Proposed Topic For A Research Paper

How to Write a Paper Topic Proposal & Thesis Statement

•    PART 1 OF THE ASSIGNMENT: PAPER TOPIC PROPOSAL
The formal research paper or honors thesis will provide you with an opportunity to more fully develop the background and implications of one of the topics presented during the semester or explore a related topic not covered. Your paper topic proposal requires research in order to make your proposal as close to your paper topic as possible. I strongly suggest you come to office hours to discuss your topic proposal with me, because I will review all proposals for viability and reject any inappropriate or undoable topics.
The written proposal must include the following 2 things:
1.    Your proposed paper topic: This part of the proposal is one sentence. Keep your paper topic narrow (but not so narrow that there are no scholarly sources available on the topic).
2.    Why the topic is interesting and important: Address how you will focus the topic. If you choose a topic that is not of interest to you, it will show in your paper. This topic must remain of interest to you for two semesters, so give it some serious consideration. As we cover topics in class, undoubtedly something will come up that you want to learn more about. This would be an ideal paper topic. This part of the assignment requires that you include two to three paragraphs about why this topic is interesting and important. Why should the reader care about Roger Williams’s relationship with the Narragansett Indians? If you simply retell the story of his exile from Massachusetts and what he thought of the Narragansett religious beliefs and practices, that’s a book report, not an honors level research paper. However, if you explore the significance Narragansett religion had on Williams, his writings, and his life, you have the makings of an interesting and important research paper. It would require research pertaining to the role of missionaries in the American colonies, research of the Puritan philosophy and why Williams was banned from Massachusetts Bay Colony, and research of Narragansett beliefs and religious views and how they were impacted by the English and Dutch.

What should your paper topic be?  Select a course-related topic. I suggest you write about an area that most interests you and in which you might already have some background knowledge. What do you want to learn more about? What are you interested in? Avoid choosing a topic that bores you. Sustained interest in your topic is important, as a topic that bores you makes for a boring paper. It is unlikely you will be able to fool the reader into believing you liked a topic that you didn’t actually like.

Now, narrow down your topic:  Once you’ve chosen a topic, ask yourself if it’s narrow enough for you to tackle in the paper or honors thesis you will be writing. Narrow topics generally result in the best papers. One important consideration is the availability of material. Therefore, before making a final decision on your topic, do some initial research to find out the type, quality, and quantity of information available. Finally, how much time do you have to write your paper? The earlier you begin your paper, the more thorough the treatment your topic will receive. If you can’t begin your paper early in the semester, consider limiting your topic so you can deal with it adequately.

•    PART 2 OF THE ASSIGNMENT: THESIS STATEMENT
What is a thesis statement?  A thesis statement is “a proposition stated as a conclusion which you will then demonstrate or ‘prove’ in your paper.”  It is the focal point around which your research will revolve. It is usually stated in the form of an assertion or statement you resolve through your research. It’s not a question; it’s an answer, such as:
“Key decisions in large U.S. cities are made by a handful of individuals, drawn largely from business, industrial, and municipal circles, who occupy the top of the power hierarchy.”
“Cigarette smoking harms the body by constricting the blood vessels, accelerating the heartbeat, paralyzing the cilia in the bronchial tubes, and activating excessive gastric secretions in the stomach.”
A thesis takes a position on an issue. Because you must take a position or develop a claim about a subject, you need to convey that position or claim in a thesis statement in your research paper. It is different from a topic sentence in that a thesis statement is not neutral. It announces, in addition to the topic, the argument you want to make or the point you want to prove. This is your own opinion that you intend to back up. This is your reason and motivation for writing. A thesis statement:
i)    tells the reader how you will interpret the significance of the subject matter under discussion.
ii)    is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
iii)    directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
iv)    makes a claim that others might dispute.
v)    is usually a single sentence somewhere in your first paragraph that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation. After you have done some preliminary research and reading on your narrowed-down topic, you should formulate a single-sentence thesis statement.

