research paper in narrative form

How to Write APA Papers in Narrative Style

How to Write a Technical Essay

Whether you are writing a story or an essay, narrative form is a way of communicating ideas by telling a story. The American Psychological Association, or APA, has a style guide for writing essays whether they are in argumentative or narrative form. The basic portions of an APA-style paper, such as the title page, abstract and bibliography, are essential parts of the essay. The narrative paper is more conversational and personal than other types of academic papers.

Format your paper with 1-inch margins on all sides, as well as a header that includes the title of your paper and the page number. Throughout your paper, double-space your document.

Include a title page that indicates important information about you and the work. In the top center of your title page, center the title of your paper. On the next line include your name. On the final line list your school. The title page should also feature a header at the top of the document.

Write a one-paragraph abstract that summarizes your essay. This is standard with every paper written in APA style. It summarizes the entirety of your paper in less than one page to give the reader a brief understanding of your argument. Even if you are not exactly positing a thesis for your narrative piece, the intent of your essay should be clear and introduced in this abstract.

Use a conversational tone throughout the body of the paper to engage the reader. This does not mean to ask rhetorical questions, provide excessive anecdotes or over-personalize the piece. Rather, it means to use idioms or slangs throughout the piece to keep it reader-friendly, instead of jargon and clunky phrasings.

Avoid excessive in-text citations that interrupt the flow of the narrative. While multiple in-text citations might be effective in other writing styles, they can make it hard for the reader to follow along in a narrative style. Pulled quotes and occasional citations are still effective, so long as they do not distract from the piece.

Include a thorough bibliography page titled "References" that credits your sources. Because in-text citations are not as common in narrative style, a very thorough bibliography is necessary to avoid plagiarism and give credit where required. Consider also adding numbered footnotes throughout to make the sources easy to reference.

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Liza Hollis has been writing for print and online publications since 2003. Her work has appeared on various digital properties, including USAToday.com. Hollis earned a degree in English Literature from the University of Florida.

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• Charlesworth Author Services
• 25 February, 2022

Academic writing can often be somewhat drab. Make no mistake – it isn’t supposed to entertain, it’s supposed to inform. However, that doesn’t mean that it can’t be engaging . Building your research paper around a narrative format can help the reader (from the editor who views your initial submission to the final reader) follow the ‘story’ of what you’re bringing across more easily, thus enabling them to absorb the information more readily. Here, we discuss the benefits of telling a story in your research paper and share some pointers for doing it well. 

Telling a story in your paper: Explained and exemplified

When we say ‘narrative’, we don’t necessarily mean ‘write in the style of your favourite author’. A narrative, in the context of academic writing, is a central thread that runs through each of your result pieces . The idea is to have a beginning, a middle and an end to your paper, thereby providing the reader with structure and a satisfying progression through the paper . 

Why is this important?

Consider the following example:

Western blot results suggested the presence of the protein of interest. Structural analysis confirmed the protein’s folded structure to include disulphide bonds. 

The above example is a matter-of-fact statement of results.

Now, consider this example:

To determine whether our protein of interest was present, a western blot was performed, suggesting its presence in the sample. Further structural analysis revealed the presence of disulphide bonds.

This example improves on the first statement by reframing it as a progression of events, giving the impression of a development occurring with every new piece of data generated , rather than a simple collection of data. By restructuring the information this way, the second example also ties the rationale into the sentence , giving the reader context for what they are about to read.

How to write your paper as a story: Basics

A complete illustration of writing your research paper as a story or narrative is beyond the scope of this article. So, here, we provide some basic tips.

What you need to do

You’ll need a beginning, a middle and an end . Oftentimes this can be a helpful way of structuring your paper when you are about to commence writing , as it can help you obtain an idea about the overall form that you think would be ideal for it.

Also, try not to simply retell your entire process chronologically, but rather in terms of rationale . For example…

One piece of data led you to another question, which would in turn have directed you towards interrogating yet another aspect, and so on.

This leads the reader through your process and will help them to understand why you progressed the way you did .

What you need to avoid

It is not uncommon to have to reappraise your data when the time comes to write your paper. However, be aware that using a narrative structure and voice could lead you to omit certain experiments because they might not fit with the ‘story’ . There are cases where this is fine, because perhaps a specific experiment or method isn’t particularly relevant. However, be aware that there can be a fine line between this and ‘cherry picking data’ , which can be regarded as misconduct and/or an unethical practice .

Also try to avoid using too many personal pronouns . There are instances, disciplines and journals in which this may be acceptable. Just ensure that your writing does not start coming across as too informal or even unprofessional, and that you still adhere to the overall tone of your chosen journal.

Integrating a narrative structure into your paper is a stylistic choice that can help your reader follow your thought processes and make sense of your overall progression, from forming the hypothesis through to testing that hypothesis. The more you are able to engage your audience using your writing and tools like this, the more they will engage with your work , which is the ultimate goal of publication .

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Narrative Analysis 101

Everything you need to know to get started

By: Ethar Al-Saraf (PhD)| Expert Reviewed By: Eunice Rautenbach (DTech) | March 2023

If you’re new to research, the host of qualitative analysis methods available to you can be a little overwhelming. In this post, we’ll  unpack the sometimes slippery topic of narrative analysis . We’ll explain what it is, consider its strengths and weaknesses , and look at when and when not to use this analysis method. 

Overview: Narrative Analysis

• What is narrative analysis (simple definition)
• The two overarching approaches  
• The strengths & weaknesses of narrative analysis
• When (and when not) to use it
• Key takeaways

What Is Narrative Analysis?

Simply put, narrative analysis is a qualitative analysis method focused on interpreting human experiences and motivations by looking closely at the stories (the narratives) people tell in a particular context.

In other words, a narrative analysis interprets long-form participant responses or written stories as data, to uncover themes and meanings . That data could be taken from interviews, monologues, written stories, or even recordings. In other words, narrative analysis can be used on both primary and secondary data to provide evidence from the experiences described.

That’s all quite conceptual, so let’s look at an example of how narrative analysis could be used.

Let’s say you’re interested in researching the beliefs of a particular author on popular culture. In that case, you might identify the characters , plotlines , symbols and motifs used in their stories. You could then use narrative analysis to analyse these in combination and against the backdrop of the relevant context.

This would allow you to interpret the underlying meanings and implications in their writing, and what they reveal about the beliefs of the author. In other words, you’d look to understand the views of the author by analysing the narratives that run through their work.

The Two Overarching Approaches

Generally speaking, there are two approaches that one can take to narrative analysis. Specifically, an inductive approach or a deductive approach. Each one will have a meaningful impact on how you interpret your data and the conclusions you can draw, so it’s important that you understand the difference.

First up is the inductive approach to narrative analysis.

The inductive approach takes a bottom-up view , allowing the data to speak for itself, without the influence of any preconceived notions . With this approach, you begin by looking at the data and deriving patterns and themes that can be used to explain the story, as opposed to viewing the data through the lens of pre-existing hypotheses, theories or frameworks. In other words, the analysis is led by the data.

For example, with an inductive approach, you might notice patterns or themes in the way an author presents their characters or develops their plot. You’d then observe these patterns, develop an interpretation of what they might reveal in the context of the story, and draw conclusions relative to the aims of your research.

Contrasted to this is the deductive approach.

With the deductive approach to narrative analysis, you begin by using existing theories that a narrative can be tested against . Here, the analysis adopts particular theoretical assumptions and/or provides hypotheses, and then looks for evidence in a story that will either verify or disprove them.

For example, your analysis might begin with a theory that wealthy authors only tell stories to get the sympathy of their readers. A deductive analysis might then look at the narratives of wealthy authors for evidence that will substantiate (or refute) the theory and then draw conclusions about its accuracy, and suggest explanations for why that might or might not be the case.

Which approach you should take depends on your research aims, objectives and research questions . If these are more exploratory in nature, you’ll likely take an inductive approach. Conversely, if they are more confirmatory in nature, you’ll likely opt for the deductive approach.

Need a helping hand?

Strengths & Weaknesses

Now that we have a clearer view of what narrative analysis is and the two approaches to it, it’s important to understand its strengths and weaknesses , so that you can make the right choices in your research project.

A primary strength of narrative analysis is the rich insight it can generate by uncovering the underlying meanings and interpretations of human experience. The focus on an individual narrative highlights the nuances and complexities of their experience, revealing details that might be missed or considered insignificant by other methods.

Another strength of narrative analysis is the range of topics it can be used for. The focus on human experience means that a narrative analysis can democratise your data analysis, by revealing the value of individuals’ own interpretation of their experience in contrast to broader social, cultural, and political factors.

All that said, just like all analysis methods, narrative analysis has its weaknesses. It’s important to understand these so that you can choose the most appropriate method for your particular research project.

The first drawback of narrative analysis is the problem of subjectivity and interpretation . In other words, a drawback of the focus on stories and their details is that they’re open to being understood differently depending on who’s reading them. This means that a strong understanding of the author’s cultural context is crucial to developing your interpretation of the data. At the same time, it’s important that you remain open-minded in how you interpret your chosen narrative and avoid making any assumptions .

A second weakness of narrative analysis is the issue of reliability and generalisation . Since narrative analysis depends almost entirely on a subjective narrative and your interpretation, the findings and conclusions can’t usually be generalised or empirically verified. Although some conclusions can be drawn about the cultural context, they’re still based on what will almost always be anecdotal data and not suitable for the basis of a theory, for example.

Last but not least, the focus on long-form data expressed as stories means that narrative analysis can be very time-consuming . In addition to the source data itself, you will have to be well informed on the author’s cultural context as well as other interpretations of the narrative, where possible, to ensure you have a holistic view. So, if you’re going to undertake narrative analysis, make sure that you allocate a generous amount of time to work through the data.

When To Use Narrative Analysis

As a qualitative method focused on analysing and interpreting narratives describing human experiences, narrative analysis is usually most appropriate for research topics focused on social, personal, cultural , or even ideological events or phenomena and how they’re understood at an individual level.

For example, if you were interested in understanding the experiences and beliefs of individuals suffering social marginalisation, you could use narrative analysis to look at the narratives and stories told by people in marginalised groups to identify patterns , symbols , or motifs that shed light on how they rationalise their experiences.

In this example, narrative analysis presents a good natural fit as it’s focused on analysing people’s stories to understand their views and beliefs at an individual level. Conversely, if your research was geared towards understanding broader themes and patterns regarding an event or phenomena, analysis methods such as content analysis or thematic analysis may be better suited, depending on your research aim .

Let’s recap

In this post, we’ve explored the basics of narrative analysis in qualitative research. The key takeaways are:

• Narrative analysis is a qualitative analysis method focused on interpreting human experience in the form of stories or narratives .
• There are two overarching approaches to narrative analysis: the inductive (exploratory) approach and the deductive (confirmatory) approach.
• Like all analysis methods, narrative analysis has a particular set of strengths and weaknesses .
• Narrative analysis is generally most appropriate for research focused on interpreting individual, human experiences as expressed in detailed , long-form accounts.

If you’d like to learn more about narrative analysis and qualitative analysis methods in general, be sure to check out the rest of the Grad Coach blog here . Alternatively, if you’re looking for hands-on help with your project, take a look at our 1-on-1 private coaching service .

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project. 

You Might Also Like:

Thanks. I need examples of narrative analysis

Here are some examples of research topics that could utilise narrative analysis:

Personal Narratives of Trauma: Analysing personal stories of individuals who have experienced trauma to understand the impact, coping mechanisms, and healing processes.

Identity Formation in Immigrant Communities: Examining the narratives of immigrants to explore how they construct and negotiate their identities in a new cultural context.

Media Representations of Gender: Analysing narratives in media texts (such as films, television shows, or advertisements) to investigate the portrayal of gender roles, stereotypes, and power dynamics.

Where can I find an example of a narrative analysis table ?

Please i need help with my project,

how can I cite this article in APA 7th style?

please mention the sources as well.

My research is mixed approach. I use interview,key_inforamt interview,FGD and document.so,which qualitative analysis is appropriate to analyze these data.Thanks

Which qualitative analysis methode is appropriate to analyze data obtain from intetview,key informant intetview,Focus group discussion and document.

I’ve finished my PhD. Now I need a “platform” that will help me objectively ascertain the tacit assumptions that are buried within a narrative. Can you help?

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Methods for Conducting and Publishing Narrative Research With Undergraduates

Azriel grysman.

1 Psychology Department, Hamilton College, Clinton, NY, United States

Jennifer Lodi-Smith

2 Department of Psychological Sciences and Institute for Autism Research, Canisius College, Buffalo, NY, United States

Introduction

Narrative research systematically codes individual differences in the ways in which participants story crucial events in their lives to understand the extent to which they create meaning and purpose (McAdams, 2008 ). These narrative descriptions of life events address a diverse array of topics, such as personality (McAdams and Guo, 2015 ), development (Fivush et al., 2006 ), clinical applications (Banks and Salmon, 2013 ), well-being (Adler et al., 2016 ), gender (Grysman et al., 2016 ), and older adult memory decline (Levine et al., 2002 ).

Narrative research is an ideal way to involve undergraduate students as contributors to broader projects and often as co-authors. In narrative or mixed method research, undergraduates have the opportunity to think critically about methodology during study construction and implementation, and then by engaging with questions of construct validity when exploring how different methods yield complementary data on one topic. In narrative research in psychology, students collect data, as in many traditional psychology laboratories, but they collect either typed or spoken narratives and then extensively code narratives before quantitative data analysis can occur. Narrative research thus provides a unique opportunity to blend the psychological realities captured by qualitative data with the rigors of quantitative methods.

