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• How To Write A Research Paper Appendix: A Step-by-Step Guide

Think of appendices like bonus levels on your favorite video game. They are not a major part of the game, but they boost your points and they make the game worthwhile. 

Appendix are important facts, calculations, or data that don’t fit into the main body of your research paper. Having an appendix gives your research paper more details, making it easier for your readers to understand your main ideas.

Let’s dive into how to create an appendix and its best practices.

Understanding the Purpose of an Appendix

If you’re looking to add some extra depth to your research, appendices are a great way to do it.  They allow you to include extremely useful information that doesn’t fit neatly into the main body of your research paper, such as huge raw data, multiple charts, or very long explanations.

Think of your appendix as a treasure chest with different compartments. You can include different information including, extra data, surveys, graphs, or even detailed explanations of your methods. You can fit anything too big or detailed for the main paper in the appendix.

Planning Your Appendix

Before you dive into making your appendix, it’s a good idea to plan things out; think of it as drawing a map before going on an adventure. 

You want your appendix to be organized and provide more context to your research. Not planning it will make the process time-consuming and make the appendix confusing to people reading your research paper.

How to Decide What to Include in Your Research Paper

You have to sort through the content that you will include in your appendix. Think of what your readers need to know to understand your key points. Anything that’s overly detailed, off-topic, or clutters up your paper is a good candidate for your appendix.

Tips for Organizing Your Appendix

Once you’ve figured out what to put in your appendix, it’s time to organize it. Your appendix is a place to add extra information, but it shouldn’t be cluttered or confusing to your readers. Instead, it should make your research paper easier to understand.

Use clear headings, labels, and even page numbers to help your readers find the information they need in the appendix. This way, it’s not a jumbled mess, but a well-organized part of your research paper

Formatting Guidelines

Yes, your appendix must be formatted. Most of the time, you’ll want to keep the font and margin sizes consistent with your main paper. 

However, some universities and journals may have specific guidelines for appendix formatting. Verify if your institution has special guidelines, if they do, follow them, if they don’t use the same format as your main text.

Here’s a typical breakdown of how to format your appendix:

(1) Labeling and Titling 

If you have different types of information in your appendix, use letters to label them, such as “Appendix A” and “Appendix B”. Then, give each appendix a title that explains the information inside it. 

For example, if the first section of your appendix contains raw survey data, you could call it “Appendix A (Survey Data of People Living with Diabetes Under 18 in Texas)”. If the second section of your appendix contains charts, you could call it “Appendix B (The Effect of Sugar Tax in Curbing Diabetes in Children and Young Adults)”.

(2) Numbering Tables, Figures, and More 

If you have tables, figures, or other things in your appendix, number them like a list. For example, “Table A1,” “Figure A1,” and more. This numbering helps your readers know what they’re looking at, sort of like chapters in a book.

Creating Tables and Figures

Using tables and figures helps you organize your data neatly in your appendix. Here’s a step-by-step guide to creating tables and figures in your appendix:

Choose the Right Format for Your Appendix Data

Before creating tables or figures, you need to pick the right format to display the information. Think about what makes your data most clear and understandable. 

For example, a table is better for detailed numbers, while a graph is great for showing trends. The right format makes your information easy to grasp and makes your paper look organized.

How to Create Tables in Your Appendix

You can use a spreadsheet program (like Excel or Google Sheets) to create tables to arrange information neatly. Make sure to give your table a clear title so readers know what it’s about.

Here’s a step-by-step guide to creating tables with a spreadsheet program:

• Open Google Sheets/Excel : Access Google Sheets or Excel through the web or download the app
• Open a New Spreadsheet or Existing File : Create a new spreadsheet or open an existing one where you want to insert a table.
• Select Data : Click and drag to select the data you want to include in the table.
• Insert Table : Once your data is selected, go to the “Insert” menu, then select “Table.
• Create Table : A dialog box will appear, confirming the selected data range. Make sure the “Use the first row as headers” option is checked if your data has headers. Click “Insert .”
• Customize Your Table : After inserting the table, you can customize it by adjusting the style, format, and other table properties using the “Table” menu in Google Sheets or Excel.