Writing in college often takes the form of persuasion – convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is the purpose of the thesis statement?  The thesis statement guides you, enabling you to focus your research paper and outline what you will write. It allows you to clarify your thinking and determine what is relevant and irrelevant as you do your research. Your research paper must be thesis-driven. A high school level “report” will not receive a passing grade. The thesis must pull together the analysis that follows. Your thesis statement must be specific – it should cover only what you will discuss in your research paper and must be supported with specific evidence. The thesis statement usually appears at the end of the first paragraph of a paper. Early in your paper I should be able to locate the thesis statement. If I ask you “Where is the thesis statement?” you should be able to point to it immediately.

How do you come up with a thesis statement?  A thesis is the result of a lengthy thinking process and careful deliberation after preliminary research. Formulating a thesis is not the first thing you do after reading a writing assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis,” a basic main idea, an argument that you think you can support with evidence but that may need adjustment along the way. Your topic may change somewhat as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Samples:
1)    The non-thesis thesis: You must take a stand or you’ll end up with a “non-thesis thesis.”
a)    Bad Thesis 1: In his article, Stanley Fish shows that we don’t really have the right to free speech.
b)    Bad Thesis 2: This paper will consider the advantages and disadvantages of certain restrictions on free speech.
c)    Better Thesis 1: Stanley Fish’s argument that free speech exists more as a political prize than as a legal reality ignores the fact that even as a political prize it still serves the social end of creating a general cultural atmosphere of tolerance that may ultimately promote free speech in our nation just as effectively as any binding law.
d)    Better Thesis 2: Even though there may be considerable advantages to restricting hate speech, the possibility of chilling open dialogue on crucial racial issues is too great and too high a price to pay.
2)    The overly broad thesis: A thesis should be as specific as possible, and it should be tailored to reflect the scope of the paper. It is not possible, for instance, to write about the history of English literature in a five-page paper. In addition to choosing simply a smaller topic, strategies to narrow a thesis include specifying a method or perspective or delineating certain limits.
a)    Bad Thesis 1: There should be no restrictions on the First Amendment.
b)    Bad Thesis 2: The government has the right to limit free speech.
c)    Better Thesis 1: There should be no restrictions on the First Amendment if those restrictions are intended merely to protect individuals from unspecified or otherwise unquantifiable or unverifiable “emotional distress.”
d)    Better Thesis 2: The government has the right to limit free speech in cases of overtly racist or sexist language because our failure to address such abuses would effectively suggest that our society condones such ignorant and hateful views.
3)    The incontestable thesis: A thesis must be arguable. And in order for it to be arguable, it must present a view that someone might reasonably contest. Sometimes a thesis ultimately says, “people should be good,” or “bad things are bad.” Such thesis statements are redundant or so universally accepted that there is no need to prove the point.
a)    Bad Thesis 1: Although we have the right to say what we want, we should avoid hurting other people’s feelings.
b)    Bad Thesis 2: There are always alternatives to using racist speech.
c)    Better Thesis 1: If we can accept that emotional injuries can be just as painful as physical ones we should limit speech that may hurt people’s feelings in ways similar to the way we limit speech that may lead directly to bodily harm.
d)    Better Thesis 2: The “fighting words” exception to free speech is not legitimate because it wrongly considers speech as an action.
4)    The “list essay” thesis: A good argumentative thesis provides not only a position on an issue but also suggests the structure of the paper. The thesis should allow the reader to imagine and anticipate the flow of the paper, in which a sequence of points logically proves the essay’s main assertion. A list essay provides no such structure, so that different points and paragraphs appear arbitrary with no logical connection to one another.
a)    Bad Thesis 1: There are many reasons we need to limit hate speech.
b)    Bad Thesis 2: Some of the arguments in favor of regulating pornography are persuasive.
c)    Better Thesis 1: Among the many reasons we need to limit hate speech the most compelling ones all refer to our history of discrimination and prejudice, and it is, ultimately, for the purpose of trying to repair our troubled racial society that we need hate speech legislation.
d)    Better Thesis 2: Some of the arguments in favor of regulating pornography are persuasive because they ask pornography proponents to ask themselves whether such a profession would be on a list of professions they would desire for their daughters or mothers.
5)    The research paper thesis: In another course this would be acceptable, and, in fact, possibly even desirable. But in this kind of course, a thesis statement that makes a factual claim that can be verified only with scientific, sociological, psychological, or other kind of experimental evidence is not appropriate. You need to construct a thesis that you are prepared to prove using the tools you have available, without having to consult the world’s leading expert on the issue to provide you with a definitive judgment.
a)    Bad Thesis 1: Americans today are not prepared to give up on the concept of free speech.
b)    Bad Thesis 2: Hate speech can cause emotional pain and suffering in victims just as intense as physical battery.
c)    Better Thesis 1: Whether or not the cultural concept of free speech bears any relation to the reality of 1st amendment legislation and jurisprudence, its continuing social function as a promoter of tolerance and intellectual exchange trumps the call for politicization (according to Fish’s agenda) of the term.
d)    Better Thesis 2: The various arguments against the regulation of hate speech depend on the unspoken and unexamined assumption that emotional pain is trivial.