Narrative researchers start by establishing the construct of interest, deciding when coding narratives for this construct is the most effective form of measurement, rather than a questionnaire or some other form of assessment. A coding manual is developed or adopted, and all coders study the manual, practice implementing it, and discuss the process and any disagreements until the team is confident that all coders are implementing the rules in a similar way. A reliability set is then initiated, such that coders assess a group of narratives from the data of interest independently, compare their codes, and conduct reliability statistics (e.g., Intraclass coefficient, Cohen's kappa). When a predetermined threshold of agreement has been reached and a sufficient percentage of the narrative data has been coded, the two raters are deemed sufficiently similar, disagreements are resolved (by conversation or vote), and one coder completes the remainder of the narrative data. Readers are directed to Syed and Nelson ( 2015 ) and to Adler et al. ( 2017 ) for further details regarding this process, as these papers provide greater depth regarding best practices coding.

Narrative Coding in an Undergraduate Laboratory: Common Challenges and Best Practices

When are students co-authors.

Narrative coding requires heavy investment of time and energy from the student, but time and energy are not the only qualities that matter when deciding on authorship. Because students are often shielded from hypotheses for the duration of coding in order to maintain objectivity and to not bias them in their coding decisions, researchers may be in a bind when data finally arrive; they want to move toward writing but students are not yet sufficiently knowledgeable to act as co-authors. Kosslyn ( 2002 ) outlines six criteria for establishing authorship (see also Fine and Kurdek, 1993 ), and includes a scoring system for the idea, design, implementation (i.e., creation of materials), conducting the experiment, data analysis, and writing. A student who puts countless hours into narrative coding has still only contributed to conducting the experiment or data analysis. If the goal is including students as authors, researchers should consider these many stages as entry points into the research process. After coding has completed, students should read background literature while data are analyzed and be included in the writing process, as detailed below (see “the route to publishing”). In addition, explicit conversations with students about their roles and expectations in a project are always advised.

Roadblocks to Student Education

One concern of a researcher managing a narrative lab is communicating the goals and methods of the interrater process to student research assistants, who have likely never encountered a process like this before. Adding to this challenge is the fact that often researchers shield undergraduates from the study's hypotheses to reduce bias and maintain their objectivity, which can serve as a roadblock both for students' education and involvement in the project and for their ability to make decisions in borderline cases. Clearly communicating the goals and methods involved in a coding project are essential, as is planning for the time needed to orient students to the hypotheses after coding if they are to be included in the later steps of data analysis and writing. In the following two sections, we expand on challenges that arise in this vein and how we have addressed them.

Interpersonal Dynamics

A critical challenge in the interrater process addresses students' experience of power relationships, self-esteem, and internalization of the coding process. In the early stages, students often disagree on how to code a given narrative. Especially when the professor mediates these early disagreements, students might feel intimidated by a professor who sides with one student more consistently than another. Furthermore, disagreeing with a fellow student may be perceived as putting them down; students often hedge explanations with statements like “I was on the fence between those two,” and “you're probably right.” These interpersonal concerns must be addressed early in the coding process, with the goal of translating a theoretical construct into guidelines for making difficult decisions with idiosyncratic data. In the course of this process, students make the most progress by explaining their assumptions and decision process, to help identify points of divergence. Rules-of-thumb that are established in this process will be essential for future cases, increasing agreement but also creating a shared sense of coding goals so that it can be implemented consistently in new circumstances. Thus, interpersonal concerns and intimidation undermine the interrater process by introducing motivations for picking a particular code, ultimately creating a bias in the name of saving face and achieving agreement rather than leading toward agreement because of a shared representation of micro-level decisions that support the coding system.

Clearly communicating the goal of the interrater process is key to establishing a productive coding environment, mitigating the pitfalls described above. One of us (AG) begins coding meetings by discussing the goals of the interrater process, emphasizing that disagreeing ultimately helps us clarify assumptions and prevents future disagreements. If the professor agrees with one person more than another, it is not a sign of favoritism or greater intelligence. Given the novelty of the coding task and undergraduate students' developmental stage, students sometimes need reassurance emphasizing that some people are better at some coding systems than others, or even that some are better coders, and that these skills should not be connected to overall worth.

The next set of challenges pertains to students' own life settings. Depending on the structure of research opportunities in a given department, students work limited hours per week on a project, are commonly only available during the academic semester, and are often pulled by competing commitments. Researchers should establish a framework to help students stay focused on the coding project and complete a meaningful unit of coding before various vacations, semesters abroad, or leaving the laboratory to pursue other interests. This paper discusses best practices that help circumvent these pitfalls, but we recommend designing projects with them in mind. Some coding systems are better suited to semester-long commitments of 3 h per week whereas others need larger time commitments, such as from students completing summer research. It is helpful to identify RAs' long-term plans across semesters, knowing who is going abroad, who expects to stay in the lab, and assigning projects accordingly.

Building a robust collaborative environment can shape an invested team who will be engaged in the sustained efforts needed for successful narrative research. In one of our labs (JLS), general lab meetings are conducted to discuss coding protocols and do collaborative practice. Then an experienced coder is paired with a new lab member. The experienced coder codes while walking the new coder through the decision process for a week's worth of assigned coding. The new coder practices on a standard set of practice narratives under the supervision of the experienced coder, discussing the process throughout. The new coder's work is checked for agreement with published codes and years of other practice coders. The new coder then codes new narratives under the supervision of the experienced coder for 2 weeks or until comfortable coding independently. The most experienced and conscientious junior applies for an internal grant each year to be the lab manager during senior year. This lab manager assigns weekly coding and assists with practical concerns. Coding challenges are discussed at weekly lab meetings. More experienced coders also lead weekly “discrepancy meetings” where two or three trained coders review discrepancies in a coded data set and come to a consensus rating. Such meetings give the students further learning and leadership opportunities. These meetings are done in small teams to accommodate the students' differing schedules and help build understanding of the constructs and a good dynamic in the team.

The Route to Publishing With Undergraduates in Narrative Psychology

When coding has successfully been completed, researchers then have the opportunity to publish their work with undergraduates. When talented students are involved on projects, the transition to writing completes their research experience. A timeline should be established and a process clearly identified: who is the lead author? Is that person writing the whole manuscript and the second author editing or are different sections being written? We have considered all these approaches depending on the abilities and circumstances of the undergraduate. In one example Grysman and Denney ( 2017 ), AG sent successive sections to the student for editing throughout the writing process. In another, because of the student's ability in quantitative analysis and figure creation (Grysman and Dimakis, 2018 ), the undergraduate took the lead on results, and edited the researcher's writing for the introduction and discussion. In a third (Meisels and Grysman, submitted), the undergraduate more centrally designed the study as an honors thesis, and is writing up the manuscript while the researcher edits and writes the heavier statistics and methodological pieces. In another example, Lodi-Smith et al. ( 2009 ) archival open-ended responses were available to code for new constructs, allowing for a shorter project time frame than collecting new narrative data. The undergraduate student's three-semester honors thesis provided the time, scope, and opportunity to code and analyze archival narratives of personality change during college. As narrative labs often have a rich pool of archival data from which new studies can emerge, they can be a rich source of novel data for undergraduate projects.

In sum, there isn't one model of how to yield publishable work, but once the core of a narrative lab has been established, the researcher can flexibly include undergraduates in the writing process to differing degrees. As in other programs of research, students have the opportunity to learn best practices in data collection and analysis in projects they are not actively coding. Because of the need to keep coders blind to study hypotheses it is often helpful to maintain multiple projects in different points of development. Students can gain experience across the research process helping collect new data, coding existing narratives, and analyzing and writing up the coding of previous cohorts of students.

Most importantly, narrative research gives students an opportunity to learn about individuals beyond what they learn in the systematic research process and outcomes of their research. The majority of undergraduate research assistants are not going on to careers as psychologists conducting academic research on narrative identity. Many undergraduate psychology students will work in clinical/counseling settings, in social work, or in related mental health fields. The skills learned in a narrative research lab can generalize far beyond the specific goals of the research team. By reading individual narratives, students and faculty have the opportunity to learn about the lived life, hearing the reality in how people story trauma, success, challenges, and change. They can begin to see subtlety and nuance beyond their own experience and come to appreciate the importance of asking questions and learning from the answers.

Author Contributions

All authors listed have made a substantial, direct and intellectual contribution to the work, and approved it for publication.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Funding. Funding for this article is supported by an internal grant from Hamilton College.

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Doing Social Research and Publishing Results pp 265–271 Cite as

Narrative Research

• Candauda Arachchige Saliya 2  
• First Online: 07 January 2023

307 Accesses

Narrative inquiry or narrative emerged as a subject stream in the field of qualitative research in the early twentieth century.

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References/Further Reading

Adams, T. E. (2008). A review of narrative ethics. Qualitative Inquiry , 14 (175), 175–191.

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Chase, E. S. (2005). Narrative inquiry; multiple lenses, approaches, voices. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd ed.), pp. 651–679. London. Sage.

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Clandinin, D. J., & Connolly, F. M. (2007). Narrative inquiry: Experience and story in qualitative research. San-Francisco: Jossey-Bass.

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Saliya, C.A. (2022). Narrative Research. In: Doing Social Research and Publishing Results. Springer, Singapore. https://doi.org/10.1007/978-981-19-3780-4_16

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How To Organize a Paper: The Narrative Format

What is the Narrative Format?

The narrative format in writing is a structure good for telling stories and sharing anecdotes and messages. The narrative format doesn’t necessarily need to follow a strict order or series of events to be effective, but all good narratives or stories should include five major components:

• Characters (at least one)
• Setting or scene

When Do I Use the Narrative Method?

The narrative method can encompass an entire work (like when you’re writing a novel or short story) or it can fall within other formats, like when you want to tell a brief story to make something clear or to argue a point. The narrative format is good in speeches and less formal papers where personal experiences and stories are meant to engage audiences and provide anecdotal evidence of something. The narrative format is great for essays, op-eds, creative non-fiction documents, and other commentary. It’s less commonly used in formal reports, proposals, memos, and traditional inter-office communications.

Consider using the narrative format within larger papers or presentations and use the format multiple times. It’s often good to tell stories in documents and speeches to grab and retain attention. The key is that you use all five components and that there is a clear purpose in telling each story.

How Does the Narrative Format Work?

There is no particular order in which narrative elements show up in a story, though it’s usually best if characters and the setting are established immediately. The following definitions should help you as you develop each of the five narrative elements:

• Character:  While most characters in most stories are humans, a character can be anything you choose to personify. You may choose to make a rock, the weather, an alien, an ideology, or an animal a character. The important thing is that characters can think or speak in the story or, at the very least, that a story about the character–with setting, plot, and conflict–can actually be told. Character is the most fundamental element of a story.
• Setting:  Setting is the location or situation along with the time in which the character acts. Someone reading or hearing a story must be able to envision where the character(s) are in relation to their surroundings and they must be able to understand  when things are happening.
• Plot:  The plot is the beginning, middle, and end of a story. It’s the connecting of ideas to make a clear and understandable narrative. While it sounds fundamental, many stories go awry because there is no clear ending or because the beginning was never fully established. A good story connects a series of events that all connect together in some way.
• Conflict: A conflict is an issue that arises as the events in the plots develop. Conflicts don’t need to be complicated, but they need to be present. Even the simplest of children’s stories include some issue that the character(s) is/are trying to resolve. As a part of the plot, a story must have a conflict where a resolution of some kind (even if the resolution is left ambiguous or open for interpretation) is possible. Whether simple or complex, conflicts must exist to give the reader/audience a reason to keep listening. If a conflict isn’t clearly developing through the telling of a story, you’ll quickly lose your audience. Make sure that your conflict becomes evident early enough that you don’t lose your audience’s interest.
• Resolution:  Resolutions are endings to conflicts. Resolutions can sometimes be ambiguous or open for interpretation, but most often audiences need to understand how the conflict was resolved. If you’ve ever had someone tell you the start of a story but never finished, you know what it’s like not to understand the resolution. Don’t leave your audiences hanging–they need to know what happened to the character and the situation!

The Narrative Structure Using the Tortoise and the Hare

Using one of the most recognizable and simple stories, this is how the narrative format works in the Tortoise and the Hare:

Characters:  A tortoise and a hare

Setting:  A area where the hare and the tortoise have enough room to run a race with a clearly defined finish line. As most versions of the story are told, the setting likely included areas where the hare could pull off the trail.

Plot:  The slow tortoise and the fast hare agree to run a race, they define a trail, and they race each other.

Conflict:  The hare is so confident that he will win the race, he determines he doesn’t need to try at all to win. In this state of mind, he takes a nap, not realizing the persistence of the tortoise. He may actually lose the race after all.

Resolution:  Despite the hare’s confidence, the tortoise wins the race.

If any one of these elements were missing, the story wouldn’t be complete. It’s important that the reader can connect the dots, understand the conflict, and know what happens to the characters and the situation at the end.

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How to compose a narrative report research paper, narrative report writing.

The goal of narrative report writing is to provide a precise, concise, and accurate description of particular events in sequential order. Those basics are so important that, without them, the writing lacks credibility and trust. When you utilize narrative report writing, you always strive to answer the five “W” questions: who, what, where, when, and why, along with evidence, when possible. You can even include these “W” sections on your paper.

While you can make assumptions, such should always be based on documented facts. Avoid unproven assumptions when you write my research paper . Doing so also threatens your writing’s value.

Professionals and students in the legal field most predominantly use Narrative Report writing. An individual seeking a Ph.D. might use it to write their dissertation. And, many freelance writers use the style, when preparing assignments.

The narrative writing style of order and attention to detail could be useful for other types of homework assignments. The required attention to detail and precision can help those other homework assignments appear more neatly put together.

Elements of the Narrative Report

If your professor and/or university provided materials that explained how your research paper should appear, adhere to those directions. Some professors may have handed them out at the beginning of the term.

Each section is written out as described above as a separate essay. Please do not, however, confuse Narrative Report Writing with the concept of the narrative essay, which is a distinct topic and which has it’s own rules and guidelines.