You can use software like PowerPoint, Google Slides, or graphic design tools to create them. If you have a chart or graph, make sure it’s easy to understand and add a title or labels to explain it. 

You can use the editing tools for images to change the size and other aspects of the image.

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Including Raw Data

The major reasons for including raw data in your appendix are transparency and credibility. Raw data is like your research recipe; it shows exactly what you worked with to arrive at your conclusions.

Raw data also provides enough information to guide researchers in replicating your study or getting a deeper understanding of your research.

Formatting and Presenting Raw Data 

Formatting your raw data makes it easy for anyone to understand. You can use tables, charts, or even lists to display your data. For example, if you did a survey, you could put the survey responses in a table with clear headings.

When presenting your raw data, clear organization is your best friend. Use headings, labels, and consistent formatting to help your readers find and understand the data. This keeps your appendix from becoming a confusing puzzle.

Citing Your Appendix

Referencing your appendix in the main text gives readers a full picture of your research while they’re reading- They don’t have to wait until the end to figure out important details of your research.

Unlike actual references and citations, citing your appendix is a very straightforward process. You can simply say, “See Appendix A for more details.”

In-Text Citations for Appendix Content

If you would like to cite information in your appendix, you usually mention the author, year, and what exactly you’re citing. This allows you to give credit to the original creator of the content, so your readers know where it came from.

For instance, if you included a chart from a book in your appendix, you’d say something like (Author, Year, p. X). Keep in mind that there are different citation styles (APA, MLA, Chicago, and others), so your appendix may look a little different.

Proofreading and Editing

Proofreading and editing your appendix is just as important as proofreading and editing the main body of your paper. A poorly written or formatted appendix can leave a negative impression on your reader and detract from the overall quality of your work. 

Make sure that your appendix is consistent with the main text of your paper in terms of style and tone unless otherwise stated by your institution. Use the same font, font size, and line spacing in the appendix as you do in the main body of your paper. 

Your appendix should also be free of errors in grammar, spelling, punctuation, and formatting.

Tips for Checking for Errors in Formatting, Labeling, and Content

Here are some tips for checking for errors in formatting, labeling, and content in your appendix:

• Formatting : Make sure that all of the elements in your appendix are formatted correctly, including tables, figures, and equations. Check the margins, line spacing, and font size to make sure that they are consistent with the rest of your paper.
• Labeling : All of the tables, figures, and equations in your appendix should be labeled clearly and consistently. Use a consistent numbering system and make sure that the labels match the references in the main body of your paper.
• Content : Proofread your appendix carefully to catch any errors in grammar, spelling, punctuation, and content. You can use grammar editing tools such as Grammarly to help you automatically detect errors in your context.

Appendix Checklist

Having an appendix checklist guarantees a well-organized appendix and helps you spot and correct any overlooked mistakes.

Here’s a checklist of key points to review before finalizing your appendix:

• Is all of the information in the appendix relevant and necessary?
• Is the appendix well-organized and easy to understand?
• Are all the tables, numbers, and equations clearly labeled?
• Is the appendix formatted correctly and consistently with the main body of the paper?
• Is the appendix free of errors in grammar, spelling, punctuation, and content?

Sample Appendix

We have discussed what you should include in your appendix and how to organize it. Let’s take a look at what a well-formatted appendix looks like:

Appendix A. (Raw Data of Class Scores)

The following table shows the raw data collected for the study.

