field study assignment

A guide to field studies

Last updated

18 April 2023

Reviewed by

Cathy Heath

Field studies allow researchers to observe and collect data in real-world settings. Unlike laboratory-based or traditional research methods, field studies enable researchers to investigate complex phenomena within their environment, providing a deeper understanding of the research context.

Researchers can use field studies to investigate a wide range of subjects, from the behavior of animals to the practices of businesses or the experiences of individuals in a particular setting.

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• What is a field study?

A field study is a research method that involves conducting observations and collecting data in a natural setting. This method includes observing, interviewing, and interacting with participants in their environment, such as a workplace, community, or natural habitat.

Field studies can take many forms, from ethnographic studies involving extended periods of observation and using an anthropological lens to shorter-term studies focusing on specific behaviors or events. Regardless of its form, a successful field study requires careful planning, preparation, and execution to ensure the data collected is valid and reliable.

• How to plan a field study

Planning a field study is a critical first step in ensuring successful research. Here are some steps to follow when preparing your field study:

1. Define your research question

When developing a good research question , you should make it clear, concise, and specific. It should also be open-ended, allowing for various possible answers rather than a simple yes or no response. Your research question should also be relevant to the broader field of study and contribute new knowledge to the existing literature.

Once you have a defined research question, identify the key variables you need to study and the data you need to collect. It might involve developing a hypothesis or research framework outlining the relationships between different variables and how you’ll measure them in your study.

2. Identify your research site

A research site is a location where you’ll conduct your study and collect data. Here are the types of research sites to consider when planning a field study:

Natural habitats: For environmental or ecological research, you may need to conduct your study in a natural habitat, such as a forest, wetland, or coral reef.

Communities : If your research relates to social or cultural factors, you may need to study a particular community, such as a neighborhood, village, or city.

Organizations : For questions relating to organizational behavior or management, your location will be in a business environment, like a nonprofit or government agency.

Events : If your research question relates to a particular event, you may need to conduct your study at that event, such as, at a protest, festival, or natural disaster.

Ensure your research site represents the population you're studying. For example, if you're exploring cultural beliefs, ensure the community represents the larger population and you have access to a diverse group of participants.

3. Determine your data collection methods

Choosing a suitable method will depend on the research question, the type of data needed, and the characteristics of the participants. Here are some commonly used data collection methods in field studies:

Interviews : You can collect data on people's experiences, perspectives, and attitudes. In some instances, you can use phone or online interviews.

Observations : This method involves watching and recording behaviors and interactions in a specific setting. 

Surveys : By using a survey , you can easily standardize and tailor the questions to provide answers for your research. Respondents can complete the survey in person, by mail, or online.

Document analysis : Organizational reports, letters, diaries, public records, policies, or social media posts can be analyzed to gain context. 

When selecting data collection methods, consider factors such as the availability of participants, the ethical considerations involved, and the resources needed to carry out each method. For example, conducting interviews may require more time and resources than administering a survey.

4. Obtain necessary permissions

Depending on the research location and the nature of the study, you may require permission from local authorities, organizations, or individuals before conducting your research. 

This process is vital when working with human or animal subjects and conducting research in sensitive or protected environments.

Here are some steps you can take to obtain the necessary permissions:

Identify the relevant authorities , including local governments, regulatory bodies, research institutions, or private organizations, to obtain permission for your research.

Reach out to the relevant authorities to explain the nature of your study. Be ready to hand out detailed information about your research. 

If you're conducting research with human participants, you must have their consent . You'll also need to ensure the participants have the right to withdraw from the study at any time.

Obtain necessary permits from regulatory bodies or local authorities. For example, if you're conducting research in a protected area, you may need a research permit from the relevant government agency.

The process of obtaining permissions can be time-consuming, and failure to obtain the necessary permits can lead to legal and ethical issues.

• Examples of field research

Researchers can apply field research to a wide range of disciplines and phenomena. Here are some examples of field research in different fields:

Anthropology : Anthropologists use field research methods to study different communities' social and cultural practices. For instance, an anthropologist might conduct participant observation in a remote community to understand their customs, beliefs, and practices.