There are various ways in which to present a paper using Narrative Writing. Here are examples:

• Introduction: in this section, you present your topic and thesis statement.
• Body: in this section, you discuss the issue. Do not inject your personal opinion. Present the story and images in your own words.
• Conclusion: here, you present your summary and final ideas.
• Statement of the thesis: in addition to presenting your thesis, in this section you lay out the setting of your report, noting specifics.
• Background information related to this thesis: as the description suggests, here you detail what preceded the setting of your paper.
• Chronological account: here you offer a sequence of events with specific detail.
• Summary of the event: in this section, you place everything in order and discuss the significance and consequences.

Don’t hesitate to seek clarification on freelance websites – such can be very helpful.

Learning the Narrative Report Writing Method will help you do well with the remaining course terms and succeed in your professional career.

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13.1 Formatting a Research Paper

Learning objectives.

• Identify the major components of a research paper written using American Psychological Association (APA) style.
• Apply general APA style and formatting conventions in a research paper.

In this chapter, you will learn how to use APA style , the documentation and formatting style followed by the American Psychological Association, as well as MLA style , from the Modern Language Association. There are a few major formatting styles used in academic texts, including AMA, Chicago, and Turabian:

• AMA (American Medical Association) for medicine, health, and biological sciences
• APA (American Psychological Association) for education, psychology, and the social sciences
• Chicago—a common style used in everyday publications like magazines, newspapers, and books
• MLA (Modern Language Association) for English, literature, arts, and humanities
• Turabian—another common style designed for its universal application across all subjects and disciplines

While all the formatting and citation styles have their own use and applications, in this chapter we focus our attention on the two styles you are most likely to use in your academic studies: APA and MLA.

If you find that the rules of proper source documentation are difficult to keep straight, you are not alone. Writing a good research paper is, in and of itself, a major intellectual challenge. Having to follow detailed citation and formatting guidelines as well may seem like just one more task to add to an already-too-long list of requirements.

Following these guidelines, however, serves several important purposes. First, it signals to your readers that your paper should be taken seriously as a student’s contribution to a given academic or professional field; it is the literary equivalent of wearing a tailored suit to a job interview. Second, it shows that you respect other people’s work enough to give them proper credit for it. Finally, it helps your reader find additional materials if he or she wishes to learn more about your topic.

Furthermore, producing a letter-perfect APA-style paper need not be burdensome. Yes, it requires careful attention to detail. However, you can simplify the process if you keep these broad guidelines in mind:

• Work ahead whenever you can. Chapter 11 “Writing from Research: What Will I Learn?” includes tips for keeping track of your sources early in the research process, which will save time later on.
• Get it right the first time. Apply APA guidelines as you write, so you will not have much to correct during the editing stage. Again, putting in a little extra time early on can save time later.
• Use the resources available to you. In addition to the guidelines provided in this chapter, you may wish to consult the APA website at http://www.apa.org or the Purdue University Online Writing lab at http://owl.english.purdue.edu , which regularly updates its online style guidelines.

General Formatting Guidelines

This chapter provides detailed guidelines for using the citation and formatting conventions developed by the American Psychological Association, or APA. Writers in disciplines as diverse as astrophysics, biology, psychology, and education follow APA style. The major components of a paper written in APA style are listed in the following box.

These are the major components of an APA-style paper:

Body, which includes the following:

• Headings and, if necessary, subheadings to organize the content
• In-text citations of research sources
• References page

All these components must be saved in one document, not as separate documents.

The title page of your paper includes the following information:

• Title of the paper
• Author’s name
• Name of the institution with which the author is affiliated
• Header at the top of the page with the paper title (in capital letters) and the page number (If the title is lengthy, you may use a shortened form of it in the header.)

List the first three elements in the order given in the previous list, centered about one third of the way down from the top of the page. Use the headers and footers tool of your word-processing program to add the header, with the title text at the left and the page number in the upper-right corner. Your title page should look like the following example.

The next page of your paper provides an abstract , or brief summary of your findings. An abstract does not need to be provided in every paper, but an abstract should be used in papers that include a hypothesis. A good abstract is concise—about one hundred fifty to two hundred fifty words—and is written in an objective, impersonal style. Your writing voice will not be as apparent here as in the body of your paper. When writing the abstract, take a just-the-facts approach, and summarize your research question and your findings in a few sentences.

In Chapter 12 “Writing a Research Paper” , you read a paper written by a student named Jorge, who researched the effectiveness of low-carbohydrate diets. Read Jorge’s abstract. Note how it sums up the major ideas in his paper without going into excessive detail.

Write an abstract summarizing your paper. Briefly introduce the topic, state your findings, and sum up what conclusions you can draw from your research. Use the word count feature of your word-processing program to make sure your abstract does not exceed one hundred fifty words.

Depending on your field of study, you may sometimes write research papers that present extensive primary research, such as your own experiment or survey. In your abstract, summarize your research question and your findings, and briefly indicate how your study relates to prior research in the field.

Margins, Pagination, and Headings

APA style requirements also address specific formatting concerns, such as margins, pagination, and heading styles, within the body of the paper. Review the following APA guidelines.

Use these general guidelines to format the paper:

• Set the top, bottom, and side margins of your paper at 1 inch.
• Use double-spaced text throughout your paper.
• Use a standard font, such as Times New Roman or Arial, in a legible size (10- to 12-point).
• Use continuous pagination throughout the paper, including the title page and the references section. Page numbers appear flush right within your header.
• Section headings and subsection headings within the body of your paper use different types of formatting depending on the level of information you are presenting. Additional details from Jorge’s paper are provided.

Begin formatting the final draft of your paper according to APA guidelines. You may work with an existing document or set up a new document if you choose. Include the following:

• Your title page
• The abstract you created in Note 13.8 “Exercise 1”
• Correct headers and page numbers for your title page and abstract

APA style uses section headings to organize information, making it easy for the reader to follow the writer’s train of thought and to know immediately what major topics are covered. Depending on the length and complexity of the paper, its major sections may also be divided into subsections, sub-subsections, and so on. These smaller sections, in turn, use different heading styles to indicate different levels of information. In essence, you are using headings to create a hierarchy of information.

The following heading styles used in APA formatting are listed in order of greatest to least importance:

• Section headings use centered, boldface type. Headings use title case, with important words in the heading capitalized.
• Subsection headings use left-aligned, boldface type. Headings use title case.
• The third level uses left-aligned, indented, boldface type. Headings use a capital letter only for the first word, and they end in a period.
• The fourth level follows the same style used for the previous level, but the headings are boldfaced and italicized.
• The fifth level follows the same style used for the previous level, but the headings are italicized and not boldfaced.

Visually, the hierarchy of information is organized as indicated in Table 13.1 “Section Headings” .

Table 13.1 Section Headings

A college research paper may not use all the heading levels shown in Table 13.1 “Section Headings” , but you are likely to encounter them in academic journal articles that use APA style. For a brief paper, you may find that level 1 headings suffice. Longer or more complex papers may need level 2 headings or other lower-level headings to organize information clearly. Use your outline to craft your major section headings and determine whether any subtopics are substantial enough to require additional levels of headings.

Working with the document you developed in Note 13.11 “Exercise 2” , begin setting up the heading structure of the final draft of your research paper according to APA guidelines. Include your title and at least two to three major section headings, and follow the formatting guidelines provided above. If your major sections should be broken into subsections, add those headings as well. Use your outline to help you.

Because Jorge used only level 1 headings, his Exercise 3 would look like the following:

Citation Guidelines

In-text citations.

Throughout the body of your paper, include a citation whenever you quote or paraphrase material from your research sources. As you learned in Chapter 11 “Writing from Research: What Will I Learn?” , the purpose of citations is twofold: to give credit to others for their ideas and to allow your reader to follow up and learn more about the topic if desired. Your in-text citations provide basic information about your source; each source you cite will have a longer entry in the references section that provides more detailed information.

In-text citations must provide the name of the author or authors and the year the source was published. (When a given source does not list an individual author, you may provide the source title or the name of the organization that published the material instead.) When directly quoting a source, it is also required that you include the page number where the quote appears in your citation.

This information may be included within the sentence or in a parenthetical reference at the end of the sentence, as in these examples.

Epstein (2010) points out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Here, the writer names the source author when introducing the quote and provides the publication date in parentheses after the author’s name. The page number appears in parentheses after the closing quotation marks and before the period that ends the sentence.

Addiction researchers caution that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (Epstein, 2010, p. 137).

Here, the writer provides a parenthetical citation at the end of the sentence that includes the author’s name, the year of publication, and the page number separated by commas. Again, the parenthetical citation is placed after the closing quotation marks and before the period at the end of the sentence.

As noted in the book Junk Food, Junk Science (Epstein, 2010, p. 137), “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive.”

Here, the writer chose to mention the source title in the sentence (an optional piece of information to include) and followed the title with a parenthetical citation. Note that the parenthetical citation is placed before the comma that signals the end of the introductory phrase.

David Epstein’s book Junk Food, Junk Science (2010) pointed out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Another variation is to introduce the author and the source title in your sentence and include the publication date and page number in parentheses within the sentence or at the end of the sentence. As long as you have included the essential information, you can choose the option that works best for that particular sentence and source.

Citing a book with a single author is usually a straightforward task. Of course, your research may require that you cite many other types of sources, such as books or articles with more than one author or sources with no individual author listed. You may also need to cite sources available in both print and online and nonprint sources, such as websites and personal interviews. Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.2 “Citing and Referencing Techniques” and Section 13.3 “Creating a References Section” provide extensive guidelines for citing a variety of source types.

Writing at Work

APA is just one of several different styles with its own guidelines for documentation, formatting, and language usage. Depending on your field of interest, you may be exposed to additional styles, such as the following:

• MLA style. Determined by the Modern Languages Association and used for papers in literature, languages, and other disciplines in the humanities.
• Chicago style. Outlined in the Chicago Manual of Style and sometimes used for papers in the humanities and the sciences; many professional organizations use this style for publications as well.
• Associated Press (AP) style. Used by professional journalists.

References List

The brief citations included in the body of your paper correspond to the more detailed citations provided at the end of the paper in the references section. In-text citations provide basic information—the author’s name, the publication date, and the page number if necessary—while the references section provides more extensive bibliographical information. Again, this information allows your reader to follow up on the sources you cited and do additional reading about the topic if desired.

The specific format of entries in the list of references varies slightly for different source types, but the entries generally include the following information:

• The name(s) of the author(s) or institution that wrote the source
• The year of publication and, where applicable, the exact date of publication
• The full title of the source
• For books, the city of publication
• For articles or essays, the name of the periodical or book in which the article or essay appears
• For magazine and journal articles, the volume number, issue number, and pages where the article appears
• For sources on the web, the URL where the source is located

The references page is double spaced and lists entries in alphabetical order by the author’s last name. If an entry continues for more than one line, the second line and each subsequent line are indented five spaces. Review the following example. ( Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.3 “Creating a References Section” provides extensive guidelines for formatting reference entries for different types of sources.)

In APA style, book and article titles are formatted in sentence case, not title case. Sentence case means that only the first word is capitalized, along with any proper nouns.

Key Takeaways

• Following proper citation and formatting guidelines helps writers ensure that their work will be taken seriously, give proper credit to other authors for their work, and provide valuable information to readers.
• Working ahead and taking care to cite sources correctly the first time are ways writers can save time during the editing stage of writing a research paper.
• APA papers usually include an abstract that concisely summarizes the paper.
• APA papers use a specific headings structure to provide a clear hierarchy of information.
• In APA papers, in-text citations usually include the name(s) of the author(s) and the year of publication.
• In-text citations correspond to entries in the references section, which provide detailed bibliographical information about a source.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Research Paper Format | APA, MLA, & Chicago Templates

Published on November 19, 2022 by Jack Caulfield . Revised on January 20, 2023.

The formatting of a research paper is different depending on which style guide you’re following. In addition to citations , APA, MLA, and Chicago provide format guidelines for things like font choices, page layout, format of headings and the format of the reference page.

Scribbr offers free Microsoft Word templates for the most common formats. Simply download and get started on your paper.

APA |  MLA | Chicago author-date | Chicago notes & bibliography

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Table of contents

Formatting an apa paper, formatting an mla paper, formatting a chicago paper, frequently asked questions about research paper formatting.

The main guidelines for formatting a paper in APA Style are as follows:

• Use a standard font like 12 pt Times New Roman or 11 pt Arial.
• Set 1 inch page margins.
• Apply double line spacing.
• If submitting for publication, insert a APA running head on every page.
• Indent every new paragraph ½ inch.

Watch the video below for a quick guide to setting up the format in Google Docs.

The image below shows how to format an APA Style title page for a student paper.

Running head

If you are submitting a paper for publication, APA requires you to include a running head on each page. The image below shows you how this should be formatted.

For student papers, no running head is required unless you have been instructed to include one.

APA provides guidelines for formatting up to five levels of heading within your paper. Level 1 headings are the most general, level 5 the most specific.

Reference page

APA Style citation requires (author-date) APA in-text citations throughout the text and an APA Style reference page at the end. The image below shows how the reference page should be formatted.

Note that the format of reference entries is different depending on the source type. You can easily create your citations and reference list using the free APA Citation Generator.

Generate APA citations for free

Scribbr Citation Checker New

The AI-powered Citation Checker helps you avoid common mistakes such as:

• Missing commas and periods
• Incorrect usage of “et al.”
• Ampersands (&) in narrative citations
• Missing reference entries

The main guidelines for writing an MLA style paper are as follows:

• Use an easily readable font like 12 pt Times New Roman.
• Use title case capitalization for headings .

Check out the video below to see how to set up the format in Google Docs.

On the first page of an MLA paper, a heading appears above your title, featuring some key information:

• Your full name
• Your instructor’s or supervisor’s name
• The course name or number
• The due date of the assignment

Page header

A header appears at the top of each page in your paper, including your surname and the page number.

Works Cited page

MLA in-text citations appear wherever you refer to a source in your text. The MLA Works Cited page appears at the end of your text, listing all the sources used. It is formatted as shown below.

You can easily create your MLA citations and save your Works Cited list with the free MLA Citation Generator.

