to the field.

5. Be Yourself

In an attempt to impress the search committee, applicants are often seen to go overboard and come out as boastful.

• Emphasize your major academic achievements.
• Be realistic and do not present research goals that are too ambitious.
• Finally, avoid comparing your research statement with other applicants.

Did you decide on the faculty position you want to apply for? How do you plan to go ahead with your research statement? Follow these tips while writing your research statement to acquire your most desired faculty position .

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Faculty Application: Research Statement

Criteria for success.

• Clearly articulate your brand.
• Demonstrate the impact of your past work.
• Show that you are credible to carry out your proposed future research.
• Articulate the importance of your research vision.
• Match the standards within the department to which you are applying.
• Show that you are a good fit for the position.
• Polish. Avoid typos.

Structure Diagram

The typical structure and length of research statements vary widely across fields. If you are unsure of what is typical in the field where you are applying, be sure to check with someone who is familiar with the standards. 

In electrical engineering and computer science, research statements are usually around three pages long with a focus on past and current work, often following the structure in the diagram below.

Identify Your Purpose

Your cover letter and CV outline your past work and hint at a general direction of your future work but do not go into detail. Therefore, the purpose of a research statement is to emphasize the importance of your past work and describe your research vision. Both your past/current work and future work presented in the research statement should reflect your branding statement .  

In EECS, faculty research statements focus on past/current work. However, it is important to also include your vision for the future, which should build on your previous work. This statement should convince the committee that your future work is important, relevant, and feasible. The future work section should go beyond direct extensions of your doctoral or postdoctoral work; it should cover a 5-10 year span. Proposed future work should show scientific growth and convince the committee that you propose strong research directions for your future group. Your research statement can also include possible funding sources and collaborations.

Analyze Your Audience

Your audience is a faculty search committee, which is made up of professors from across the department, not just the ones in your research area. A typical search committee member is probably very busy reviewing lots of applications, and hence may not read your statement in depth until you make it to later rounds of the hiring process.

Knowing details of the job posting and what the faculty search committee is looking for will help you tailor your statement. If the call is for a specific research area (e.g., language processing, bioinformatics, algorithms, machine learning, systems), it is beneficial to motivate and emphasize the importance of your work in the language of that area whenever possible.

Structure your statement

Although there is usually no mandated structure for a research statement, it can be very helpful to a reader if the content flows naturally.

Use the hourglass concept. It makes a compelling introduction if a research statement presents motivation starting from the high-level picture and then zooms in to the main topic(s) of research. This is helpful for two reasons. First, a research statement is typically read by committee members from several research areas, so starting with a high-level picture gives members a gentle guidance to the meat of a work. Second, providing general motivation helps in showing how different pieces of research fit in a big puzzle.

After talking about specific results, the story typically zooms back out by discussing impact and future directions. It is best if future work has some concrete research directions and also widens up to touch on a broader perspective of research plans.

The diagram below summarizes the hourglass concept and provides one potential flow of content.

Use good formatting to help retain focus . A successful research statement is typically organized into three main parts: Introduction and motivation; past work/achievements; and vision/future work. Each of these parts can be divided into subsections.

In addition, you can help a reader focus their attention on the important content by:

• making each section/paragraph title tell a message;
• using bullet points and itemization while listing;
• using bold or italics to emphasize important keywords or sentences. 

Some institutions set constraints on the format of research statements, primarily constraints on length . Make sure that your research statement is tailored to the guidelines. It is helpful to prepare two versions of your statement — a long one and a short one. The short version is usually the long one stripped of many details with the emphasis on high-level pictures and ideas.

Say who you are

Your research statement tells a story about you. Think who you want to be in the eyes of committee members (e.g., a programming languages person, a machine learning expert, a theory professor) and which of your achievements you want them to remember.

Make your research statement echo your branding one . A successful research statement builds a story around the author’s branding statement. A strong point is made if past and future work are echoes of the same brand. 

