One of the peculiarities about a research paper is that students must do research before they can do research. At first, students know nothing about the subject (usually). So before they can decide what their purpose in the research paper is (Writing Process, Stage 2, Discover a Purpose), students must read up on the subject to understand what is out there (Writing Process, Stage 1, Gathering Details, or, in this case, "Getting a Clue").

Once students have mapped out the broad parameters of the topic, students can identify the interesting topography to explore within the topic, which can become the focus of the paper. For instance, a student given an assignment to write a paper on Abraham Lincoln might know some basic facts about Lincoln--he grew up in a log cabin, read, became a lawyer, was President of the United States during the Civil War--but not know what to make the focus of the paper. So the students reads everything he or she can on Lincoln.

Among the many things the student learns about Lincoln is that Lincoln spent weeks writing the Gettysburg Address (even though legend has it that he wrote it on the back of a napkin on his way to Gettysburg). The student also learns that the day after the Address, Horace Greely of the Chicago Tribune accused Lincoln of re-writing history. This arouses the student's curiousity and researching further, he or she discovers that the Gettysburg Address does re-write history, but that it does it in a way that most Americans, then and now, accept as being true, even though it isn't what really happened. The student discovers that Lincoln's re-writing of history re-defines the Civil War, re-defines the Declaration of Independance and the founding of our country, re-defines America after the Civil War, and even has minor effects like having school children recite daily "The Pledge of Allegiance to the United States of America." So the student decides that this should be the focus of the research paper.

It is not unusual to feel lost when beginning a research assignment. Dig in, read carefully, read often, and keep thinking about the significance, importance, relevance, or value (SIRV) of the information found.

Often an instructor may give students a general starting outline for an assignment . The instructor may pose questions for students to consider in exploring their topic. Often these are provided as a guide to students and are not to be followed slavishly (Check with the instructor).

For instance, suppose that after researching Lincoln's life, work, and influence, the student decides that what is most important is Lincoln's influence in three specific areas. The student might re-work the material researched that fits Lincoln's life, work, and influence into the following outline:

Outline

Thesis: Abraham Lincoln, one of America's greatest and most favored presidents, expresses, in his person and through his efforts, the essential ideals of American life.

  1. Lincoln, the Ordinary yet Extraordinary Individual
    1. Lincoln, the Self-Made Man
    2. Lincoln, the American Humorist
    3. Lincoln, the American Adam
  2. Lincoln, the Plain-Spoken yet Compelling Rhetorician (writer/speaker)
    1. The Farewell Address to Springfield
    2. The Gettysburg Address
    3. The Emancipation Proclamation
  3. Lincoln, the Firm yet Compassionate Leader
    1. Lincoln, the Supreme Commander
    2. Lincoln, the Arbiter of the Constitution

From this outline, elements of Lincoln's life and work would enter into each part of the outline, and the whole outline is organized around Lincoln's influence--which is the focus of the thesis.