Generate MLA citations for free

The main guidelines for writing a paper in Chicago style (also known as Turabian style) are:

• Use a standard font like 12 pt Times New Roman.
• Use 1 inch margins or larger.
• Place page numbers in the top right or bottom center.

Chicago doesn’t require a title page , but if you want to include one, Turabian (based on Chicago) presents some guidelines. Lay out the title page as shown below.

Bibliography or reference list

Chicago offers two citation styles : author-date citations plus a reference list, or footnote citations plus a bibliography. Choose one style or the other and use it consistently.

The reference list or bibliography appears at the end of the paper. Both styles present this page similarly in terms of formatting, as shown below.

To format a paper in APA Style , follow these guidelines:

• Use a standard font like 12 pt Times New Roman or 11 pt Arial
• Set 1 inch page margins
• Apply double line spacing
• Include a title page
• If submitting for publication, insert a running head on every page
• Indent every new paragraph ½ inch
• Apply APA heading styles
• Cite your sources with APA in-text citations
• List all sources cited on a reference page at the end

The main guidelines for formatting a paper in MLA style are as follows:

• Use an easily readable font like 12 pt Times New Roman
• Include a four-line MLA heading on the first page
• Center the paper’s title
• Use title case capitalization for headings
• Cite your sources with MLA in-text citations
• List all sources cited on a Works Cited page at the end

The main guidelines for formatting a paper in Chicago style are to:

• Use a standard font like 12 pt Times New Roman
• Use 1 inch margins or larger
• Place page numbers in the top right or bottom center
• Cite your sources with author-date citations or Chicago footnotes
• Include a bibliography or reference list

To automatically generate accurate Chicago references, you can use Scribbr’s free Chicago reference generator .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Caulfield, J. (2023, January 20). Research Paper Format | APA, MLA, & Chicago Templates. Scribbr. Retrieved April 15, 2024, from https://www.scribbr.com/research-paper/research-paper-format/

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Using narrative analysis in qualitative research

Last updated

7 March 2023

Reviewed by

Jean Kaluza

After spending considerable time and effort interviewing persons for research, you want to ensure you get the most out of the data you gathered. One method that gives you an excellent opportunity to connect with your data on a very human and personal level is a narrative analysis in qualitative research. 

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• What is narrative analysis?

Narrative analysis is a type of qualitative data analysis that focuses on interpreting the core narratives from a study group's personal stories. Using first-person narrative, data is acquired and organized to allow the researcher to understand how the individuals experienced something. 

Instead of focusing on just the actual words used during an interview, the narrative analysis also allows for a compilation of data on how the person expressed themselves, what language they used when describing a particular event or feeling, and the thoughts and motivations they experienced. A narrative analysis will also consider how the research participants constructed their narratives.

From the interview to coding , you should strive to keep the entire individual narrative together, so that the information shared during the interview remains intact.

Is narrative analysis qualitative or quantitative?

Narrative analysis is a qualitative research method.

Is narrative analysis a method or methodology?

A method describes the tools or processes used to understand your data; methodology describes the overall framework used to support the methods chosen. By this definition, narrative analysis can be both a method used to understand data and a methodology appropriate for approaching data that comes primarily from first-person stories.

• Do you need to perform narrative research to conduct a narrative analysis?

A narrative analysis will give the best answers about the data if you begin with conducting narrative research. Narrative research explores an entire story with a research participant to understand their personal story.

What are the characteristics of narrative research?

Narrative research always includes data from individuals that tell the story of their experiences. This is captured using loosely structured interviews . These can be a single interview or a series of long interviews over a period of time. Narrative research focuses on the construct and expressions of the story as experienced by the research participant.

• Examples of types of narratives

Narrative data is based on narratives. Your data may include the entire life story or a complete personal narrative, giving a comprehensive account of someone's life, depending on the researched subject. Alternatively, a topical story can provide context around one specific moment in the research participant's life. 

Personal narratives can be single or multiple sessions, encompassing more than topical stories but not entire life stories of the individuals.

• What is the objective of narrative analysis?

The narrative analysis seeks to organize the overall experience of a group of research participants' stories. The goal is to turn people's individual narratives into data that can be coded and organized so that researchers can easily understand the impact of a certain event, feeling, or decision on the involved persons. At the end of a narrative analysis, researchers can identify certain core narratives that capture the human experience.

What is the difference between content analysis and narrative analysis?

Content analysis is a research method that determines how often certain words, concepts, or themes appear inside a sampling of qualitative data . The narrative analysis focuses on the overall story and organizing the constructs and features of a narrative.

What is the difference between narrative analysis and case study in qualitative research?

A case study focuses on one particular event. A narrative analysis draws from a larger amount of data surrounding the entire narrative, including the thoughts that led up to a decision and the personal conclusion of the research participant. 

A case study, therefore, is any specific topic studied in depth, whereas narrative analysis explores single or multi-faceted experiences across time. ​​

What is the difference between narrative analysis and thematic analysis?

A thematic analysis will appear as researchers review the available qualitative data and note any recurring themes. Unlike narrative analysis, which describes an entire method of evaluating data to find a conclusion, a thematic analysis only describes reviewing and categorizing the data.

• Capturing narrative data

Because narrative data relies heavily on allowing a research participant to describe their experience, it is best to allow for a less structured interview. Allowing the participant to explore tangents or analyze their personal narrative will result in more complete data. 

When collecting narrative data, always allow the participant the time and space needed to complete their narrative.

• Methods of transcribing narrative data

A narrative analysis requires that the researchers have access to the entire verbatim narrative of the participant, including not just the word they use but the pauses, the verbal tics, and verbal crutches, such as "um" and "hmm." 

As the entire way the story is expressed is part of the data, a verbatim transcription should be created before attempting to code the narrative analysis.

Video and audio transcription templates

• How to code narrative analysis

Coding narrative analysis has two natural start points, either using a deductive coding system or an inductive coding system. Regardless of your chosen method, it's crucial not to lose valuable data during the organization process.

When coding, expect to see more information in the code snippets.

• Types of narrative analysis

After coding is complete, you should expect your data to look like large blocks of text organized by the parts of the story. You will also see where individual narratives compare and diverge.

Inductive method

Using an inductive narrative method treats the entire narrative as one datum or one set of information. An inductive narrative method will encourage the research participant to organize their own story. 

To make sense of how a story begins and ends, you must rely on cues from the participant. These may take the form of entrance and exit talks. 

Participants may not always provide clear indicators of where their narratives start and end. However, you can anticipate that their stories will contain elements of a beginning, middle, and end. By analyzing these components through coding, you can identify emerging patterns in the data.

Taking cues from entrance and exit talk

Entrance talk is when the participant begins a particular set of narratives. You may hear expressions such as, "I remember when…," "It first occurred to me when…," or "Here's an example…."

Exit talk allows you to see when the story is wrapping up, and you might expect to hear a phrase like, "…and that's how we decided", "after that, we moved on," or "that's pretty much it."

Deductive method

Regardless of your chosen method, using a deductive method can help preserve the overall storyline while coding. Starting with a deductive method allows for the separation of narrative pieces without compromising the story's integrity.

Hybrid inductive and deductive narrative analysis

Using both methods together gives you a comprehensive understanding of the data. You can start by coding the entire story using the inductive method. Then, you can better analyze and interpret the data by applying deductive codes to individual parts of the story.

• How to analyze data after coding using narrative analysis

A narrative analysis aims to take all relevant interviews and organize them down to a few core narratives. After reviewing the coding, these core narratives may appear through a repeated moment of decision occurring before the climax or a key feeling that affected the participant's outcome.

You may see these core narratives diverge early on, or you may learn that a particular moment after introspection reveals the core narrative for each participant. Either way, researchers can now quickly express and understand the data you acquired.

• A step-by-step approach to narrative analysis and finding core narratives

Narrative analysis may look slightly different to each research group, but we will walk through the process using the Delve method for this article.

Step 1 – Code narrative blocks

Organize your narrative blocks using inductive coding to organize stories by a life event.

Example: Narrative interviews are conducted with homeowners asking them to describe how they bought their first home.

Step 2 – Group and read by live-event

You begin your data analysis by reading through each of the narratives coded with the same life event.

Example: You read through each homeowner's experience of buying their first home and notice that some common themes begin to appear, such as "we were tired of renting," "our family expanded to the point that we needed a larger space," and "we had finally saved enough for a downpayment."

Step 3 – Create a nested story structure

As these common narratives develop throughout the participant's interviews, create and nest code according to your narrative analysis framework. Use your coding to break down the narrative into pieces that can be analyzed together.

Example: During your interviews, you find that the beginning of the narrative usually includes the pressures faced before buying a home that pushes the research participants to consider homeownership. The middle of the narrative often includes challenges that come up during the decision-making process. The end of the narrative usually includes perspectives about the excitement, stress, or consequences of home ownership that has finally taken place. 

Step 4 – Delve into the story structure

Once the narratives are organized into their pieces, you begin to notice how participants structure their own stories and where similarities and differences emerge.

Example: You find in your research that many people who choose to buy homes had the desire to buy a home before their circumstances allowed them to. You notice that almost all the stories begin with the feeling of some sort of outside pressure.

Step 5 – Compare across story structure

While breaking down narratives into smaller pieces is necessary for analysis, it's important not to lose sight of the overall story. To keep the big picture in mind, take breaks to step back and reread the entire narrative of a code block. This will help you remember how participants expressed themselves and ensure that the core narrative remains the focus of the analysis.

Example: By carefully examining the similarities across the beginnings of participants' narratives, you find the similarities in pressures. Considering the overall narrative, you notice how these pressures lead to similar decisions despite the challenges faced. 

Divergence in feelings towards homeownership can be linked to positive or negative pressures. Individuals who received positive pressure, such as family support or excitement, may view homeownership more favorably. Meanwhile, negative pressures like high rent or peer pressure may cause individuals to have a more negative attitude toward homeownership.

These factors can contribute to the initial divergence in feelings towards homeownership.

Step 6 – Tell the core narrative

After carefully analyzing the data, you have found how the narratives relate and diverge. You may be able to create a theory about why the narratives diverge and can create one or two core narratives that explain the way the story was experienced.

Example: You can now construct a core narrative on how a person's initial feelings toward buying a house affect their feelings after purchasing and living in their first home.

Narrative analysis in qualitative research is an invaluable tool to understand how people's stories and ability to self-narrate reflect the human experience. Qualitative data analysis can be improved through coding and organizing complete narratives. By doing so, researchers can conclude how humans process and move through decisions and life events.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

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Narrative Research Paper Writing Guide

Narrative research paper is the logical exposition of an idea and opinion, based on and given in the form of a story. It is different from a simple narration which is merely a portrayal of events. In actual articles, the line is thin that separates a narrative exposition from a story because most writers will include their insights on the events they are recounting.

Proessays.com is a company dedicated to helping discriminating clients find capable and professional writers. To promote writing professionalism it has come up with these tips on writing narrative essay and good research paper :

· Think of an idea that the series of happenings can convey.

· Select the pertinent incidents that will support your ideas.

· Tell the story from the point of view that will best allow you to elaborate on the idea.

· Include vivid words, recreate scenes when you are telling the story.

· Be sure to show the conflict, climax and resolution in the story in appropriate order.

Reflect on an idea that a series of happenings can convey.

In life we read or hear about a certain occurrence and we formulate our opinions about the causes and effects of such events. Based on these opinions, we derive moral lessons from such occurrences. This is the material of the narrative research paper ; the convictions we arrive at based on the examination of events.

Select the pertinent incidents that will support your ideas.

Narrative research papers use the story to develop an idea. When selecting an incident to include in your custom essay , be sure it will enable you to deliver the message you want to your readers. If you are using more than one incident, be sure that the combination of incidents will lead up to a forceful communication of your belief.

Tell the story from the point of view that will best allow you to write your thoughts .

Most writers will prefer to write a narrative research paper in the first person. This enables them to express their own thoughts credibly and in the most natural way rather than have a third person utter it for them. However, historical circumstances might require you to adopt the 3 rd person’s point of view for vividness and authenticity; if you were writing, for instance, of incidents in the life of Queen Elizabeth I.

Include vivid words, recreate scenes when you are telling the story.

Avoid the flat narrative when writing narrative research papers . Remember you are recounting impressions and their significances. So make use of image-rich adjectives and verbs for and interesting sentences for vividness. Make the events live again. Surround your readers with first-hand experience. Try to make them feel as you did. Convince them.

Be sure to show the conflict, climax and resolution in the story in appropriate order.

In writing narrative essay , there is a danger that you should be carried away by your musings to such a degree as to blur the story line and its significant points: conflict, climax and resolution or in other words, the problem, the reaction to the problem and the final outcome. Keep in mind that you are using the narrative to emphasize or prove a point. If the events you are recounting are unclear or illogical, the readers may be confused about what your message is.

If you keep in mind these helpful tips from Professay.com , you may be confident on succeeding in communicating your ideas to the readers with impact.

Looking for an exceptional company to do some custom writing for you? Look no further than ProfEssays.com! You simply place an order with the writing instructions you have been given, and before you know it, your essay or term paper, completely finished and unique, will be completed and sent back to you. At ProfEssays.com, we have over 500 highly educated, professional writers standing by waiting to help you with any writing needs you may have! We understand students have plenty on their plates, which is why we love to help them out. Let us do the work for you, so you have time to do what you want to do!

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How to Do a Narrative Research Essay

Another name for narrative research is “narrative inquiry” because the process requires authors to ask questions and piece together clues. In a narrative research paper, a researcher gathers information to later share in a storytelling format, according to researchers in the Colorado State University writing department. The researcher interviews people, takes field notes, reads journals, finds letters, listens to oral histories and searches autobiographies and biographies to understand a group of people, a culture, a beliefs or a concept of self in the world. Narrative researchers work in fields such as literary theory, history, anthropology, drama, art, film, theology, philosophy, and aspects of evolutionary biological science.