Ecology : Ecologists use field research methods to learn the behavior of organisms and their interactions with the environment. For example, an ecologist might conduct field research on the behavior of birds in their natural habitat to understand their feeding habits, nesting patterns, and migration.

Sociology : Sociologists may use field research methods to study social behavior and interactions. For instance, a sociologist might conduct participant observation in a workplace to understand organizational culture and communication dynamics.

Geography : Geographers use field research methods to study different regions’ physical and human contexts. For example, a geographer might conduct field research on the impact of climate change on a particular ecosystem, such as a forest or wetland.

Psychology : Psychologists use field research methods to study human behavior in natural settings. For instance, a psychologist might conduct field research on the effects of stress on students in a school setting.

Education : Researchers studying education may use field research methods to study teaching and learning in real-world settings. For example, you could use field research to test the effectiveness of a new teaching method in a classroom setting.

By using field research methods, researchers can gain a deeper understanding of the complexities of the natural world, human behavior, and social interaction theory and how they affect each other.

• Advantages of field research

Field research has several advantages over other research methods, including:

Authenticity : Field research conducted in natural settings allows researchers to observe and study real-life phenomena as it happens. This authenticity enhances the validity and accuracy of the data collected.

Flexibility : Field research methods are flexible and adaptable to different research contexts. Researchers can adjust their strategies to meet the specific needs of their research questions and participants and uncover new insights as the research unfolds.

Rich data : Field research provides rich and detailed data, often including contextual information that’s difficult to capture through other research methods. This depth of knowledge allows for a more comprehensive and nuanced understanding of the research topic.

Novel insights : Field research can lead to discoveries that may not be possible with other research methods. Observing and studying phenomena in natural settings can provide unique perspectives and new understandings of complex issues.

Field research methods can enhance the quality and validity of research findings and lead to new insights and discoveries that may not be possible with other research methods.

• Disadvantages of field research

While field research has several advantages, there are also some disadvantages that researchers need to consider, including:

Time-consuming : Researchers need to spend time in the field, possibly weeks or months, which can be challenging, especially if the research site is remote or requires travel.

Cost : Conducting field research can be costly, especially if the research site is remote or requires specialized equipment or materials.

Reliance on participants : It may be challenging to recruit participants, and various factors, such as personal circumstances, attitudes, and beliefs, may influence their participation.

Ethical considerations : Field research may raise ethical concerns, mainly if the research involves vulnerable populations or sensitive topics. 

Causality: Researchers may have little control over the environmental or contextual variables they are studying. This can make it difficult to establish causality and then generalize their results with previous research. 

Researchers must carefully weigh the advantages and disadvantages of field research and select the most appropriate research method based on their research question, participants, and context.

What is another name for field study?

Field study is also known as field research or fieldwork. These terms are often used interchangeably and refer to research methods that involve observing and collecting data in natural settings.

What is the difference between a field study and a case study?

Why is field study important.

Field study is critical because it allows researchers to study real-world phenomena in natural settings. This study can also lead to novel insights that may not be possible with other research methods.

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What is Field Research: Definition, Methods, Examples and Advantages

What is Field Research?

Field research is defined as a qualitative method of data collection that aims to observe, interact and understand people while they are in a natural environment. For example, nature conservationists observe behavior of animals in their natural surroundings and the way they react to certain scenarios. In the same way, social scientists conducting field research may conduct interviews or observe people from a distance to understand how they behave in a social environment and how they react to situations around them.

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Field research encompasses a diverse range of social research methods including direct observation, limited participation, analysis of documents and other information, informal interviews, surveys etc. Although field research is generally characterized as qualitative research, it often involves multiple aspects of quantitative research in it.

Field research typically begins in a specific setting although the end objective of the study is to observe and analyze the specific behavior of a subject in that setting. The cause and effect of a certain behavior, though, is tough to analyze due to presence of multiple variables in a natural environment. Most of the data collection is based not entirely on cause and effect but mostly on correlation. While field research looks for correlation, the small sample size makes it difficult to establish a causal relationship between two or more variables.