How the Sample Appendix Adheres to Best Practices

• The appendix is labeled clearly and concisely as “Appendix A. (Raw Data of Class Score).”
• The appendix begins on a new page.
• The appendix is formatted consistently with the rest of the paper, using the same font, font size, and line spacing.
• The table in the appendix is labeled clearly and concisely as “Table A1.”
• The table is formatted correctly, with consistent column widths and alignment.
• The table includes all of the necessary information, including the participant number, age, gender, and score.
• The appendix is free of grammar, spelling, and punctuation errors.

Having an appendix easily makes your research paper impressive to reviewers, and increases your likelihood of achieving high grades or journal publication.  It also makes it easier for other researchers to replicate your research, allowing you to make a significant contribution to your research field.

Ensure to use the best practices in this guide to create a well-structured and relevant appendix. Also, use the checklist provided in this article to help you carefully review your appendix before submitting it.

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Home » Appendices – Writing Guide, Types and Examples

Appendices – Writing Guide, Types and Examples

Table of Contents

Definition:

Appendices refer to supplementary materials or documents that are attached to the end of a Book, Report , Research Paper , Thesis or other written work. These materials can include charts, graphs, tables, images, or other data that support the main content of the work.

Types of Appendices

Types of appendices that can be used depending on the content and purpose of the document. These types of Appendices are as follows:

Statistical Appendices

Statistical appendices are used to present raw data or statistical analysis that is relevant to the main text but would be too bulky to include in the main body of the document. These appendices may include tables, graphs, charts, or other types of visual aids that help to illustrate the data.

Technical Appendices

Technical appendices are used to provide detailed technical information that is relevant to the main text but would be too complex or lengthy to include in the main body of the document. These appendices may include equations, formulas, diagrams, or other technical details that are important for understanding the subject matter.

Bibliographical Appendices

Bibliographical appendices are used to provide additional references or sources that are relevant to the main text but were not cited in the main body of the document. These appendices may include lists of books, articles, or other resources that the author consulted in the course of their research.

Historical Appendices

Historical appendices are used to provide background information or historical context that is relevant to the main text but would be too lengthy or distracting to include in the main body of the document. These appendices may include timelines, maps, biographical sketches, or other historical details that help to contextualize the subject matter.

Supplemental Appendices

Supplemental appendices are used to provide additional material that is relevant to the main text but does not fit into any of the other categories. These appendices may include interviews, surveys, case studies, or other types of supplemental material that help to further illustrate the subject matter.

Applications of Appendices

Some applications of appendices are:

• Providing detailed data and statistics: Appendices are often used to include detailed data and statistics that support the findings presented in the main body of the document. For example, in a research paper, an appendix might include raw data tables or graphs that were used to support the study’s conclusions.
• Including technical details: Appendices can be used to include technical details that may be of interest to a specialized audience. For example, in a technical report, an appendix might include detailed calculations or equations that were used to develop the report’s recommendations.
• Presenting supplementary information: Appendices can be used to present supplementary information that is related to the main content but doesn’t fit well within the main body of the document. For example, in a business proposal, an appendix might include a list of references or a glossary of terms.
• Providing supporting documentation: Appendices can be used to provide supporting documentation that is required by the document’s audience. For example, in a legal document, an appendix might include copies of contracts or agreements that were referenced in the main body of the document.
• Including multimedia materials : Appendices can be used to include multimedia materials that supplement the main content. For example, in a book, an appendix might include photographs, maps, or illustrations that help to clarify the text.

Importance of Appendices

Appendices are important components of research papers, reports, Thesis, and other academic papers. They are supplementary materials that provide additional information and data that support the main text. Here are some reasons why appendices are important:

• Additional Information : Appendices provide additional information that is too detailed or too lengthy to include in the main text. This information includes raw data, graphs, tables, and charts that support the research findings.
• Clarity and Conciseness : Appendices help to maintain the clarity and conciseness of the main text. By placing detailed information and data in appendices, writers can avoid cluttering the main text with lengthy descriptions and technical details.
• Transparency : Appendices increase the transparency of research by providing readers with access to the data and information used in the research process. This transparency increases the credibility of the research and allows readers to verify the findings.
• Accessibility : Appendices make it easier for readers to access the data and information that supports the research. This is particularly important in cases where readers want to replicate the research or use the data for their own research.
• Compliance : Appendices can be used to comply with specific requirements of the research project or institution. For example, some institutions may require researchers to include certain types of data or information in the appendices.