Pick a theme to research. Choose a theme that is wide enough that you can find people to interview and documents to record, but narrow enough that you do not feel lost in your work. Choosing your community’s reactions to the cinema over the past 10 years may make a good project. Researching the life of an author who lived in your town for many years may also make an ideal subject.

Start researching. Before you interview anyone, sneak through letter or sift through newspaper clippings, research the time period and people involved. For example, if you writing a narrative research essay on a community affected by water waste from a nearby factory, research the town, the factory and everything you can find about the water safety in the area. Do not go blindly talking with people if you do not have the facts straight.

Interview. Set up interviews with individuals who can give you relevant testimonies. Using the community water crisis as an example, choose families to work with who are suffering the lack of water first hand. Choose to speak with the young and old. For instance, you can interview an entire family—a mother and father, 3 children, and maybe the grandmother or grandfather living with them. This way you will get a range of reactions and solutions on how to get the factory kicked out of town. Also interview people outside of the community, to gauge public awareness of the crisis.

Gather second source materials. Inquire whether any of the families have written letters to government officials, the mayor, the president of the factory or human rights organizations. Ask to copy these letters and keep them on file. These testaments will make an ideal mosaic of requests and pleading from the community. If anyone received a letter back, ask for a copy of it to add to your files, too.

Borrow journals. If you are working on researching a scientist, writer, dancer, musician or biologist who lived in your area, or abroad, try to get a hold of his or her old journals. Artists in particular take notes on ideas they want to sculpt into a larger project, or keep drawings of what they will work on in the future. Journals are goldmines for narrative research—the person’s story tells itself through the patchwork of writing, drawing and expressing ideas.

Organize. Bring all the information together in all the forms. Lay out photographs, letters, journal pages, newspaper clippings, audio recordings and all on a desk or large working space. Piece together the story as you believe it was told to you. Validity becomes an issue in narrative research essays and works, but it is, ultimately, how you interpret the story you were told through all of the mediums and individuals with whom you spoke.

Write the essay. Synthesize all your research into a narrative, storytelling form. Construct your own narrative of the study you have conducted using story convention, such as scene and plot. ‘Research is a collaborative document, a mutually constructed story out of the lives of both researcher and participant," note Connelly and Clandinin, two narrative researchers. In other words, combine the research you have gathered into a compelling story that both accurately gives a knowledgeable account, and is compelling for its story telling nature.

Things You'll Need

• Colorado State University Writing Department: Narrative Inquiry; 2011

Noelle Carver has been a freelance writer since 2009, with work published in "SSYK" and "The Wolf," two U.K. literary journals. Carver holds a Bachelor of Arts in literature from American University and a Master of Fine Arts in writing from The New School. She lives in New York City.

Composing an Authentic, Academic Narrative Literature Review: How to Evaluate Scholarly Articles and Write a Thorough Narrative Literature Review

Over the course of many years of teaching, I’ve found that both my students and I struggle with our course unit on research writing. It’s boring, it’s difficult, and we all undoubtedly become aggravated with each other throughout the process.

If you’ve ever experienced a lesson burnout, like I have so many times, you know how frustrating it can be for both teacher and students. Unless you’ve written tons of research papers in your lifetime, they can seem like a daunting task. This is especially true for middle school and high school students who are likely just learning how to do so.

If your students are embarking on a research project, one of their first steps in the research process will be completing a comprehensive narrative literature review.

Ironically, I’ve had to do my own narrative literature review of sorts to bring you the resources you’ll find herein. Of note, after you’ve made it to the end of this post, you’ll be able to effectively guide your students in composing a narrative literature review by focusing on these basic tenets:

What is a narrative literature review?

• Systematic vs. Narrative literature reviews.
• The different types of narrative literature reviews.
• Steps in writing a narrative literature review.

Defining, Differentiating, and Composing a Narrative Literature Review

Essentially, it is a step in the research process that follows selecting a topic and asking a research question. Before developing an engaging thesis, a researcher has to ascertain that scholarly literature exists in support of their proposed thesis.

For students who have grown up with the ability to simply Google a wealth of information and receive desired results in a moment’s time, vetting sources may seem like a foreign concept. Teaching your students how to write this type of work will teach them how to scrutinize sources.

But what is a narrative literature review? According to top researchers, “A literature review is a type of research article published in a professional peer-reviewed journal.” These articles are published in vetted, scholarly journals that you and your students can trust as fact.

In essence, your students select a research topic then hit the databases in search of reputable, trustworthy journal articles that answer their research query and support their anticipated position on that topic. By reviewing the existing literature on the selected topic, students can be sure there is proven data and a body of existing knowledge that supports their thesis.

According to J.D. Baker, a professor at Charles Sturt University, acquiring current and relevant literature on a given topic is, “…an essential part of the research process [that] help[s] to establish a theoretical framework and focus or context for your research.” For this reason, the narrative literature review may very well be one of the most important steps in the research process.

As one of the first few steps in the research process, a step that is likely a foreign task to your students, it’s imperative that the process is broken down into simplified, manageable tasks.

Rebecca Alber, blogger for Edutopia, discusses the importance of scaffolding projects for students. She expounds upon the pedagogy of breaking projects into manageable chunks and “providing concrete structure for each.”

By reading through and analyzing the body of knowledge on a given topic, researchers, like your students, can focus and justify their research. As discussed here , the thesis is the most important part of a research paper, but you can’t arrive at your thesis without a thorough narrative literature review.

In this video, research specialist, Sarah Bronson, explains what a narrative literature review does, how to plan it, and how to write a cohesive and proper review.

Systematic vs. Narrative Literature Reviews: Knowing the Difference

In short, the difference between a narrative literature review and a systematic literature review has to do with the search terms used and the methodology employed when searching databases.

According to those in the know, “A narrative literature review is fairly broad, as it involves gathering, critiquing and summarizing journal articles and textbooks about a particular topic.” In other words, you enter general search terms into a search engine and sift through the yielded articles.

Essentially, a narrative literature review summarizes and synthesizes the body of work on a topic. The review may be generally focused on a broad topic or a specific research question.

A systematic literature review, on the other hand, “tend[s] to use specific search terms and inclusion/exclusion criteria, whereas the criteria for narrative reviews may not be as strict.” This type of work is best employed by writers who have already focused their query and/or thesis. By including or excluding particular terms, a more pointed search return is gleaned.

In essence, the goal of a systematic literature review is to answer a focused objective question. To be clear, in this type of work, the researcher is working with a clearly defined question.

Check out this helpful video that further explicates the point and process of a systematic literature review. Cochrane provides insight into why, in some instances, a systematic review is more useful than its narrative counterpart.

Though both systematic and narrative literature reviews can be useful in producing desired and relevant research documents, knowing which method to use depends on your experience and how far into the research process you’ve gone.

If you are beginning preliminary research, you’ll likely only be able to perform a narrative literature review. You may have a general topic that you’d like to investigate before committing to a topic and a thesis.

However, if you’ve already focused your study and have a better grip on the direction you wish to go, then you may find the systematic review to be useful.

Again, the literature review is just one step in a series of interrelated steps that help students write a focused and cohesive research paper. In this article, you can take a look at later steps in the writing process.

Narrative Literature Reviews: Four Unique Approaches

According to Onwuegbuzie and Frels, there are four common types of narrative literature reviews. Essentially, literature reviews can be broken down into these four categories: general, methodological, theoretical, and historical. Let’s take a look at how they differ from one another.

A general literature review takes a close look at the most important and most current knowledge on a given topic. This type of work will form the basis for your thesis or dissertation; it’s what you’ll do before focusing your query.

Sources cited in a general literature review may include scholarly articles, governmental data, books, interviews, and websites. The general literature includes a summary and assessment of the literature.

A methodological literature review defines the methodology used to apprehend the literature. In other words, this type of paper outlines and explains research methods and parameters.

The methodological literature review analyzes how information was arrived at not necessarily what the literature asserts.

A theoretical literature review analyzes how theories inform research practices. Basically, this type of paper identifies pre-existing theories, the connection between and among them, how well scrutinized the theories are, and the development of new possible theories.

Finally, a historical literature review focuses on the emergence, development, and historical context of a research topic as it presents in a body of knowledge. To be clear, this type of literature review traces the history of a particular issue or theory and how it has evolved since its onset.

In this excellent resource featuring Leigh Hall of teachingacademia.com, Hall further explains the different types of narrative literature reviews. Hall explains the four types of reviews in further detail to help writers determine which is best suited for their research purposes.

Teachers should be clear about their expectations of students concerning which type of narrative literature review is expected of them. A closer look at which type of review is best suited to your students’ projects can help you, the teacher, in guiding your students.

As one of the most important steps in the research process, it’s imperative students can successfully complete a literature review before moving on in the research process.

Lisa L. Munro, Phd., a blogger who examines the importance of creating writing communities among our students, asserts the importance of, “writing a concise literature review just comprehensive enough for the purpose of an academic journal article.”

Narrative Literature Review: A Writer’s Checklist

The writing process is a step-by-step undertaking and some steps are more of a process than others. That’s especially true of composing a narrative literature review.

Essentially, a narrative literature review is a project in and of itself. A proper review adheres to the following steps.

Entitle your review as a “review of…” Titling your work this way lets your reader know exactly what you’re setting out to do in the subsequent paragraphs. However, as a researcher, doing so helps you keep your sources organized and makes it easy to refer back to that source.

Write a brief summary of the article and how it applies to your course of study. This step is where you synthesize the information gleaned from a particular source. It will provide you, the researcher, with an opportunity to decide if it’s useful information that will support your research query.

Your abstract should include a sentence about how the source applies to your own research, your purported thesis, a summary of the literature, and conclusions you’ve made based on your findings.

Introduction

The writer provides his/her rationale and objectives for the literature review. Your introduction should establish your topic of study and an explanation of why your research is important.

Describe the methods used in performing the research. Essentially this is a few sentences explaining the steps and mediums used to acquire your sources. This indicates whether or not your research comes from reputable sources.

Here is where you explain if you used computer databases along with the search terms you employed, scoured physical files at a given office building, read physical texts on a given topic, etc.

Discussion/Summary

The writer discusses his/her discoveries as well as an overall summary of the information. Without repeating what you’ve written in the other parts of your review, in the discussion, you summarize your main findings, interpret those findings, identify the strengths and weaknesses of the given source, compare your findings with other literature on the topic, explain how and if your findings answer your research query, and assert if your thesis is supported by the literature.

In this helpful tutorial, David Taylor, an online writing professor, walks you through the formatting of a literature review. He walks writers through the five-step process of completing a paper in less than 30 minutes.

As in writing any type of composition, students should be reminded to carefully proofread for clarity and correctness. I always suggest that students read their compositions aloud as readers will often hear mistakes before they see them.

A final consideration that students inevitably need to be reminded of is avoiding plagiarism. I find it’s helpful to define plagiarism for students so there’s no question about why copying another’s ideas is problematic.

There are many online plagiarism checkers for teachers and students to use to ensure work is entirely authentic. Check out this article for some tips and tricks for avoiding and identifying plagiarism.

Useful Resources

• What is a research paper?
• How to format a research paper
• 113 great research paper topics
• Writing an educational research paper: research paper sections

One of the most arduous tasks in a research project is gathering the right sources for your purpose. Help students understand how to search in the right places for articles and how to evaluate sources.

One of the questions my students rightfully ask is why they can’t use news media websites. News networks like CNN deliver the facts, don’t they? This article may help you and them to better recognize and evaluate credible source material.

A thorough narrative literature review will get your students off on the right foot. Everything after the literature review falls into place more readily when you have the right sources for your purpose.

This paper is in the following e-collection/theme issue:

Published on 16.4.2024 in Vol 26 (2024)

Adverse Event Signal Detection Using Patients’ Concerns in Pharmaceutical Care Records: Evaluation of Deep Learning Models

Authors of this article:

Original Paper

• Satoshi Nishioka 1 , PhD   ; 
• Satoshi Watabe 1 , BSc   ; 
• Yuki Yanagisawa 1 , PhD   ; 
• Kyoko Sayama 1 , MSc   ; 
• Hayato Kizaki 1 , MSc   ; 
• Shungo Imai 1 , PhD   ; 
• Mitsuhiro Someya 2 , BSc   ; 
• Ryoo Taniguchi 2 , PhD   ; 
• Shuntaro Yada 3 , PhD   ; 
• Eiji Aramaki 3 , PhD   ; 
• Satoko Hori 1 , PhD  

1 Division of Drug Informatics, Keio University Faculty of Pharmacy, Tokyo, Japan

2 Nakajima Pharmacy, Hokkaido, Japan

3 Nara Institute of Science and Technology, Nara, Japan

Corresponding Author:

Satoko Hori, PhD

Division of Drug Informatics

Keio University Faculty of Pharmacy

1-5-30 Shibakoen

Tokyo, 105-8512

Phone: 81 3 5400 2650

Email: [email protected]

Background: Early detection of adverse events and their management are crucial to improving anticancer treatment outcomes, and listening to patients’ subjective opinions (patients’ voices) can make a major contribution to improving safety management. Recent progress in deep learning technologies has enabled various new approaches for the evaluation of safety-related events based on patient-generated text data, but few studies have focused on the improvement of real-time safety monitoring for individual patients. In addition, no study has yet been performed to validate deep learning models for screening patients’ narratives for clinically important adverse event signals that require medical intervention. In our previous work, novel deep learning models have been developed to detect adverse event signals for hand-foot syndrome or adverse events limiting patients’ daily lives from the authored narratives of patients with cancer, aiming ultimately to use them as safety monitoring support tools for individual patients.

Objective: This study was designed to evaluate whether our deep learning models can screen clinically important adverse event signals that require intervention by health care professionals. The applicability of our deep learning models to data on patients’ concerns at pharmacies was also assessed.