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Methods of Field Research

Field research is typically conducted in 5 distinctive methods. They are:

• Direct Observation

In this method, the data is collected via an observational method or subjects in a natural environment. In this method, the behavior or outcome of situation is not interfered in any way by the researcher. The advantage of direct observation is that it offers contextual data on people management , situations, interactions and the surroundings. This method of field research is widely used in a public setting or environment but not in a private environment as it raises an ethical dilemma.

• Participant Observation

In this method of field research, the researcher is deeply involved in the research process, not just purely as an observer, but also as a participant. This method too is conducted in a natural environment but the only difference is the researcher gets involved in the discussions and can mould the direction of the discussions. In this method, researchers live in a comfortable environment with the participants of the research design , to make them comfortable and open up to in-depth discussions.

• Ethnography

Ethnography is an expanded observation of social research and social perspective and the cultural values of an  entire social setting. In ethnography, entire communities are observed objectively. For example,  if a researcher would like to understand how an Amazon tribe lives their life and operates, he/she may chose to observe them or live amongst them and silently observe their day-to-day behavior.

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• Qualitative Interviews

Qualitative interviews are close-ended questions that are asked directly to the research subjects. The qualitative interviews could be either informal and conversational, semi-structured, standardized and open-ended or a mix of all the above three. This provides a wealth of data to the researcher that they can sort through. This also helps collect relational data. This method of field research can use a mix of one-on-one interviews, focus groups and text analysis .

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A case study research is an in-depth analysis of a person, situation or event. This method may look difficult to operate, however, it is one of the simplest ways of conducting research as it involves a deep dive and thorough understanding the data collection methods and inferring the data.

Steps in Conducting Field Research

Due to the nature of field research, the magnitude of timelines and costs involved, field research can be very tough to plan, implement and measure. Some basic steps in the management of field research are:

• Build the Right Team: To be able to conduct field research, having the right team is important. The role of the researcher and any ancillary team members is very important and defining the tasks they have to carry out with defined relevant milestones is important. It is important that the upper management too is vested in the field research for its success.
• Recruiting People for the Study: The success of the field research depends on the people that the study is being conducted on. Using sampling methods , it is important to derive the people that will be a part of the study.
• Data Collection Methodology: As spoken in length about above, data collection methods for field research are varied. They could be a mix of surveys, interviews, case studies and observation. All these methods have to be chalked out and the milestones for each method too have to be chalked out at the outset. For example, in the case of a survey, the survey design is important that it is created and tested even before the research begins.
• Site Visit: A site visit is important to the success of the field research and it is always conducted outside of traditional locations and in the actual natural environment of the respondent/s. Hence, planning a site visit alongwith the methods of data collection is important.
• Data Analysis: Analysis of the data that is collected is important to validate the premise of the field research and  decide the outcome of the field research.
• Communicating Results: Once the data is analyzed, it is important to communicate the results to the stakeholders of the research so that it could be actioned upon.

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Field Research Notes

Keeping an ethnographic record is very important in conducting field research. Field notes make up one of the most important aspects of the ethnographic record. The process of field notes begins as the researcher is involved in the observational research process that is to be written down later.

Types of Field Research Notes

The four different kinds of field notes are:

• Job Notes: This method of taking notes is while the researcher is in the study. This could be in close proximity and in open sight with the subject in study. The notes here are short, concise and in condensed form that can be built on by the researcher later. Most researchers do not prefer this method though due to the fear of feeling that the respondent may not take them seriously.
• Field Notes Proper: These notes are to be expanded on immediately after the completion of events. The notes have to be detailed and the words have to be as close to possible as the subject being studied.
• Methodological Notes: These notes contain methods on the research methods used by the researcher, any new proposed research methods and the way to monitor their progress. Methodological notes can be kept with field notes or filed separately but they find their way to the end report of a study.
• Journals and Diaries: This method of field notes is an insight into the life of the researcher. This tracks all aspects of the researchers life and helps eliminate the Halo effect or any research bias that may have cropped up during the field research.