Appendices Structure

Here is an outline of a typical structure for an appendix:

I. Introduction

• A. Explanation of the purpose of the appendix
• B. Brief overview of the contents

II. Main Body

• A. Section headings or subheadings for different types of content
• B. Detailed descriptions, tables, charts, graphs, or images that support the main content
• C. Labels and captions for each item to help readers navigate and understand the content

III. Conclusion

• A. Summary of the key points covered in the appendix
• B. Suggestions for further reading or resources

IV. Appendices

• A. List of all the appendices included in the document
• B. Table of contents for the appendices

V. References

• A. List of all the sources cited in the appendix
• B. Proper citation format for each source

Example of Appendices

here’s an example of what appendices might look like for a survey:

Appendix A:

Survey Questionnaire

This section contains a copy of the survey questionnaire used for the study.

• What is your age?
• What is your gender?
• What is your highest level of education?
• How often do you use social media?
• Which social media platforms do you use most frequently?
• How much time do you typically spend on social media each day?
• Do you feel that social media has had a positive or negative impact on your life?
• Have you ever experienced cyberbullying or harassment on social media?
• Have you ever been influenced by social media to make a purchase or try a new product?
• In your opinion, what are the biggest advantages and disadvantages of social media?

Appendix B:

Participant Demographics

This section includes a table with demographic information about the survey participants, such as age, gender, and education level.

Age Gender Education Level

• 20 Female Bachelor’s Degree
• 32 Male Master’s Degree
• 45 Female High School Diploma
• 28 Non-binary Associate’s Degree

Appendix C:

Statistical Analysis

This section provides details about the statistical analysis performed on the survey data, including tables or graphs that illustrate the results of the analysis.

Table 1: Frequency of Social Media Platforms

Use Platform Frequency

• Facebook 35%
• Instagram 28%
• Twitter 15%
• Snapchat 12%

Figure 1: Impact of Social Media on Life Satisfaction

Appendix D:

Survey Results

This section presents the raw data collected from the survey, such as participant responses to each question.

Question 1: What is your age?

Question 2: What is your gender?

And so on for each question in the survey.

How to Write Appendices

Here are the steps to follow to write appendices:

• Determine what information to include: Before you start writing your appendices, decide what information you want to include. This may include tables, figures, graphs, charts, photographs, or other types of data that support the main content of your paper.
• Organize the material: Once you have decided what to include, organize the material in a logical manner that follows the sequence of the main content. Use clear headings and subheadings to make it easy for readers to navigate through the appendices.
• Label the appendices: Label each appendix with a capital letter (e.g., “Appendix A,” “Appendix B,” etc.) and provide a brief descriptive title that summarizes the content.
• F ormat the appendices: Follow the same formatting style as the rest of your paper or report. Use the same font, margins, and spacing to maintain consistency.
• Provide detailed explanations: Make sure to provide detailed explanations of any data, charts, graphs, or other information included in the appendices so that readers can understand the significance of the material.
• Cross-reference the appendices: In the main text, cross-reference the appendices where appropriate by referring to the appendix letter and title (e.g., “see Appendix A for more information”).
• Review and revise: Review and revise the appendices just as you would any other part of your paper or report to ensure that the information is accurate, clear, and relevant.

When to Write Appendices

Appendices are typically included in a document when additional information needs to be provided that is not essential to the main text, but still useful for readers who want to delve deeper into a topic. Here are some common situations where you might want to include appendices:

• Supporting data: If you have a lot of data that you want to include in your document, but it would make the main text too lengthy or confusing, you can include it in an appendix. This is especially useful for academic papers or reports.
• Additional examples: I f you want to include additional examples or case studies to support your argument or research, but they are not essential to the main text, you can include them in an appendix.
• Technical details: I f your document contains technical information that may be difficult for some readers to understand, you can include detailed explanations or diagrams in an appendix.
• Background information : If you want to provide background information on a topic that is not directly related to the main text, but may be helpful for readers, you can include it in an appendix.

Purpose of Appendices

The purposes of appendices include:

• Providing additional details: Appendices can be used to provide additional information that is too detailed or bulky to include in the main body of the document. For example, technical specifications, data tables, or lengthy survey results.
• Supporting evidence: Appendices can be used to provide supporting evidence for the arguments or claims made in the main body of the document. This can include supplementary graphs, charts, or other visual aids that help to clarify or support the text.
• Including legal documents: Appendices can be used to include legal documents that are referred to in the main body of the document, such as contracts, leases, or patent applications.
• Providing additional context: Appendices can be used to provide additional context or background information that is relevant to the main body of the document. For example, historical or cultural information, or a glossary of technical terms.
• Facilitating replication: In research papers, appendices are used to provide detailed information about the research methodology, raw data, or analysis procedures to facilitate replication of the study.

Advantages of Appendices

Some Advantages of Appendices are as follows:

• Saving Space: Including lengthy or detailed information in the main text of a document can make it appear cluttered and overwhelming. By placing this information in an appendix, it can be included without taking up valuable space in the main text.
• Convenience: Appendices can be used to provide supplementary information that is not essential to the main argument or discussion but may be of interest to some readers. By including this information in an appendix, readers can choose to read it or skip it, depending on their needs and interests.
• Organization: Appendices can be used to organize and present complex information in a clear and logical manner. This can make it easier for readers to understand and follow the main argument or discussion of the document.
• Compliance : In some cases, appendices may be required to comply with specific document formatting or regulatory requirements. For example, research papers may require appendices to provide detailed information on research methodology, data analysis, or technical procedures.

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• Research Paper Appendix | Example & Templates

Research Paper Appendix | Example & Templates

Published on 15 August 2022 by Kirsten Dingemanse and Tegan George. Revised on 25 October 2022.

An appendix is a supplementary document that facilitates your reader’s understanding of your research but is not essential to your core argument. Appendices are a useful tool for providing additional information or clarification in a research paper , dissertation , or thesis without making your final product too long.

Appendices help you provide more background information and nuance about your topic without disrupting your text with too many tables and figures or other distracting elements.

We’ve prepared some examples and templates for you, for inclusions such as research protocols, survey questions, and interview transcripts. All are worthy additions to an appendix. You can download these in the format of your choice below.

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Table of contents

What is an appendix in a research paper, what to include in an appendix, how to format an appendix, how to refer to an appendix, where to put your appendices, other components to consider, appendix checklist.

In the main body of your research paper, it’s important to provide clear and concise information that supports your argument and conclusions . However, after doing all that research, you’ll often find that you have a lot of other interesting information that you want to share with your reader.

While including it all in the body would make your paper too long and unwieldy, this is exactly what an appendix is for.

As a rule of thumb, any detailed information that is not immediately needed to make your point can go in an appendix. This helps to keep your main text focused but still allows you to include the information you want to include somewhere in your paper.

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An appendix can be used for different types of information, such as:

• Supplementary results : Research findings  are often presented in different ways, but they don’t all need to go in your paper. The results most relevant to your research question should always appear in the main text, while less significant results (such as detailed descriptions of your sample or supplemental analyses that do not help answer your main question), can be put in an appendix.
• Statistical analyses : If you conducted statistical tests using software like Stata or R, you may also want to include the outputs of your analysis in an appendix.
• Further information on surveys or interviews : Written materials or transcripts related to things such as surveys and interviews can also be placed in an appendix.