Methods: Pharmaceutical care records at community pharmacies were used for the evaluation of our deep learning models. The records followed the SOAP format, consisting of subjective (S), objective (O), assessment (A), and plan (P) columns. Because of the unique combination of patients’ concerns in the S column and the professional records of the pharmacists, this was considered a suitable data for the present purpose. Our deep learning models were applied to the S records of patients with cancer, and the extracted adverse event signals were assessed in relation to medical actions and prescribed drugs.

Results: From 30,784 S records of 2479 patients with at least 1 prescription of anticancer drugs, our deep learning models extracted true adverse event signals with more than 80% accuracy for both hand-foot syndrome (n=152, 91%) and adverse events limiting patients’ daily lives (n=157, 80.1%). The deep learning models were also able to screen adverse event signals that require medical intervention by health care providers. The extracted adverse event signals could reflect the side effects of anticancer drugs used by the patients based on analysis of prescribed anticancer drugs. “Pain or numbness” (n=57, 36.3%), “fever” (n=46, 29.3%), and “nausea” (n=40, 25.5%) were common symptoms out of the true adverse event signals identified by the model for adverse events limiting patients’ daily lives.

Conclusions: Our deep learning models were able to screen clinically important adverse event signals that require intervention for symptoms. It was also confirmed that these deep learning models could be applied to patients’ subjective information recorded in pharmaceutical care records accumulated during pharmacists’ daily work.

Introduction

Increasing numbers of people are expected to develop cancers in our aging society [ 1 - 3 ]. Thus, there is increasing interest in how to detect and manage the side effects of anticancer therapies in order to improve treatment regimens and patients’ quality of life [ 4 - 8 ]. The primary approaches for side effect management are “early signal detection and early intervention” [ 9 - 11 ]. Thus, more efficient approaches for this purpose are needed.

It has been recognized that patients’ voices concerning adverse events represent an important source of information. Several studies have indicated that the number, severity, and time of occurrence of adverse events might be underevaluated by physicians [ 12 - 15 ]. Thus, patient-reported outcomes (PROs) have recently received more attention in the drug evaluation process, reflecting patients’ real voices. Various kinds of PRO measures have been developed and investigated in different disease populations [ 16 , 17 ]. Health care authorities have also encouraged the pharmaceutical industry to use PROs for drug evaluation [ 18 , 19 ], and it is becoming more common to take PRO assessment results into consideration for drug marketing approval [ 20 , 21 ]. Similar trends can be seen in the clinical management of individual patients. Thus, health care professionals have an interest in understanding how to appropriately gather patients’ concerns in order to improve safety management and clinical decisions [ 22 - 24 ].

The applications of deep learning for natural language processing have expanded dramatically in recent years [ 25 ]. Since the development of a high-performance deep learning model in 2018 [ 26 ], attempts to apply cutting-edge deep learning models to various kinds of patient-generated text data for the evaluation of safety events or the analysis of unscalable subjective information from patients have been accelerating [ 27 - 31 ]. Most studies have been conducted to use patients’ narrative data for pharmacovigilance [ 27 , 32 - 35 ], while few have been aimed at improvement of real-time safety monitoring for individual patients. In addition, there have been some studies on adverse event severity grading based on health care records [ 36 - 39 ], but none has yet aimed to extract clinically important adverse event signals that require medical intervention from patients’ narratives. It is important to know whether deep learning models could contribute to the detection of such important adverse event signals from concern texts generated by individual patients.

To address this question, we have developed deep learning models to detect adverse event signals from individual patients with cancer based on patients’ blog articles in online communities, following other types of natural language processing–related previous work [ 40 , 41 ]. One deep learning model focused on the specific symptom of hand-foot syndrome (HFS), which is one of the typical side effects of anticancer treatments [ 42 ], and another focused on a broad range of adverse events that impact patients’ activities of daily living [ 43 ]. We showed that our models can provide good performance scores in targeting adverse event signals. However, the evaluation relied on patients’ narratives from the patients’ blog data used for deep learning model training, so further evaluation is needed to ensure the validity and applicability of the models to other texts regarding patients’ concerns. In addition, the blog data source did not contain medical information, so it was not feasible to assess whether the models could contribute to the extraction of clinically important adverse event signals.

To address these challenges, we focused on pharmaceutical care records written by pharmacists at community pharmacies. The gold standard format for pharmaceutical care records in Japan is the SOAP (subjective, objective, assessment, plan)-based document that follows the “problem-oriented system” concept proposed by Weed [ 44 ] in 1968. Pharmacists track patients’ subjective concerns in the S column, provide objective information or observations in the O column, give their assessment from the pharmacist perspective in the A column, and suggest a plan for moving forward in the P column [ 45 , 46 ]. We considered that SOAP-based pharmaceutical care records could be a unique data source suitable for further evaluation of our deep learning models because they contain both patients’ concerns and professional health care records by pharmacists, including the medication prescription history with time stamps. Therefore, this study was designed to assess whether our deep learning models could extract clinically important adverse event signals that require intervention by medical professionals from these records. We also aimed to evaluate the characteristics of the models when applied to patients’ subjective information noted in the pharmaceutical care records, as there have been only a few studies on the application of deep learning models to patients’ concerns recorded during pharmacists’ daily work [ 47 - 49 ].

Here, we report the results of applying our deep learning models to patients’ concern text data in pharmaceutical care records, focusing on patients receiving anticancer treatment.

Data Source

The original data source was 2,276,494 pharmaceutical care records for 303,179 patients, created from April 2020 to December 2021 at community pharmacies belonging to the Nakajima Pharmacy Group in Japan [ 50 ]. To focus on patients with cancer, records of patients with at least 1 prescription for an anticancer drug were retrieved by sorting individual drug codes (YJ codes) used in Japan (YJ codes starting with 42 refer to anticancer drugs). Records in the S column (ie, S records) were collected from the patients with cancer as the text data of patients’ concerns for deep learning model analysis.

Deep Learning Models

The deep learning models used for this research were those that we constructed based on patients’ narratives in blog articles posted in an online community and that showed the best performance score in each task in our previous work (ie, a Bidirectional Encoder Representations From Transformers [BERT]–based model for HFS signal extraction [ 42 ] and a T5-based model for adverse event signal extraction [ 43 ]). BERT [ 26 ] and T5 [ 51 ] both belong to a type of deep learning model that has recently shown high performance in several studies [ 29 , 52 ]. Hereafter, we refer to the deep learning model for HFS signals as the HFS model, the model for any adverse event signals as All AE (ie, all or any adverse events) model, and the model for adverse event signals limited to patients’ activities of daily living as the AE-L (adverse events limiting patients’ daily lives) model. It was also confirmed that these deep learning models showed similar or higher performance scores for the HFS, All AE, or AE-L identification tasks using 1000 S records randomly extracted from the data source of this study compared to the values obtained in our previous work [ 42 , 43 ] (the performance scores of sentence-level tasks from our previous work are comparable, as the mean number of words in the sentences in the data source in our previous work was 32.7 [SD 33.9], which is close to that of the S records used in this study, 38.8 [SD 29.4]). The method and results of the performance-level check are described in detail in Multimedia Appendix 1 [ 42 , 43 ]. We applied the deep learning models to all text data in this study without any adjustment in setting parameters from those used in constructing them based on patient-authored texts in our previous work [ 42 , 43 ].

Evaluation of Extracted S Records by the Deep Learning Models

In this study, we focused on the evaluation of S records that our deep learning models extracted as HFS or AE-L positive. Each positive S record was assessed as if it was a true adverse event signal, a sort of adverse event symptom, whether or not an intervention was made by health care professionals. We also investigated the kind of anticancer treatment prescription in connection with each adverse event signal identified in S records.

To assess whether an extracted positive S record was a true adverse event signal, we used the same annotation guidelines as in our previous work [ 43 ]. In brief, each S record was treated as an “adverse event signal” if any untoward medical occurrence happened to the patient, regardless of the cause. For the AE-L model only, if a positive S record was confirmed as an adverse event signal, it was further categorized into 1 or more of the following adverse event symptoms: “fatigue,” “nausea,” “vomiting,” “diarrhea,” “constipation,” “appetite loss,” “pain or numbness,” “rash or itchy,” “hair loss,” “menstrual irregularity,” “fever,” “taste disorder,” “dizziness,” “sleep disorder,” “edema,” or “others.”

For the assessment of interventions by health care professionals and anticancer treatment prescriptions, information from the O, A, and P columns and drug prescription history in the data source were investigated for the extracted positive S records. The interventions by health care professionals were categorized in any of the following: “adding symptomatic treatment for the adverse event signal,” “dose reduction or discontinuation of causative anticancer treatment,” “consultation with physician,” “others,” or “no intervention (ie, just following up the adverse event signal).” The actions categorized in “others” were further evaluated individually. For this assessment, we also randomly extracted 200 S records and evaluated them in the same way for comparison with the results from the deep learning model. Prescription history of anticancer treatment was analyzed by primary category of mechanism of action (MoA) with subcategories if applicable (eg, target molecule for kinase inhibitors).

Applicability Check to Other Text Data Including Patients’ Concerns

To check the applicability of our deep learning models to data from a different source, interview transcripts from patients with cancer were also evaluated. The interview transcripts were created by the Database of Individual Patient Experiences-Japan (DIPEx-Japan) [ 53 ]. DIPEx-Japan divides the interview transcripts into sections for each topic, such as “onset of disease” and “treatment,” and posts the processed texts on its website. Processing is conducted by accredited researchers based on qualitative research methods established by the University of Oxford [ 54 ]. In this study, interview text data created from interviews with 52 patients with breast cancer conducted from January 2008 to October 2018 were used to assess whether our deep learning models can extract adverse event signals from this source. In total, 508 interview transcripts were included with the approval of DIPEx-Japan.

Ethical Considerations

This study was conducted with anonymized data following approval by the ethics committee of the Keio University Faculty of Pharmacy (210914-1 and 230217-1) and in accordance with relevant guidelines and regulations and the Declaration of Helsinki. Informed consent specific to this study was waived due to the retrospective observational design of the study with the approval of the ethics committee of the Keio University Faculty of Pharmacy. To respect the will of each individual stakeholder, however, we provided patients and pharmacists of the pharmacy group with an opportunity to refuse the sharing of their pharmaceutical care records by posting an overview of this study at each pharmacy store or on their web page regarding the analysis using pharmaceutical care records. Interview transcripts from DIPEx-Japan were provided through a data sharing arrangement for using narrative data for research and education. Consent for interview transcription and its sharing from DIPEx-Japan was obtained from the participants when the interviews were recorded.

From the original data source of 2,180,902 pharmaceutical care records for 291,150 patients, S records written by pharmacists for patients with a history of at least 1 prescription of an anticancer drug were extracted. This yielded 30,784 S records for 2479 patients with cancer ( Table 1 ). The mean and median number of words in the S records were 38.8 (SD 29.4) and 32 (IQR 20-50), respectively. We applied our deep learning models, HFS, All AE, and AE-L, to these 30,784 S records for the evaluation of the deep learning models for adverse event signal detection.

For interview transcripts created by DIPEx-Japan, the mean and median number of words were 428.9 (SD 160.9) and 416 (IQR 308-526), respectively, in the 508 transcripts for 52 patients with breast cancer.

a SOAP: subjective, objective, assessment, plan.

b S: subjective.

Application of the HFS Model

First, we applied the HFS model to the S records for patients with cancer. The BERT-based model was used for this research as it showed the best performance score in our previous work [ 42 ].

S Records Extracted as HFS Positive

The S records extracted as HFS positive by the HFS model ( Table 2 ) amounted to 167 (0.5%) records for 119 (4.8%) patients. A majority of the patients had 1 HFS-positive record in their S records (n=91, 76.5%), while 2 patients had as many as 6 (1.7%) HFS-positive records. When we examined whether the extracted S records were true adverse event signals or not, 152 records were confirmed to be adverse event signals, while the other 15 records were false-positives. All the false-positive S records were descriptions about the absence of symptoms or confirmation of improving condition (eg, “no diarrhea, mouth ulcers, or limb pain so far” or “the skin on the soles of my feet has calmed down a lot with this ointment”). Some examples of S records that were predicted as HFS positive by the model are shown in Table S1 in Multimedia Appendix 2 .

The same examination was conducted with interview transcripts from DIPEx-Japan. Only 1 (0.2%) transcript was extracted as HFS positive by the HFS model, and it was a true adverse event signal (100%). The actual transcript extracted as HFS positive is shown in Table S2 in Multimedia Appendix 2 .

a S: subjective.

b HFS: hand-foot syndrome.

c All false-positive S records were denial of symptoms or confirmation of improving condition.

Interventions by Health Care Professionals

The 167 S records extracted as HFS positive as well as 200 randomly selected records were checked for interventions by health care professionals ( Figure 1 ). The proportion showing any action by health care professionals was 64.1% for 167 HFS-positive S records compared to 13% for the 200 random S records. Among the actions taken for HFS positives, “adding symptomatic treatment” was the most common, accounting for around half (n=79, 47.3%), followed by “other” (n=18, 10.8%). Most “other” actions were educational guidance from pharmacists, such as instructions on moisturizing, nail care, or application of ointment and advice on daily living (eg, “avoid tight socks”).

Anticancer Drugs Prescribed

The types of anticancer drugs prescribed for HFS-positive patients are summarized based on the prescription histories in Table 3 . For the 152 adverse event signals identified by the HFS model in the previous section, the most common MoA class of anticancer drugs used for the patients was antimetabolite (n=62, 40.8%), specifically fluoropyrimidines (n=59, 38.8%). Kinase inhibitors were next (n=49, 32.2%), with epidermal growth factor receptor (EGFR) inhibitors and multikinase inhibitors as major subgroups (n=28, 18.4% and n=14, 9.2%, respectively). The third and fourth most common MoAs were aromatase inhibitors (n=24, 15.8%) and antiandrogen or estrogen drugs (n=7, 4.6% each) for hormone therapy.

a EGFR: epidermal growth factor receptor.

b VEGF: vascular endothelial growth factor.

c HER2: human epidermal growth factor receptor-2.

d CDK4/6: cyclin-dependent kinase 4/6.