How do I know if my thesis is strong?  If there’s time, run it by a professor or make an appointment at the Writing Center to get some feedback (http://www.umass.edu/writingcenter/index.html). Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft of your working thesis, ask yourself the following:
1)    Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.
2)    Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
3)    Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
4)    Does my thesis pass the “So what?” test? If a reader’s first response is, “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
5)    Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
6)    Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Jane M. Smith
Honors ____
[Date] Paper Topic Proposal and Thesis Statement
Proposed paper topic: [One sentence.] Why the topic is interesting and important: [Two to three paragraphs.] See details above on what is required of this section.
Thesis statement: [One sentence.]

Beginning the Proposal Process

As with writing a regular academic paper, research proposals are generally organized the same way throughout most social science disciplines. Proposals vary between ten and twenty-five pages in length. However, before you begin, read the assignment carefully and, if anything seems unclear, ask your professor whether there are any specific requirements for organizing and writing the proposal.

A good place to begin is to ask yourself a series of questions:

  • What do I want to study?
  • Why is the topic important?
  • How is it significant within the subject areas covered in my class?
  • What problems will it help solve?
  • How does it build upon [and hopefully go beyond] research already conducted on the topic?
  • What exactly should I plan to do, and can I get it done in the time available?

In general, a compelling research proposal should document your knowledge of the topic and demonstrate your enthusiasm for conducting the study. Approach it with the intention of leaving your readers feeling like--"Wow, that's an exciting idea and I can’t wait to see how it turns out!"


In general your proposal should include the following sections:

I.  Introduction

In the real world of higher education, a research proposal is most often written by scholars seeking grant funding for a research project or it's the first step in getting approval to write a doctoral dissertation. Even if this is just a course assignment, treat your introduction as the initial pitch of an idea or a thorough examination of the significance of a research problem. After reading the introduction, your readers should not only have an understanding of what you want to do, but they should also be able to gain a sense of your passion for the topic and be excited about the study's possible outcomes. Note that most proposals do not include an abstract [summary] before the introduction.

Think about your introduction as a narrative written in one to three paragraphs that succinctly answers the following four questions:

  1. What is the central research problem?
  2. What is the topic of study related to that problem?
  3. What methods should be used to analyze the research problem?
  4. Why is this important research, what is its significance, and why should someone reading the proposal care about the outcomes of the proposed study?

II.  Background and Significance

This section can be melded into your introduction or you can create a separate section to help with the organization and narrative flow of your proposal. This is where you explain the context of your proposal and describe in detail why it's important. Approach writing this section with the thought that you can’t assume your readers will know as much about the research problem as you do. Note that this section is not an essay going over everything you have learned about the topic; instead, you must choose what is relevant to help explain the goals for your study.