Successful candidates outline their research agenda before stating actual results and after providing a background. Sometimes this is done even before giving background and motivation. In the latter case, the research agenda is typically stated briefly, and then reiterated with more context after providing the background.

Show credibility for your future work by your past work

Your past work is an excellent way to illustrate that you are fit for the future work you are proposing. Refer to some of your past work when outlining feasibility of your proposed future directions. Even if you aim to change your field of research, your past experience should still serve as a justification for why you are well suited for the new line of work.

Dedicate space to your strongest results . Describe your strongest results in the most detail. If you want to mention many papers, organize them into several themes. A successful statement communicates how obtained results affect a field or a research community. Impact of papers can be shown by awards, high number of citations, or follow up papers by other research groups. A reader will have limited time to go over your statement, so make sure that the reader’s attention is spent on your most impactful work. Note that your strongest results do not necessarily have to be your most recent ones; they can even be several years old. Nevertheless, it is still a good idea to also mention some of your recent work as it shows that you have been active lately as well.

Importantly, a research statement should be a coherent story about ideas and impact, not only an overview of published articles. Hence, it is often the case that a research statement does not discuss all papers published or all work done by the applicant.

Use figures to support important claims . Consider including figures . They can be used to support your claims about your results and/or in the future work section to illustrate your research plans. A well-made figure can help the reader quickly understand your work, but figures also take up a large amount of space. Use figures carefully, only to draw attention to the most important points.

Devote time!

Getting out a job application package takes an indefinitely long time (writing, addressing feedback, polishing, addressing feedback … aaaand polishing)! Start early and invest time.

Get feedback . Your application package will be read by committee members that are not necessarily in your research area. It is thus important to get feedback about your research statement from colleagues with different backgrounds and seniority. Note that it might take time for other people to share their feedback (remember, others are busy as well!), so plan ahead.

MIT EECS affiliates can also make an appointment with a Communication Fellow to obtain additional feedback on their statements.

Resources and Annotated Examples

Amy zhang research statement.

Submitted in 2018-2019 by Amy Zhang, now faculty at University of Washington 1 MB

Elena Glassman Research Statement

Submitted in 2017-2018 by Elena Glassman, now faculty at Harvard University 2 MB

Our research suggests eating an unhealthy breakfast could have a similar effect on your child’s school day as having nothing at all

Scientia Professor and Professor of Educational Psychology, UNSW Sydney

ARC DECRA Fellow and Senior Lecturer, Macquarie University

Professor of cognitive neuroscience, UNSW Sydney

Postdoctoral research fellow, UNSW Sydney

Researcher in educational neuroscience, UNSW Sydney

Disclosure statement

Andrew J. Martin has received funding from Australian Research Council in partnership with the Future Project at The King's School, the International Boys' Schools Coalition, and NSW Department of Education.

Emma Burns was employed as a postdoctoral researcher from funding by Australian Research Council in partnership with The Future Project at The King’s School

Joel Pearson receives funding from ARC & NHMRC, including from the ARC in partnership with the Future Project at The King's School.

Keiko C.P. Bostwick was employed as a postdoctoral researcher from funding by Australian Research Council in partnership with The Future Project at The King’s School.

Roger Kennett received a doctoral scholarship from funding by Australian Research Council in partnership with The Future Project at The King’s School

Macquarie University and UNSW Sydney provide funding as members of The Conversation AU.

View all partners

Many parents know it is important for their teenagers to have breakfast before they go to school. Even though young people can be reluctant to eat it, breakfast provides the energy the brain and body need to function through the day.

In our new research we looked at what impact breakfast has on students’ motivation to learn and their academic achievement at school.

We also looked at whether it matters if they have a healthy breakfast, an unhealthy breakfast or no breakfast at all.

Why did we study breakfast?

As educational psychology researchers we look at ways to improve how students learn.

Unlike factors beyond a student’s control (such as teaching quality) or those that can take time to improve (such as study skills), eating breakfast is something students may have some immediate control over.

It is also something that could be quickly addressed by schools.