Application of the All AE or AE-L model

The All AE and AE-L models were also applied to the same S records for patients with cancer. The T5-based model was used for this research as it gave the best performance score in our previous work [ 43 ].

S Records Extracted as All AE or AE-L positive

The numbers of S records extracted as positive were 7604 (24.7%) for 1797 patients and 196 (0.6%) for 142 patients for All AE and AE-L, respectively. In the case of All AE, patients tended to have multiple adverse event positives in their S records (n=1315, 73.2% of patients had at least 2 positives). In the case of AE-L, most patients had only 1 AE-L positive (n=104, 73.2%), and the largest number of AE-L positives for 1 patient was 4 (2.8%; Table 4 ).

We focused on AE-L evaluation due to its greater importance from a medical viewpoint and lower workload for manual assessment, considering the number of positive S records. Of the 197 AE-L–positive S records, it was confirmed that 157 (80.1%) records accurately extracted adverse event signals, while 39 (19.9%) records were false-positives that did not include any adverse event signals ( Table 4 ). The contents of the 39 false-positives were all descriptions about the absence of symptoms or confirmation of improving condition, showing a similar tendency to the HFS false-positives (eg, “The diarrhea has calmed down so far. Symptoms in hands and feet are currently fine” and “No symptoms for the following: upset in stomach, diarrhea, nausea, abdominal pain, abdominal pain or stomach cramps, constipation”). Examples of S records that were predicted as AE-L positive are shown in Table S3 in Multimedia Appendix 2 .

The deep learning models were also applied to interview transcripts from DIPEx-Japan in the same manner. The deep learning models identified 84 (16.5%) and 18 (3.5%) transcripts as All AE or AE-L positive, respectively. Of the 84 All AE–positive transcripts, 73 (86.9%) were true adverse event signals. The false-positives of All AE (n=11, 13.1%) were categorized into any of the following 3 types: explanations about the disease or its prognosis, stories when their cancer was discovered, or emotional changes that did not include clear adverse event mentions. With regard to AE-L, all the 18 (100%) positives were true adverse event signals (Table S4 in Multimedia Appendix 2 ). Examples of actual transcripts extracted as All AE or AE-L positive are shown in Table S5 in Multimedia Appendix 2 .

b All AE: all (or any of) adverse event.

c AE-L: adverse events limiting patients’ daily lives.

d All false-positive S records were denial of symptoms or confirmation of improving condition.

Whether or not interventions were made by health care professionals was investigated for the 196 AE-L–positive S records. As in the HFS model evaluation, data from 200 randomly selected S records were used for comparison ( Figure 2 ). In total, 91 (46.4%) records in the 196 AE-L–positive records were accompanied by an intervention, while the corresponding figure in the 200 random records was 26 (13%) records. The most common action in response to adverse event signals identified by the AE-L model was “adding symptomatic treatment” (n=71, 36.2%), followed by “other” (n=11, 5.6%). “Other” included educational guidance from pharmacists, inquiries from pharmacists to physicians, or recommendations for patients to visit a doctor.

The types of anticancer drugs prescribed for patients with adverse event signals identified by the AE-L model were summarized based on the prescription histories ( Table 5 ). In connection with the 157 adverse event signals, the most common MoA of the prescribed anticancer drug was antimetabolite (n=62, 39.5%) and fluoropyrimidine (n=53, 33.8%), which accounted for the majority. Kinase inhibitor (n=31, 19.7%) was the next largest category with multikinase inhibitor (n=14, 8.9%) as the major subgroup. These were followed by antiandrogen (n=27, 17.2%), antiestrogen (n=10, 6.4%), and aromatase inhibitor (n=10, 6.4%) for hormone therapy.

b JAK: janus kinase.

c VEGF: vascular endothelial growth factor.

d BTK: bruton tyrosine kinase.

e FLT3: FMS-like tyrosine kinase-3.

f PARP: poly-ADP ribose polymerase.

g CDK4/6: cyclin-dependent kinase 4/6.

h CD20: cluster of differentiation 20.

Adverse Event Symptoms

For the 157 adverse event signals identified by the AE-L model, the symptoms were categorized according to the predefined guideline in our previous work [ 43 ]. “Pain or numbness” (n=57, 36.3%) accounted for the largest proportion followed by “fever” (n=46, 29.3%) and “nausea” (n=40, 25.5%; Table 6 ). Symptoms classified as “others” included chills, tinnitus, running tears, dry or peeling skin, and frequent urination. When comparing the proportion of the symptoms associated with or without interventions by health care professionals, a trend toward a greater proportion of interventions was observed in “fever,” “nausea,” “diarrhea,” “constipation,” “vomiting,” and “edema” ( Figure 3 , black boxes). On the other hand, a smaller proportion was observed in “pain or numbness,” “fatigue,” “appetite loss,” “rash or itchy,” “taste disorder,” and “dizziness” ( Figure 3 , gray boxes).

This study was designed to evaluate our deep learning models, previously constructed based on patient-authored texts posted in an online community, by applying them to pharmaceutical care records that contain both patients’ subjective concerns and medical information created by pharmacists. Based on the results, we discuss whether these deep learning models can extract clinically important adverse event signals that require medical intervention, and what characteristics they show when applied to data on patients’ concerns in pharmaceutical care records.

Performance for Adverse Event Signal Extraction

The first requirement for the deep learning models is to extract adverse event signals from patients’ narratives precisely. In this study, we evaluated the proportion of true adverse event signals in positive S records extracted by the HFS or AE-L model. True adverse event signals amounted to 152 (91%) and 157 (80.1%) for the HFS and AE-L models, respectively ( Tables 2 and 4 ). Given that the proportion of true adverse event signals in 200 randomly extracted S records without deep learning models was 54 (27%; categories other than “no adverse event” in Figures 1 and 2 ), the HFS and AE-L models were able to concentrate S records with adverse event mentions. Although 15 (9%) for the HFS model and 39 (19.9%) for the AE-L model were false-positives, it was confirmed all of the false-positive records described a lack of symptoms or confirmation of improving condition. We considered that such false-positives are due to the unique feature of pharmaceutical care records, where pharmacists might proactively interview patients about potential side effects of their medications. As the data set of blog articles we used to construct the deep learning models included few such cases (especially comments on lack of symptoms), our models seemed unable to exclude them correctly. Even though we confirmed that the proportion of true “adverse event” signals extracted from the S records by the HFS or AE-L model was more than 80%, the performance scores to extract true “HFS” or “AE-L” signals were not so high based on the performance check using 1000 randomly extracted S records ( F 1 -scores were 0.50 and 0.22 for true HFS and AE-L signals, respectively; Table S1 in Multimedia Appendix 1 ). It is considered that the performance to extract true HFS and AE-L signals was relatively low due to the short length of texts in the S records, providing less context to judge the impact on patients’ daily lives, especially for the AE-L model (the mean word number of the S records was 38.8 [SD 29.4; Table 1 ], similar to the sentence-level tasks in our previous work [ 42 , 43 ]). However, we consider a true adverse event signal proportion of more than 80% in this study represents a promising outcome, as this is the first attempt to apply our deep learning models to a different source of patients’ concern data, and the extracted positive cases would be worthy of evaluation by a medical professional, as the potential adverse events could be caused by drugs taken by the patients.

When the deep learning models were applied to DIPEx-Japan interview transcripts, including patients’ concerns, the proportion of true adverse event signals was also more than 80% (for All AE: n=73, 86.9% and for HFS and AE-L: n=18, 100%). The difference in the results between pharmaceutical care S records and DIPEx-Japan interview transcripts was the features of false-positives, descriptions about lack of symptoms or confirmation of improving condition in S records versus explanations about disease or its prognosis, stories about when their cancer was discovered, or emotional changes in interview transcripts. This is considered due to the difference in the nature of the data source; the pharmaceutical care records were generated in a real-time manner by pharmacists through their daily work, where adverse event signals are proactively monitored, while the interview transcripts were purely based on patients’ retrospective memories. Our deep learning models were able to extract true adverse event signals with an accuracy of more than 80% from both text data sources in spite of the difference in their nature. When looking at future implementation of the deep learning models in society (discussed in the Potential for Deep Learning Model Implementation in Society section), it may be desirable to further adjust deep learning models to reduce false-positives depending upon the features of the data source.

Identification of Important Adverse Events Requiring Medical Intervention

To assess whether the models could extract clinically important adverse event signals, we investigated interventions by health care professionals connected with the adverse event signals that are identified by our deep learning models. In the 200 randomly extracted S records, only 26 (13%) consisted of adverse event signals, leading to any intervention by health care professionals. On the other hand, the proportion of signals associated with interventions was increased to 107 (64.1%) and 91 (46.4%) in the S records extracted as positive by the HFS and AE-L models, respectively ( Figures 1 and 2 ). These results suggest that both deep learning models can screen clinically important adverse event signals that require intervention from health care professionals. The performance level in screening adverse event signals requiring medical intervention was higher in the HFS model than in the AE-L model (n=107, 64.1% vs n=91, 46.4%; Figures 1 and 2 ). Since the target events were specific and adverse event signals of HFS were narrowly defined, which is one of the typical side effects of some anticancer drugs, we consider that health care providers paid special attention to HFS-related signals and took action proactively. In both deep learning models, similar trends were observed in actions taken by health care professionals in response to extracted adverse event signals; common actions were attempts to manage adverse event symptoms by symptomatic treatment or other mild interventions, including educational guidance from pharmacists or recommendations for patients to visit a doctor. More direct interventions focused on the causative drugs (ie, “dose reduction or discontinuation of anticancer treatment”) amounted to less than 5%; 7 (4.2%) for the HFS model and 6 (3.1%) for the AE-L model ( Figures 1 and 2 ). Thus, it appears that our deep learning models can contribute to screening mild to moderate adverse event signals that require preventive actions such as symptomatic treatments or professional advice from health care providers, especially for patients with less sensitivity to adverse event signals or who have few opportunities to visit clinics and pharmacies.

Ability to Catch Real Side Effect Signals of Anticancer Drugs

Based on the drug prescription history associated with S records extracted as HFS or AE-L positive, the type and duration of anticancer drugs taken by patients experiencing the adverse event signals were investigated. For the HFS model, the most common MoA of anticancer drug was antimetabolite (fluoropyrimidine: n=59, 38.8%), followed by kinase inhibitors (n=49, 32.2%, of which EGFR inhibitors and multikinase inhibitors accounted for n=28, 18.4% and n=14, 9.2%, respectively) and aromatase inhibitors (n=24, 15.8%; Table 3 ). It is known that fluoropyrimidine and multikinase inhibitors are typical HFS-inducing drugs [ 55 - 58 ], suggesting that the HFS model accurately extracted HFS side effect signals derived from these drugs. Note that symptoms such as acneiform rash, xerosis, eczema, paronychia, changes in the nails, arthralgia, or stiffness of limb joints, which are common side effects of EGFR inhibitors or aromatase inhibitors [ 59 , 60 ], might be extracted as closely related expressions to those of HFS signals. When looking at the MoA of anticancer drugs for patients with adverse event signals identified by the AE-L model, antimetabolite (fluoropyrimidine) was the most common one (n=53, 33.8%), as in the case of those identified by the HFS model, followed by kinase inhibitors (n=31, 19.7%) and antiandrogens (n=27, 17.2%; Table 5 ). Since the AE-L model targets a broad range of adverse event symptoms, it is difficult to rationalize the relationship between the adverse event signals and types of anticancer drugs. However, the type of anticancer drugs would presumably closely correspond to the standard treatments of the cancer types of the patients. Based on the prescribed anticancer drugs, we can infer that a large percentage of the patients had breast or lung cancer, indicating that our study results were based on data from such a population. Thus, a possible direction for the expansion of this research would be adjusting the deep learning models by additional training with expressions for typical side effects associated with standard treatments of other cancer types. To interpret these results correctly, it should be noted that we could not investigate anticancer treatments conducted outside of the pharmacies (eg, the time-course relationship with intravenously administered drugs would be missed, as the administration will be done at hospitals). To further evaluate how useful this model is in side effect signal monitoring for patients with cancer, comprehensive medical information for the eligible patients would be required.

Suitability of the Deep Learning Models for Specific Adverse Event Symptoms

Among the adverse event signals identified by the AE-L model, the type of symptom was categorized according to a predefined annotation guideline that we previously developed [ 43 ]. The most frequently recorded adverse event signals identified by the AE-L model were “pain or numbness” (n=57, 36.3%), “fever” (n=46, 29.3%), and “nausea” (n=40, 25.5%; Table 6 ). Since the pharmaceutical care records had information about interventions by health care professionals, the frequency of the presence or absence of the interventions for each symptom was examined. A trend toward a greater proportion of interventions was observed in “fever,” “nausea,” “diarrhea,” “constipation,” “vomiting,” and “edema” ( Figure 3 , black boxes). There seem to be 2 possible explanations for this: these symptoms are of high importance and require early medical intervention or effective symptomatic treatments are available for these symptoms in clinical practice so that medical intervention is an easy option. On the other hand, a trend for a smaller proportion of adverse event signals to result in interventions was observed for “pain or numbness,” “fatigue,” “appetite loss,” “rash or itchy,” “taste disorder,” and “dizziness” ( Figure 3 , gray boxes). The reason for this may be the lack of effective symptomatic treatments or the difficulty of judging whether the severity of these symptoms justifies medical intervention by health care providers. In either case, there may be room for improvement in the quality of medical care for these symptoms. We expect that our research will contribute to a quality improvement in safety monitoring in clinical practice by supporting adverse event signal detection in a cost-effective manner.