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Reasons to Conduct Field Research

Field research has been commonly used in the 20th century in the social sciences. But in general, it takes a lot of time to conduct and complete, is expensive and in a lot of cases invasive. So why then is this commonly used and is preferred by researchers to validate data? We look at 4 major reasons:

• Overcoming lack of data: Field research resolves the major issue of gaps in data. Very often, there is limited to no data about a topic in study, especially in a specific environment analysis . The research problem might be known or suspected but there is no way to validate this without primary research and data. Conducting field research helps not only plug-in gaps in data but collect supporting material and hence is a preferred research method of researchers.
• Understanding context of the study: In many cases, the data collected is adequate but field research is still conducted. This helps gain insight into the existing data. For example, if the data states that horses from a stable farm generally win races because the horses are pedigreed and the stable owner hires the best jockeys. But conducting field research can throw light into other factors that influence the success like quality of fodder and care provided and conducive weather conditions.
• Increasing the quality of data: Since this research method uses more than one tool to collect data, the data is of higher quality. Inferences can be made from the data collected and can be statistically analyzed via the triangulation of data.
• Collecting ancillary data: Field research puts the researchers in a position of localized thinking which opens them new lines of thinking. This can help collect data that the study didn’t account to collect.

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Examples of Field Research

Some examples of field research are:

• Decipher social metrics in a slum Purely by using observational methods and in-depth interviews, researchers can be part of a community to understand the social metrics and social hierarchy of a slum. This study can also understand the financial independence and day-to-day operational nuances of a slum. The analysis of this data can provide an insight into how different a slum is from structured societies.
• U nderstand the impact of sports on a child’s development This method of field research takes multiple years to conduct and the sample size can be very large. The data analysis of this research provides insights into how the kids of different geographical locations and backgrounds respond to sports and the impact of sports on their all round development.
• Study animal migration patterns Field research is used extensively to study flora and fauna. A major use case is scientists monitoring and studying animal migration patterns with the change of seasons. Field research helps collect data across years and that helps draw conclusions about how to safely expedite the safe passage of animals.

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Advantages of Field Research

The advantages of field research are:

• It is conducted in a real-world and natural environment where there is no tampering of variables and the environment is not doctored.
• Due to the study being conducted in a comfortable environment, data can be collected even about ancillary topics.
• The researcher gains a deep understanding into the research subjects due to the proximity to them and hence the research is extensive, thorough and accurate.

Disadvantages of Field Research

The disadvantages of field research are:

• The studies are expensive and time-consuming and can take years to complete.
• It is very difficult for the researcher to distance themselves from a bias in the research study.
• The notes have to be exactly what the researcher says but the nomenclature is very tough to follow.
• It is an interpretive method and this is subjective and entirely dependent on the ability of the researcher.
• In this method, it is impossible to control external variables and this constantly alters the nature of the research.

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How to Conduct Field Research Study? – A Complete Guide

There is a challenge in undergoing a research which involves a vast understanding of the environment and the study of subjects staying in that environment. Although the outcome of this study will help fill in the gaps evidently seen in the literature but the process involves a lot of planning. How does one plan such a humongous research study?  In this article, we will discuss how to conduct a field research and what are the different methods used to streamline the field study !

Research is much more than performing the experiment and analyzing results. It involves gathering raw data and understanding the subject of research in its environment. These type of researches are more elaborate and are the reason for producing real information on a large scale.

Table of Contents

What is Field Research?

Field research is a process where data is collected through a qualitative method. The objective of field study  is to observe and interpret the subject of study in its natural environment. It is used in the field of study of humans and health care professions. Furthermore, it connects theory and practical research study by qualitatively analyzing the data.

Why to Conduct Field Study?

Field study allows researchers to identify and observe the subjects and helps draw correlations between subjects and surroundings, and how the surroundings may influence the behavior.