Read more: How to get your kid to eat breakfast before school – and yes, it's OK to have dinner leftovers or a sandwich

Our research

We wanted to know if eating breakfast affects students’ motivation and achievement. We also wanted to know if it mattered whether the breakfast was a healthy one.

So, as part of an Australian Research Council project, we studied 648 Australian high school students from five private schools in New South Wales. Two of these schools were single-sex boys’ schools, two were single-sex girls’ schools and one was co-educational.

Students were in Years 7 to 9, with an average age of 13–14 years.

We conducted our study during students’ science lessons. It was made up of three main components.

First, students completed an online survey of their breakfast habits. We asked if they had eaten breakfast that morning and what types of food they usually eat for breakfast.

Drawing on national dietary guidelines , we created a score for how often students consumed healthy foods for breakfast, such as fruit and vegetables, dairy and protein, wholegrains and cereals and water. We also asked how often they had an unhealthy breakfast, with items such as sugary soft drinks, processed meat, fast food, unhealthy bakery goods and unhealthy snacks. A higher score reflected typically eating a healthier breakfast.

Second, they rated their motivation in science lessons, including how confident they were in doing science schoolwork, how much they valued the subject and were focused on learning.

Third, students did a test based on content in the NSW science syllabus.

In this way, our study was a snapshot of one day in the life of students.

We also asked questions about their personal background, how well they usually perform in science, and also features of the classroom (including the time of the lesson in the day) so we could account for these in our findings.

Read more: 3 reasons your teenager might skip breakfast – don't fuss but do encourage a healthy start

Our findings

We found students who ate a healthy breakfast on the morning of the study demonstrated higher levels of motivation and achievement.

This means, for example, they were more confident about and focused on their science lessons. And they scored higher results in the test of their science knowledge.

In comparison, students who ate no breakfast had lower levels of motivation and achievement.

This was not unexpected. But what did surprise us was students who had no breakfast had similarly low levels of motivation and achievement to those students who had an unhealthy breakfast.

This suggests eating an unhealthy breakfast could be as disruptive to motivation and achievement as not eating breakfast at all.

Because we also looked at students’ previous science results, the study showed that even if they had previously performed well in science, they could still score low in motivation and achievement if they had not had breakfast or had eaten an unhealthy one.

Although our study could not dig into specific reasons for this, it is likely because eating the wrong kinds of foods does not properly fuel the mind or body for what is needed to optimally “switch on” academically.

It is also important to note the students in our study were from private schools. Although we took a student’s family background into account, the socioeconomic aspect of eating breakfast requires further investigation. It could be that the benefits of a healthy breakfast are larger in a more diverse sample of students.

What does this mean?

Our findings emphasise the importance of students eating a healthy breakfast each and every morning.

Schools can help ensure this by

offering a healthy breakfast to students

offering a healthy morning snack

teaching students about the importance of a healthy breakfast (for example, as part of health and wellbeing syllabus units)

giving parents information about the importance of healthy breakfasts, meal ideas and strategies for giving this to their children.

Barriers to breakfast

But schools will need to be mindful of and address barriers to a healthy breakfast. For example, there will be situations where school-provided breakfasts and morning snacks will need to be free. In such cases, it is also possible some students may not want a free breakfast if there is a stigma attached to it (if it is seen as only being for kids from disadvantaged backgrounds).

It is also worth recognising some students may have body image concerns and not want to eat a snack or breakfast at school. In addition, cultural and dietary differences may mean some foods are not appropriate for some students.

If these barriers are effectively managed, our study shows a small and relatively achievable change in a student’s life – a healthy breakfast each day – can have a positive academic impact.

• Secondary education
• Primary school
• High school
• Academic achievement
• Student wellbeing

Associate Professor, Occupational Therapy

GRAINS RESEARCH AND DEVELOPMENT CORPORATION CHAIRPERSON

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Faculty of Law - Academic Appointment Opportunities

Audience Development Coordinator (fixed-term maternity cover)