Potential for Deep Learning Model Implementation in Society

Although we evaluated our deep learning models using pharmaceutical care records in this study, the main target of future implementation of our deep learning models in society would be narrative texts that patients directly write to record their daily experiences. For example, the application of these deep learning models to electronic media where patients record their daily experiences in their lives with disease (eg, health care–related e-communities and disease diary applications) could enable information about adverse event signal onset that patients experience to be provided to health care providers in a timely manner. Adverse event signals can automatically be identified and shared with health care providers based on the concern texts that patients post to any platform. This system will have the advantage that health care providers can efficiently grasp safety-related events that patients experience outside of clinic visits so that they can conduct more focused or personalized interactions with patients at their clinic visits. However, consideration should be given to avoid an excessive burden on health care providers. For instance, limiting the sharing of adverse event signals to those of high severity or summarizing adverse event signals over a week rather than sharing each one in a real-time manner may be reasonable approaches for medical staff. We also need to think about how to encourage patients to record their daily experiences using electronic tools. Not only technical progress and support but also the establishment of an ecosystem where both patients and medical staff can feel benefit will be required. Prospective studies with deep learning models to follow up patients in the long term and evaluate outcomes will be needed. We primarily looked at patient-authored texts as targets of implementation, but our deep learning models may also be worth using medical data including patients’ subjective concerns, such as pharmaceutical care S records. As this study confirmed that our deep learning models are applicable to patients’ concern texts tracked by pharmacists, it should be possible to use them to analyze other “patient voice-like” medical text data that have not been actively investigated so far.

Limitations

First, the major limitation of this study was that we were not able to collect complete medical information of the patients. Although we designed this study to analyze patients’ concerns extracted by the deep learning models and their relationship with medical information contained in the pharmaceutical care records, some information could not be tracked (eg, missing history of medical interventions or anticancer treatment at hospitals as well as diagnosis of patients’ primary cancers). Second, there might be a data creation bias in S records for patients’ concerns by pharmacists. For example, symptoms that have little impact on intervention decisions might less likely be recorded by them. It should be also noted that the characteristics of S records may not be consistent at different community pharmacies.

Conclusions

Our deep learning models were able to screen clinically important adverse event signals that require intervention by health care professionals from patients’ concerns in pharmaceutical care records. Thus, these models have the potential to support real-time adverse event monitoring of individual patients taking anticancer treatments in an efficient manner. We also confirmed that these deep learning models constructed based on patient-authored texts could be applied to patients’ subjective information recorded by pharmacists through their daily work. Further research may help to expand the applicability of the deep learning models for implementation in society or for analysis of data on patients’ concerns accumulated in professional records at pharmacies or hospitals.

Acknowledgments

This work was supported by Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research (KAKENHI; grant 21H03170) and Japan Science and Technology Agency, Core Research for Evolutional Science and Technology (CREST; grant JPMJCR22N1), Japan. Mr Yuki Yokokawa and Ms Sakura Yokoyama at our laboratory advised SN about the structure of pharmaceutical care records. This study would not have been feasible without the high quality of pharmaceutical care records created by many individual pharmacists at Nakajima Pharmacy Group through their daily work.

Data Availability

The data sets generated and analyzed during this study are available from the corresponding author on reasonable request.

Authors' Contributions

SN and SH designed the study. SN retrieved the subjective records of patients with cancer from the data source for the application of deep learning models and organized other data for subsequent evaluations. SN ran the deep learning models with the support of SW. SN, YY, and KS checked the adverse event signals for each subjective record that was extracted as positive by the models for hand-foot syndrome or adverse events limiting patients’ daily lives and evaluated the adverse event signal symptoms, details of interventions taken by health care professionals, and types of anticancer drugs prescribed for patients based on available data from the data source. HK and SI advised on the study concept and process. MS and RT provided pharmaceutical records at their community pharmacies along with advice on how to use and interpret them. SY and EA supervised the natural language processing research as specialists. SH supervised the study overall. SN drafted and finalized the paper. All authors reviewed and approved the paper.

Conflicts of Interest

SN is an employee of Daiichi Sankyo Co, Ltd. All other authors declare no conflicts of interest.

Performance evaluation of deep learning models.

Examples of S records and sample interview transcripts.

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Abbreviations

Edited by G Eysenbach; submitted 25.12.23; peer-reviewed by CY Wang, L Guo; comments to author 24.01.24; revised version received 14.02.24; accepted 09.03.24; published 16.04.24.

©Satoshi Nishioka, Satoshi Watabe, Yuki Yanagisawa, Kyoko Sayama, Hayato Kizaki, Shungo Imai, Mitsuhiro Someya, Ryoo Taniguchi, Shuntaro Yada, Eiji Aramaki, Satoko Hori. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 16.04.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

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Amanda Hoover

Students Are Likely Writing Millions of Papers With AI

Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.

A year ago, Turnitin rolled out an AI writing detection tool that was trained on its trove of papers written by students as well as other AI-generated texts. Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written language in 20 percent of its content, with 3 percent of the total papers reviewed getting flagged for having 80 percent or more AI writing. (Turnitin is owned by Advance, which also owns Condé Nast, publisher of WIRED.) Turnitin says its detector has a false positive rate of less than 1 percent when analyzing full documents.

ChatGPT’s launch was met with knee-jerk fears that the English class essay would die . The chatbot can synthesize information and distill it near-instantly—but that doesn’t mean it always gets it right. Generative AI has been known to hallucinate , creating its own facts and citing academic references that don’t actually exist. Generative AI chatbots have also been caught spitting out biased text on gender and race . Despite those flaws, students have used chatbots for research, organizing ideas, and as a ghostwriter . Traces of chatbots have even been found in peer-reviewed, published academic writing .

Teachers understandably want to hold students accountable for using generative AI without permission or disclosure. But that requires a reliable way to prove AI was used in a given assignment. Instructors have tried at times to find their own solutions to detecting AI in writing, using messy, untested methods to enforce rules , and distressing students. Further complicating the issue, some teachers are even using generative AI in their grading processes.

Detecting the use of gen AI is tricky. It’s not as easy as flagging plagiarism, because generated text is still original text. Plus, there’s nuance to how students use gen AI; some may ask chatbots to write their papers for them in large chunks or in full, while others may use the tools as an aid or a brainstorm partner.

Students also aren't tempted by only ChatGPT and similar large language models. So-called word spinners are another type of AI software that rewrites text, and may make it less obvious to a teacher that work was plagiarized or generated by AI. Turnitin’s AI detector has also been updated to detect word spinners, says Annie Chechitelli, the company’s chief product officer. It can also flag work that was rewritten by services like spell checker Grammarly, which now has its own generative AI tool . As familiar software increasingly adds generative AI components, what students can and can’t use becomes more muddled.

Detection tools themselves have a risk of bias. English language learners may be more likely to set them off; a 2023 study found a 61.3 percent false positive rate when evaluating Test of English as a Foreign Language (TOEFL) exams with seven different AI detectors. The study did not examine Turnitin’s version. The company says it has trained its detector on writing from English language learners as well as native English speakers. A study published in October found that Turnitin was among the most accurate of 16 AI language detectors in a test that had the tool examine undergraduate papers and AI-generated papers.

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Schools that use Turnitin had access to the AI detection software for a free pilot period, which ended at the start of this year. Chechitelli says a majority of the service’s clients have opted to purchase the AI detection. But the risks of false positives and bias against English learners have led some universities to ditch the tools for now. Montclair State University in New Jersey announced in November that it would pause use of Turnitin’s AI detector. Vanderbilt University and Northwestern University did the same last summer.

“This is hard. I understand why people want a tool,” says Emily Isaacs, executive director of the Office of Faculty Excellence at Montclair State. But Isaacs says the university is concerned about potentially biased results from AI detectors, as well as the fact that the tools can’t provide confirmation the way they can with plagiarism. Plus, Montclair State doesn’t want to put a blanket ban on AI, which will have some place in academia. With time and more trust in the tools, the policies could change. “It’s not a forever decision, it’s a now decision,” Isaacs says.

Chechitelli says the Turnitin tool shouldn’t be the only consideration in passing or failing a student. Instead, it’s a chance for teachers to start conversations with students that touch on all of the nuance in using generative AI. “People don’t really know where that line should be,” she says.

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9 facts about americans and marijuana.

The use and possession of marijuana is illegal under U.S. federal law, but about three-quarters of states have legalized the drug for medical or recreational purposes. The changing legal landscape has coincided with a decades-long rise in public support for legalization, which a majority of Americans now favor.

Here are nine facts about Americans’ views of and experiences with marijuana, based on Pew Research Center surveys and other sources.

As more states legalize marijuana, Pew Research Center looked at Americans’ opinions on legalization and how these views have changed over time.

Data comes from surveys by the Center,  Gallup , and the  2022 National Survey on Drug Use and Health  from the U.S. Substance Abuse and Mental Health Services Administration. Information about the jurisdictions where marijuana is legal at the state level comes from the  National Organization for the Reform of Marijuana Laws .

More information about the Center surveys cited in the analysis, including the questions asked and their methodologies, can be found at the links in the text.

Around nine-in-ten Americans say marijuana should be legal for medical or recreational use,  according to a January 2024 Pew Research Center survey . An overwhelming majority of U.S. adults (88%) say either that marijuana should be legal for medical use only (32%) or that it should be legal for medical  and  recreational use (57%). Just 11% say the drug should not be legal in any form. These views have held relatively steady over the past five years.

Views on marijuana legalization differ widely by age, political party, and race and ethnicity, the January survey shows.

While small shares across demographic groups say marijuana should not be legal at all, those least likely to favor it for both medical and recreational use include:

• Older adults: 31% of adults ages 75 and older support marijuana legalization for medical and recreational purposes, compared with half of those ages 65 to 74, the next youngest age category. By contrast, 71% of adults under 30 support legalization for both uses.
• Republicans and GOP-leaning independents: 42% of Republicans favor legalizing marijuana for both uses, compared with 72% of Democrats and Democratic leaners. Ideological differences exist as well: Within both parties, those who are more conservative are less likely to support legalization.
• Hispanic and Asian Americans: 45% in each group support legalizing the drug for medical and recreational use. Larger shares of Black (65%) and White (59%) adults hold this view.

Support for marijuana legalization has increased dramatically over the last two decades. In addition to asking specifically about medical and recreational use of the drug, both the Center and Gallup have asked Americans about legalizing marijuana use in a general way. Gallup asked this question most recently, in 2023. That year, 70% of adults expressed support for legalization, more than double the share who said they favored it in 2000.

Half of U.S. adults (50.3%) say they have ever used marijuana, according to the 2022 National Survey on Drug Use and Health . That is a smaller share than the 84.1% who say they have ever consumed alcohol and the 64.8% who have ever used tobacco products or vaped nicotine.

While many Americans say they have used marijuana in their lifetime, far fewer are current users, according to the same survey. In 2022, 23.0% of adults said they had used the drug in the past year, while 15.9% said they had used it in the past month.

While many Americans say legalizing recreational marijuana has economic and criminal justice benefits, views on these and other impacts vary, the Center’s January survey shows.

• Economic benefits: About half of adults (52%) say that legalizing recreational marijuana is good for local economies, while 17% say it is bad. Another 29% say it has no impact.

• Criminal justice system fairness: 42% of Americans say legalizing marijuana for recreational use makes the criminal justice system fairer, compared with 18% who say it makes the system less fair. About four-in-ten (38%) say it has no impact.
• Use of other drugs: 27% say this policy decreases the use of other drugs like heroin, fentanyl and cocaine, and 29% say it increases it. But the largest share (42%) say it has no effect on other drug use.
• Community safety: 21% say recreational legalization makes communities safer and 34% say it makes them less safe. Another 44% say it doesn’t impact safety.

Democrats and adults under 50 are more likely than Republicans and those in older age groups to say legalizing marijuana has positive impacts in each of these areas.

Most Americans support easing penalties for people with marijuana convictions, an October 2021 Center survey found . Two-thirds of adults say they favor releasing people from prison who are being held for marijuana-related offenses only, including 41% who strongly favor this. And 61% support removing or expunging marijuana-related offenses from people’s criminal records.

Younger adults, Democrats and Black Americans are especially likely to support these changes. For instance, 74% of Black adults  favor releasing people from prison  who are being held only for marijuana-related offenses, and just as many favor removing or expunging marijuana-related offenses from criminal records.

Twenty-four states and the District of Columbia have legalized small amounts of marijuana for both medical and recreational use as of March 2024,  according to the  National Organization for the Reform of Marijuana Laws  (NORML), an advocacy group that tracks state-level legislation on the issue. Another 14 states have legalized the drug for medical use only.

Of the remaining 12 states, all allow limited access to products such as CBD oil that contain little to no THC – the main psychoactive substance in cannabis. And 26 states overall have at least partially  decriminalized recreational marijuana use , as has the District of Columbia.

In addition to 24 states and D.C.,  the U.S. Virgin Islands ,  Guam  and  the Northern Mariana Islands  have legalized marijuana for medical and recreational use.

More than half of Americans (54%) live in a state where both recreational and medical marijuana are legal, and 74% live in a state where it’s legal either for both purposes or medical use only, according to a February Center analysis of data from the Census Bureau and other outside sources. This analysis looked at state-level legislation in all 50 states and the District of Columbia.

In 2012, Colorado and Washington became the first states to pass legislation legalizing recreational marijuana.

About eight-in-ten Americans (79%) live in a county with at least one cannabis dispensary, according to the February analysis. There are nearly 15,000 marijuana dispensaries nationwide, and 76% are in states (including D.C.) where recreational use is legal. Another 23% are in medical marijuana-only states, and 1% are in states that have made legal allowances for low-percentage THC or CBD-only products.

The states with the largest number of dispensaries include California, Oklahoma, Florida, Colorado and Michigan.

Note: This is an update of a post originally published April 26, 2021, and updated April 13, 2023.  

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Americans overwhelmingly say marijuana should be legal for medical or recreational use

Religious americans are less likely to endorse legal marijuana for recreational use, four-in-ten u.s. drug arrests in 2018 were for marijuana offenses – mostly possession, two-thirds of americans support marijuana legalization, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .