If, for example, your research was about finding the right proportions of two metals in an alloy and you tested ten different proportions, you do not have to list all the ten proportions: it is enough to say that the proportions varied from to .Compared to two other sections of a typical research paper, namely Methods and Results, Introduction and Discussion are more difficult to write.
As you can see from the above examples, the authors are moving toward presenting the specific topic of their research.
So now in the following part, you can bring in some statistics to show the importance of the topic or the seriousness of the problem.
You can do this by describing the research problem you considered or the research question you asked (in the main body of the paper, you will offer the solution to the problem or the answer to the question) and by briefly reviewing any other solutions or approaches that have been tried in the past.
Now that you have given the background and set the context, the last part of the Introduction should specify the objectives of the experiment or analysis of the study described in the paper.
You can write it, or at least revise it, after you have written the rest of the paper: this will make the Introduction not only easier to write but also more compelling.
Three Paragraph Introduction: An alternative to writing a research paper Mark Giordano July 10, 2017 One goal of my interdisciplinary (but primarily social and natural science based) freshman proseminar is to develop the skills to identify a research question.
Note that this part of the Introduction gives specific details: for instance, the earlier part of the Introduction may mention the importance of controlling malaria whereas the concluding part will specify what methods of control were used and how they were evaluated.
At the same time, avoid too much detail because those belong to the Materials and Methods section of the paper.
Second, even if formats for structuring a research paper are given, students often struggle with logical flows within and between paragraphs and sections.
Third, it is problematic for students to learn from feedback unless they have opportunities to revise their papers at least once and preferably more times.