To that end, while there are no hard and fast rules, you should attempt to address some or all of the following key points:

  • State the research problem and give a more detailed explanation about the purpose of the study than what you stated in the introduction. This is particularly important if the problem is complex or multifaceted.
  • Present the rationale of your proposed study and clearly indicate why it is worth doing. Answer the "So What? question [i.e., why should anyone care].
  • Describe the major issues or problems to be addressed by your research. Be sure to note how your proposed study builds on previous assumptions about the research problem.
  • Explain how you plan to go about conducting your research. Clearly identify the key sources you intend to use and explain how they will contribute to your analysis of the topic.
  • Set the boundaries of your proposed research in order to provide a clear focus. Where appropriate, state not only what you will study, but what is excluded from the study.
  • If necessary, provide definitions of key concepts or terms.

III.  Literature Review

Connected to the background and significance of your study is a section of your proposal devoted to a more deliberate review and synthesis of prior studies related to the research problem under investigation. The purpose here is to place your project within the larger whole of what is currently being explored, while demonstrating to your readers that your work is original and innovative. Think about what questions other researchers have asked, what methods they have used, and what is your understanding of their findings and, where stated, their recommendations. Do not be afraid to challenge the conclusions of prior research. Assess what you believe is missing and state how previous research has failed to adequately examine the issue that your study addresses. For more information on writing literature reviews, GO HERE.

Since a literature review is information dense, it is crucial that this section is intelligently structured to enable a reader to grasp the key arguments underpinning your study in relation to that of other researchers. A good strategy is to break the literature into "conceptual categories" [themes] rather than systematically describing groups of materials one at a time. Note that conceptual categories generally reveal themselves after you have read most of the pertinent literature on your topic so adding new categories is an on-going process of discovery as you read more studies. How do you know you've covered the key conceptual categories underlying the research literature? Generally, you can have confidence that all of the significant conceptual categories have been identified if you start to see repetition in the conclusions or recommendations that are being made.

To help frame your proposal's literature review, here are the "five C’s" of writing a literature review:

  1. Cite, so as to keep the primary focus on the literature pertinent to your research problem.
  2. Compare the various arguments, theories, methodologies, and findings expressed in the literature: what do the authors agree on? Who applies similar approaches to analyzing the research problem?
  3. Contrast the various arguments, themes, methodologies, approaches, and controversies expressed in the literature: what are the major areas of disagreement, controversy, or debate?
  4. Critique the literature: Which arguments are more persuasive, and why? Which approaches, findings, methodologies seem most reliable, valid, or appropriate, and why? Pay attention to the verbs you use to describe what an author says/does [e.g., asserts, demonstrates, argues, etc.].
  5. Connect the literature to your own area of research and investigation: how does your own work draw upon, depart from, synthesize, or add a new perspective to what has been said in the literature?

IV.  Research Design and Methods

This section must be well-written and logically organized because you are not actually doing the research, yet, your reader has to have confidence that it is worth pursuing. The reader will never have a study outcome from which to evaluate whether your methodological choices were the correct ones. Thus, the objective here is to convince the reader that your overall research design and methods of analysis will correctly address the problem and that the methods will provide the means to effectively interpret the potential results. Your design and methods should be unmistakably tied to the specific aims of your study.

Describe the overall research design by building upon and drawing examples from your review of the literature. Consider not only methods that other researchers have used but methods of data gathering that have not been used but perhaps could be. Be specific about the methodological approaches you plan to undertake to obtain information, the techniques you would use to analyze the data, and the tests of external validity to which you commit yourself [i.e., the trustworthiness by which you can generalize from your study to other people, places, events, and/or periods of time].

When describing the methods you will use, be sure to cover the following:

  • Specify the research operations you will undertake and the way you will interpret the results of these operations in relation to the research problem. Don't just describe what you intend to achieve from applying the methods you choose, but state how you will spend your time while applying these methods [e.g., coding text from interviews to find statements about the need to change school curriculum; running a regression to determine if there is a relationship between campaign advertising on social media sites and election outcomes in Europe].
  • Keep in mind that a methodology is not just a list of tasks; it is an argument as to why these tasks add up to the best way to investigate the research problem. This is an important point because the mere listing of tasks to be performed does not demonstrate that, collectively, they effectively address the research problem. Be sure you explain this.
  • Anticipate and acknowledge any potential barriers and pitfalls in carrying out your research design and explain how you plan to address them. No method is perfect so you need to describe where you believe challenges may exist in obtaining data or accessing information. It's always better to acknowledge this than to have it brought up by your reader.