It gives an in-depth information on subjects because they are observed and analyzed for a long period of time.

Field study allows researchers to fill the gaps in data which can be understood by conducting in-depth primary research.

How is a Field Research different from a Lab Research?

Different methods of field study research.

There are four main types of methods for conducting a field research .

1. Ethnographic Field Notes

This type of field work is particularly associated with field work that records and analyzes culture, society or community. Most commonly this method of research is used in social anthropology, societies and communities.

2. Qualitative Interviews

Qualitative interviews give researchers detailed information. This vast information is segregated in order to make inferences related to the sample group. This data is gathered by conducting interviews either informally, conversationally or in an open ended interview.

3. Direct Observation

Researchers gather information on their subjects through close visual observation. The researcher can record the observations and events as field notes holistically without a guided protocol. This form of research approach is termed as unstructured observation. However, in a structured observation the researcher uses a guide or set protocols to observe people and events. Furthermore, in direct observation the observer is detached and does not obstruct the research setup. It does not work as an alternative method for conducting field research , and rather works as an initial approach to understand the behavior of the research. This type of method is extensively used in fields of sociology and anthropology wherein the researchers focus on recording social life details in a setting, community, or society.

4. Participant Observation

In this research method, the researcher takes part in the everyday life of the members chosen for observation. This gives the observer a better understanding of the study. Additionally, these observation notes are a primary type of data which the researchers later develop into detailed field notes.

Steps to Conduct a Field Study

1. identify and acquire researchers of the field.

It is essential to acquire researchers who are specialized in the field of research. Moreover, their experience in the field will help them undergo the further steps of conducting the field research .

2. Identify the topic of research

Post acquiring the researcher, they will work on identifying the topic of research. The researchers are responsible for deciding what topic of research to focus on based on the gaps observed in the existing research literature.

3. Identify the right method of research

After fine tuning the research topic, researchers define the right method to approach the aim and objectives of the research.

4. Visit the site of the study and collect data

Based on the objectives, the observations begin. Observers/Researchers go on field and start collecting data either by visual observation, interviews or staying along with the subjects and experiencing their surroundings to get an in-depth understanding.

5. Analyze the data acquired

The researchers undergo the process of data analysis once the data is collected.

6. Communicate the results

The researchers document a detailed field study report , explaining the data and its outcome. Giving the field study a suitable conclusion.

Advantages of Field Study

The major advantage of field study is that the results represent a greater variety of situations and environments. Researchers yield a detailed data analysis which can be used as primary data for many different research hypotheses. Furthermore, field research has the ability to find newer social facts which the setting or community and the participants may be unaware of. Most importantly, there usually is no tampering of data or variable, as data is collected from the natural setting.

Disadvantages of Field Study

Various methods of field study involve researchers conducting research study and immersing themselves on the research field to gather data. This collection of data can be expensive and time consuming. Moreover, the information acquired is usually undertaken through observation of small groups and this may lack understanding and implications to the larger group of study.

Did you ever conduct a field research? How did you find the process? Which type of field research method did you use? Let us know about it in the comment below.

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Ethnography is a research process that uses fieldwork and observation to learn about a particular community or culture.

Learning Objectives

• Explain the goals and methods of ethnography
• Ethnographic work requires intensive and often immersive long-term participation in the community that is the subject of research, typically involving physical relocation (hence the term fieldwork).
• In participant observation, the researcher immerses himself in a cultural environment, usually over an extended period of time, in order to gain a close and intimate familiarity with a given group of individuals and their practices.

Such research involves a range of well-defined, though variable methods: interviews, direct observation, participation in the life of the group, collective discussions, analyses of personal documents produced within the group, self-analysis, and life-histories, among others.

• The advantage of ethnography as a technique is that it maximizes the researcher’s understanding of the social and cultural context in which human behavior occurs.
• The advantage of ethnography as a technique is that it maximizes the researcher’s understanding of the social and cultural context in which human behavior occurs. The ethnographer seeks out and develops relationships with cultural insiders, or informants, who are willing to explain aspects of their community from a native viewpoint. A particularly knowledgeable informant who can connect the ethnographer with other such informants is known as a key informant.
• ethnography : The branch of anthropology that scientifically describes specific human cultures and societies.
• qualitative : Of descriptions or distinctions based on some quality rather than on some quantity.

