To get the answers to all your questions about how to write a great research paper, we asked three writing experts:

Dr. Robert Gerver, a math teacher at North Shore High School in Glen Head, N.Y., is author of Writing Math Research Papers: A Guide For Students and Instructors.

E-mail him at [email protected].

Michael Harvey, a professor at Washington College in Chestertown, Md., is the author of The Nuts and Bolts of College Writing. You can e-mail him with questions at [email protected].

William Badke is associate librarian at Trinity Western University in Langley, British Columbia, Canada. He is also author of Research Strategies: Finding your Way Through the Information Fog. E-mail him with any questions at [email protected].

Q: What are the most common paper-writing mistakes that students make?
A: Badke: Not defining a goal for your paper. “A paper should answer a question or solve a problem, not just reorganize and repeat what you’ve read. Last-minute papers are usually shallow and boring.”

Gerver: Not knowing your reader. “Students don’t empathize with the reader—they make assumptions because they, as writers, are so entrenched in the material. Consequently, the material doesn’t present itself as clearly as it could. As a result, the reader is less informed, less interested and less inspired.”

Harvey: Not clearly understanding the assignment. “Different teachers have different expectations. Find out what your teacher expects!”

Q: What point of view should a student use when writing a research paper and why? Should students ever use “I” in their papers?
A: Badke: “It’s important to have a ‘voice’ with which you write, a style that reflects your personality. That said, there can be problems using ‘I’ in a paper if it makes the paper more about yourself and less about the content you want to present. Some teachers don’t like the use of ‘I’, so check before you use it. If you do use it, try to avoid using it to draw attention to how smart or witty you are. Remember that believable content is more important than impressing your reader with what a great writer you are.”
Gerver: “I never let students use ‘I’. It sounds a bit conceited and presumptuous. Usually, no pronoun is needed, or we use ‘let’s’ and ‘we’. This invites the reader into your paper.” 
Harvey: “Some teachers welcome the first person, others don’t like it—this is one of the big reasons to find out what your teacher wants. For instance, does your teacher expect you to write for a specialized audience or laymen? Those different audiences will impose different requirements on the writer in terms of what she explains, how much jargon she uses and so on.”

Q: How many sources should be used in a typical five-page paper?
A: Badke: “At the high school level, I’d suggest a minimum of seven or eight sources. Once you’re in college, 12 plus will be more the norm.”
Gerver: “It’s hard to say. In mathematics, I’d rather a student had fewer resources and built up the material by playing with the mathematics themselves. I’d rather they expanded on a three-page article than condensed six 200-page books.”
Harvey: “Again, it depends on the kind of assignment your teacher wants. There is simply no general rule. If I expect a student to use a variety of sources for a paper, my rule of thumb for short papers is at least a half-dozen respectable sources.”

Q: How many papers should students expect to be assigned per college class?
A: Harvey: “It varies, and no generalization is possible. Some courses, none. Some, a dozen or more. And of course a ‘paper’ can vary greatly, from a one-page thinkpiece one might write in class to a 25-page term paper.”

Q: When writing on an open topic, should students avoid a popular subject because the teacher may get tired of reading the same old thing?
A: Badke: “Don’t worry about what the teacher has already read; think about yourself. You are the one who has to live with this paper until it’s done, so find something fresh that will entertain you. How? Think of some issue or controversy in the topic and focus on that. Even an old, well-traveled topic can get new life. Or, to be more adventurous, find something that few other students are doing, but be aware that you may not have the library resources you need.”
Gerver: “Topics that are less general and less common, if they have a ‘hook’, are preferable. I’d rather read ‘How Henry Winkler’s Dyslexia Affected The Direction of His Role in Television Sitcoms’ than ‘The Happy Days Story.’ It’s better to be specific.”
Harvey: “Students should focus on a specific question or problem, not just a topic. How does a student go about finding an interesting or productive question? The answer, once again: Talk to your teacher!”

Q: Where should a student go for help with a research paper?
A: Badke: “Your first choice should be your own teachers. Parents can help. If you know a college student, see if you can get some pointers.”
Harvey: “I sound like a broken record: Start with your teacher. Beyond that, each discipline has its own standards about how to do research, what kinds of sources to use, how to cite sources and so on. It’s fair to ask your teacher for this kind of guidance. There’s no magic essay-writing formula. Prepare, think, talk with friends and your teacher, and be prepared to write and rewrite.”

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