V.  Preliminary Suppositions and Implications

Just because you don't have to actually conduct the study and analyze the results, it doesn't mean you can skip talking about the analytical process and potential implications. The purpose of this section is to argue how and in what ways you believe your research will refine, revise, or extend existing knowledge in the subject area under investigation. Depending on the aims and objectives of your study, describe how the anticipated results will impact future scholarly research, theory, practice, forms of interventions, or policymaking. Note that such discussions may have either substantive [a potential new policy], theoretical [a potential new understanding], or methodological [a potential new way of analyzing] significance.
 
When thinking about the potential implications of your study, ask the following questions:

  • What might the results mean in regards to the theoretical framework that underpins the study?
  • What suggestions for subsequent research could arise from the potential outcomes of the study?
  • What will the results mean to practitioners in the natural settings of their workplace?
  • Will the results influence programs, methods, and/or forms of intervention?
  • How might the results contribute to the solution of social, economic, or other types of problems?
  • Will the results influence policy decisions?
  • In what way do individuals or groups benefit should your study be pursued?
  • What will be improved or changed as a result of the proposed research?
  • How will the results of the study be implemented, and what innovations will come about?

NOTE:  This section should not delve into idle speculation, opinion, or be formulated on the basis of unclear evidence. The purpose is to reflect upon gaps or understudied areas of the current literature and describe how your proposed research contributes to a new understanding of the research problem should the study be implemented as designed.


VI.  Conclusion

The conclusion reiterates the importance or significance of your proposal and provides a brief summary of the entire study. This section should be only one or two paragraphs long, emphasizing why the research problem is worth investigating, why your research study is unique, and how it should advance existing knowledge.

Someone reading this section should come away with an understanding of:

  • Why the study should be done,
  • The specific purpose of the study and the research questions it attempts to answer,
  • The decision to why the research design and methods used where chosen over other options,
  • The potential implications emerging from your proposed study of the research problem, and
  • A sense of how your study fits within the broader scholarship about the research problem.

VII.  Citations

As with any scholarly research paper, you must cite the sources you used in composing your proposal. In a standard research proposal, this section can take two forms, so consult with your professor about which one is preferred.

  1. References -- lists only the literature that you actually used or cited in your proposal.
  2. Bibliography -- lists everything you used or cited in your proposal, with additional citations to any key sources relevant to understanding the research problem.

In either case, this section should testify to the fact that you did enough preparatory work to make sure the project will complement and not duplicate the efforts of other researchers. Start a new page and use the heading "References" or "Bibliography" centered at the top of the page. Cited works should always use a standard format that follows the writing style advised by the discipline of your course [i.e., education=APA; history=Chicago, etc] or that is preferred by your professor. This section normally does not count towards the total page length of your research proposal.


Develop a Research Proposal: Writing the Proposal. Office of Library Information Services. Baltimore County Public Schools; Heath, M. Teresa Pereira and Caroline Tynan. “Crafting a Research Proposal.” The Marketing Review 10 (Summer 2010): 147-168; Jones, Mark. “Writing a Research Proposal.” In MasterClass in Geography Education: Transforming Teaching and Learning. Graham Butt, editor. (New York: Bloomsbury Academic, 2015), pp. 113-127; Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences. Syracuse, NY: Syracuse University Press, 2005; Procter, Margaret. The Academic Proposal. The Lab Report. University College Writing Centre. University of Toronto; Punch, Keith and Wayne McGowan. "Developing and Writing a Research Proposal." In From Postgraduate to Social Scientist: A Guide to Key Skills. Nigel Gilbert, ed. (Thousand Oaks, CA: Sage, 2006), 59-81; Sanford, Keith. Information for Students: Writing a Research Proposal. Baylor University; Wong, Paul T. P. How to Write a Research Proposal. International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences, Articles, and Books. The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.

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