Fieldwork and Observation

Ethnography is a qualitative research strategy, involving a combination of fieldwork and observation, which seeks to understand cultural phenomena that reflect the knowledge and system of meanings guiding the life of a cultural group. It was pioneered in the field of socio-cultural anthropology, but has also become a popular method in various other fields of social sciences, particularly in sociology.

Ethnographic work requires intensive and often immersive long-term participation in the community that is the subject of research, typically involving physical relocation (hence the term fieldwork). Although it often involves studying ethnic or cultural minority groups, this is not always the case. Ideally, the researcher should strive to have very little effect on the subjects of the study, being as invisible and enmeshed in the community as possible.

Participant Observation

One of the most common methods for collecting data in an ethnographic study is first-hand engagement, known as participant observation. In participant observation, the researcher immerses himself in a cultural environment, usually over an extended period of time, in order to gain a close and intimate familiarity with a given group of individuals (such as a religious, occupational, or sub-cultural group, or a particular community) and their practices.

Interviews can be either informal or formal and can range from brief conversations to extended sessions. One way of transcribing interview data is the genealogical method. This is a set of procedures by which ethnographers discover and record connections of kinship, descent, and marriage using diagrams and symbols. Questionnaires can also be used to aid the discovery of local beliefs and perceptions and, in the case of longitudinal research where there is continuous long-term study of an area or site, they can act as valid instruments for measuring changes in the individuals or groups studied.

The advantage of ethnography as a technique is that it maximizes the researcher’s understanding of the social and cultural context in which human behavior occurs. The ethnographer seeks out and develops relationships with cultural insiders, or informants, who are willing to explain aspects of their community from a native viewpoint. The process of seeking out new contacts through their personal relationships with current informants is often effective in revealing common cultural common denominators connected to the topic being studied.

Field work is the process of observing and collecting data about people, cultures, and natural environments

Biology, Ecology, Geography

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Field work is the process of observing and collecting data about people, cultures , and natural environments . Field work is conducted in the wild of our everyday surroundings rather than in the semi-controlled environments of a lab or classroom. This allows researchers to collect data about the dynamic places, people, and species around them. Field work enables students and researchers to examine the way scientific theories interact with real life. Field work is important in both the social and natural sciences . Social sciences , such as economics or history , focus on people, culture, and society . Natural sciences, such as biology or chemistry , focus on physical characteristics of nature and natural environments. Social Science In anthropology , a researcher may do ethnographic field work, studying and describing the customs of different communities and cultures. Ethnographic field work dramatically changed the purpose and methods of anthropology. Early anthropologists collected ethnographic data from outside sources, usually leaders of the group they were studying, and then compared it to their theories. With this information, anthropologists tried to explain the origins of the cultures customs. By the early 20th century, however, anthropologists began to spend long periods of time in a particular community or geographic area. Rather than relying on outside sources, the anthropologists themselves recorded the activities and customs of local people. They listened to the peoples stories and participated in daily events. Anthropologists became active field workers, experiencing the everyday life of their subjects in order to explain the purpose of local institutions and cultural beliefs and practices. The National Geographic Society supports a variety of social science researchers and projects that use field work as a method of collecting data. One of National Geographics Explorers-in-Residence, Dr. Wade Davis , is an ethnobotanist . An ethnobotanist is someone who studies how different cultures understand and use plants as food , medicine , and in religious ceremonies. Davis spent more than three years in Latin America collecting and studying the plants that different indigenous groups use in their daily lives.

Field work can be conducted by groups of people as well as one individual. Participants in National Geographics Enduring Voices Project conduct field work by visiting and documenting areas of the world where indigenous languages are in danger of becoming extinct . Field workers in the Enduring Voices Project have recorded indigenous languages in places as diverse as Papua New Guinea, Paraguay, and Siberia. Davis and the Enduring Voices Project use field work to document and preserve local knowledge so we may all better understand the diversity of human experiences around the globe. Natural Science Field work is also used to understand how natural environments function. A researcher in the field of ecology , for example, may conduct field work to understand how specific organisms , such as plants and animals, relate to one another and to their physical surroundings. The work of Charles Darwin on the Galapagos Islands is an important example of field work in the natural sciences . After observing that finch populations on different islands had different types of beaks , Darwin theorized that each type of beak was adapted to the birds environment and diet . These observations, along with many others made on his voyage around South America, would lead Darwin to propose his theory of evolution by natural selection , a pillar of modern biology . A number of National Geographic-supported researchers and projects conduct field work to better understand Earths natural environments . Dr. Jenny Daltry, a National Geographic Emerging Explorer in 2005, is a herpetologist , someone who studies reptiles and amphibians . Daltry has traveled to remote regions of Cambodia and the Caribbean, observing and documenting rare species such as the Siamese crocodile and the Antiguan racer snake, known as the rarest snake in the world. She spent more than 400 nights camping on the Caribbean island of Antigua in order to understand the snakes' habitat , behavior , and predators . Daltrys field work helped establish the Antiguan Racer Conservation Project, which has successfully reintroduced the snake into the wild. A field work team from the Ocean Now project, supported by National Geographic, is studying and cataloguing information about healthy coral reef ecosystems . They are doing research in the Southern Line Islands , a remote island chain in the central Pacific Ocean. The project aims to better understand how healthy reefs function in order to help conserve reefs that have been endangered by human activity and climate change . Field work in the natural sciences , like that conducted by Daltry and the Ocean Now project, document the importance, complexity , and fragility of Earths natural environments .

Field Work, One Cubic Foot at a Time Photographer David Liittschwager crafted a 1-square-foot metal cube and placed it in a range of ecosystemsland and water, tropical and temperate, freshwater and marine. Over several weeks at each location, Liittschwager and a team of biologists found, identified, and photographed small creatures that passed through the cube. The result of their field work is an inventory of ecosystem diversity at our planet's surface and just below. The photos of these smaller, often unseen, species are showcased in the February 2010 issue of National Geographic magazine.

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Related Resources

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
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• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
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• Writing a Reflective Paper
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• Generative AI and Writing
• Acknowledgments

A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

• The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
• The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
• The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
• The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
• The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

• What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
• Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
• What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
• How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

• Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
• Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
• Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
• Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
• Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
• Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
• Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
• If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Hidden Markov random field models for cell-type assignment of spatially resolved transcriptomics

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Cheng Zhong, Tian Tian, Zhi Wei, Hidden Markov random field models for cell-type assignment of spatially resolved transcriptomics, Bioinformatics , Volume 39, Issue 11, November 2023, btad641, https://doi.org/10.1093/bioinformatics/btad641

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The recent development of spatially resolved transcriptomics (SRT) technologies has facilitated research on gene expression in the spatial context. Annotating cell types is one crucial step for downstream analysis. However, many existing algorithms use an unsupervised strategy to assign cell types for SRT data. They first conduct clustering analysis and then aggregate cluster-level expression based on the clustering results. This workflow fails to leverage the marker gene information efficiently. On the other hand, other cell annotation methods designed for single-cell RNA-seq data utilize the cell-type marker genes information but fail to use spatial information in SRT data.

We introduce a statistical s patial transcri p tomics cell a ssig n ment model, SPAN, to annotate clusters of cells or spots into known types in SRT data with prior knowledge of predefined marker genes and spatial information. The SPAN model annotates cells or spots from SRT data using predefined overexpressed marker genes and combines a mixture model with a hidden Markov random field to model the spatial dependency between neighboring spots. We demonstrate the effectiveness of SPAN against spatial and nonspatial clustering algorithms through extensive simulation and real data experiments.

https://github.com/ChengZ352/SPAN .

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