You can opt to have one long appendix, but separating components (like interview transcripts, supplementary results, or surveys) into different appendices makes the information simpler to navigate.

Here are a few tips to keep in mind:

• Always start each appendix on a new page.
• Assign it both a number (or letter) and a clear title, such as ‘Appendix A. Interview transcripts’. This makes it easier for your reader to find the appendix, as well as for you to refer back to it in your main text.
• Number and title the individual elements within each appendix (e.g., ‘Transcripts’) to make it clear what you are referring to. Restart the numbering in each appendix at 1.

It is important that you refer to each of your appendices at least once in the main body of your paper. This can be done by mentioning the appendix and its number or letter, either in parentheses or within the main part of a sentence. It is also possible to refer to a particular component of an appendix.

Appendix B presents the correspondence exchanged with the fitness boutique. Example 2. Referring to an appendix component These results (see Appendix 2, Table 1) show that …

It is common to capitalise ‘Appendix’ when referring to a specific appendix, but it is not mandatory. The key is just to make sure that you are consistent throughout your entire paper, similarly to consistency in capitalising headings and titles in academic writing.

However, note that lowercase should always be used if you are referring to appendices in general. For instance, ‘The appendices to this paper include additional information about both the survey and the interviews.’

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The simplest option is to add your appendices after the main body of your text, after you finish citing your sources in the citation style of your choice . If this is what you choose to do, simply continue with the next page number. Another option is to put the appendices in a separate document that is delivered with your dissertation.

Remember that any appendices should be listed in your paper’s table of contents .

There are a few other supplementary components related to appendices that you may want to consider. These include:

• List of abbreviations : If you use a lot of abbreviations or field-specific symbols in your dissertation, it can be helpful to create a list of abbreviations .
• Glossary : If you utilise many specialised or technical terms, it can also be helpful to create a glossary .
• Tables, figures and other graphics : You may find you have too many tables, figures, and other graphics (such as charts and illustrations) to include in the main body of your dissertation. If this is the case, consider adding a figure and table list .

Checklist: Appendix

All appendices contain information that is relevant, but not essential, to the main text.

Each appendix starts on a new page.

I have given each appendix a number and clear title.

I have assigned any specific sub-components (e.g., tables and figures) their own numbers and titles.

My appendices are easy to follow and clearly formatted.

I have referred to each appendix at least once in the main text.

Your appendices look great! Use the other checklists to further improve your thesis.

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An appendix contains supplementary material that is not an essential part of the text itself but which may be helpful in providing a more comprehensive understanding of the research problem or it is information that is too cumbersome to be included in the body of the paper. A separate appendix should be used for each distinct topic or set of data and always have a title descriptive of its contents.

Tables, Appendices, Footnotes and Endnotes. The Writing Lab and The OWL. Purdue University.

Importance of...

Appendices are always supplementary to the research paper. As such, your study must be able to stand alone without the appendices, and the paper must contain all information including tables, diagrams, and results necessary to understand the research problem. The key point to remember when including an appendix or appendices is that the information is non-essential; if it were removed, the reader would still be able to  comprehend the significance, validity , and implications of your research.

It is appropriate to include appendices for the following reasons:

• Including this material in the body of the paper that would render it poorly structured or interrupt the narrative flow;
• Information is too lengthy and detailed to be easily summarized in the body of the paper;
• Inclusion of helpful, supporting, or useful material would otherwise distract the reader from the main content of the paper;
• Provides relevant information or data that is more easily understood or analyzed in a self-contained section of the paper;
• Can be used when there are constraints placed on the length of your paper; and,
• Provides a place to further demonstrate your understanding of the research problem by giving additional details about a new or innovative method, technical details, or design protocols.

Appendices. Academic Skills Office, University of New England; Chapter 12, "Use of Appendices." In Guide to Effective Grant Writing: How to Write a Successful NIH Grant . Otto O. Yang. (New York: Kluwer Academic, 2005), pp. 55-57; Tables, Appendices, Footnotes and Endnotes. The Writing Lab and The OWL. Purdue University.

Structure and Writing Style

I.  General Points to Consider

When considering whether to include content in an appendix, keep in mind the following:

• It is usually good practice to include your raw data in an appendix, laying it out in a clear format so the reader can re-check your results. Another option if you have a large amount of raw data is to consider placing it online [e.g., on a Google drive] and note that this is the appendix to your research paper.
• Any tables and figures included in the appendix should be numbered as a separate sequence from the main paper . Remember that appendices contain non-essential information that, if removed, would not diminish a reader's ability to understand the research problem being investigated. This is why non-textual elements should not carry over the sequential numbering of non-textual elements in the body of your paper.
• If you have more than three appendices, consider listing them on a separate page in the table of contents . This will help the reader know what information is included in the appendices. Note that some works list appendices in the table of contents before the first chapter while other styles list the appendices after the conclusion but before your references. Consult with your professor to confirm if there is a preferred approach.
• The appendix can be a good place to put maps, photographs, diagrams, and other images , if you feel that it will help the reader to understand the content of your paper, while keeping in mind the study should be understood without them.
• An appendix should be streamlined and not loaded with a lot information . If you have a very long and complex appendix, it is a good idea to break it down into separate appendices, allowing the reader to find relevant information quickly as the information is covered in the body of the paper.

II.  Content

Never include an appendix that isn’t referred to in the text . All appendices should be summarized in your paper where it is relevant to the content. Appendices should also be arranged sequentially by the order they were first referenced in the text [i.e., Appendix 1 should not refer to text on page eight of your paper and Appendix 2 relate to text on page six].

There are few rules regarding what type of material can be included in an appendix, but here are some common examples:

• Correspondence -- if your research included collaborations with others or outreach to others, then correspondence in the form of letters, memorandums, or copies of emails from those you interacted with could be included.
• Interview Transcripts -- in qualitative research, interviewing respondents is often used to gather information. The full transcript from an interview is important so the reader can read the entire dialog between researcher and respondent. The interview protocol [list of questions] should also be included.
• Non-textual elements -- as noted above, if there are a lot of non-textual items, such as, figures, tables, maps, charts, photographs, drawings, or graphs, think about highlighting examples in the text of the paper but include the remainder in an appendix.
• Questionnaires or surveys -- this is a common form of data gathering. Always include the survey instrument or questionnaires in an appendix so the reader understands not only the questions asked but the sequence in which they were asked. Include all variations of the instruments as well if different items were sent to different groups [e.g., those given to teachers and those given to administrators] .
• Raw statistical data – this can include any numerical data that is too lengthy to include in charts or tables in its entirety within the text. This is important because the entire source of data should be included even if you are referring to only certain parts of a chart or table in the text of your paper.
• Research instruments -- if you used a camera, or a recorder, or some other device to gather information and it is important for the reader to understand how, when, and/or where that device was used.
• Sample calculations – this can include quantitative research formulas or detailed descriptions of how calculations were used to determine relationships and significance.

NOTE:   Appendices should not be a dumping ground for information. Do not include vague or irrelevant information in an appendix; this additional information will not help the reader’s overall understanding and interpretation of your research and may only distract the reader from understanding the significance of your overall study.

ANOTHER NOTE:   Appendices are intended to provide supplementary information that you have gathered or created; it is not intended to replicate or provide a copy of the work of others. For example, if you need to contrast the techniques of analysis used by other authors with your own method of analysis, summarize that information, and cite to the original work. In this case, a citation to the original work is sufficient enough to lead the reader to where you got the information. You do not need to provide a copy of this in an appendix.

III.  Format

Here are some general guideline on how to format appendices . If needed, consult the writing style guide [e.g., APA, MLS, Chicago] your professor wants you to use for more detail:

• Appendices may precede or follow your list of references.
• Each appendix begins on a new page.
• The order they are presented is dictated by the order they are mentioned in the text of your research paper.
• The heading should be "Appendix," followed by a letter or number [e.g., "Appendix A" or "Appendix 1"], centered and written in bold type.
• If there is a table of contents, the appendices must be listed.
• The page number(s) of the appendix/appendices will continue on with the numbering from the last page of the text.

Appendices. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College;  Appendices. Academic Skills Office, University of New England; Appendices. Writing Center, Walden University; Chapter 12, "Use of Appendices." In Guide to Effective Grant Writing: How to Write a Successful NIH Grant . Otto O. Yang. (New York: Kluwer Academic, 2005), pp. 55-57 ; Tables, Appendices, Footnotes and Endnotes. The Writing Lab and The OWL. Purdue University; Lunsford, Andrea A. and Robert Connors. The St. Martin's Handbook . New York: St. Martin's Press, 1989; What To Know About The Purpose And Format Of A Research Paper Appendix. LoyolaCollegeCulion.com.

Writing Tip

Consider Putting Your Appendices Online

Appendices are useful because they provide the reader with information that supports your study without breaking up the narrative or distracting from the main purpose of your paper. If you have a lot of raw data or information that is difficult to present in textual form, consider uploading it to an online site. This prevents your paper from having a large and unwieldy set of appendices and it supports a growing movement within academe to make data more freely available for re-analysis. If you do create an online portal to your data, note it prominently in your paper with the correct URL and access procedures if it is a secured site, or if needed, with clear directions on how to contact the author to obtain access.

Piwowar, Heather A., Roger S. Day, and Douglas B. Fridsma. “Sharing Detailed Research Data Is Associated with Increased Citation Rate.” PloS ONE (March 21, 2007); Wicherts, Jelte M., Marjan Bakker, and Dylan Molenaar. “Willingness to Share Research Data Is Related to the Strength of the Evidence and the Quality of Reporting of Statistical Results.” PLoS ONE (November 2, 2011).

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The Appendix (How to Use One in an Essay)

2-minute read

• 30th March 2017

The appendices in an essay are not typically essential, but they can play an important supporting role. Not everyone knows how to use an appendix in academic writing , though, so we’ve prepared this handy guide.

What Is an Appendix?

An appendix (plural: appendices ) is a section at the end of a book or essay containing details that aren’t essential to your work, but which could provide useful context or background material.

In the main body of your essay, you should indicate when you’re referring to an appendix by citing it in parentheses. For example:

The interviews show that most people like ice cream (see Appendix C).

What Should Go in the Appendices?

Appendices can include many things depending on your topic. Common examples of information added to an appendix include:

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• Raw data from tests
• Technical figures, graphs or tables
• Maps, charts or images
• Letters or emails used in research
• Sample questionnaires or surveys
• Full interview transcripts

What these have in common is that you might need to refer to them in an essay without going into too much detail. For example, you might summarise the results of a test in the ‘Results’ section of a dissertation, then include the full data in appendices to ensure clarity.

How to Format Appendices

Exactly how to format appendices can vary between universities, so you should always check your style guide. Generally, though, appendices should:

• Appear at the end of your document, often after the reference list
• Be divided into sections depending on topic (e.g. separate sections for questionnaire results and interview transcripts)
• Have each appendix section start on a new page
• Be labelled with a letter or number, along with a title clarifying content (Appendix A: Instrument Diagrams, Appendix B: Test Results, etc.)
• Appear in the table of contents at the beginning of your document

Are Appendices Included in the Word Count?

Appendices are not usually included in the word count for an essay. Consequently, you can focus on key information in your work and place extra data in an appendix without worrying about the word count.

However, you should always check your style guide on this. And remember that if you rely on something in your main essay, it needs to be included there: you can’t just shuffle it into the appendices to reduce the word count !

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Organizing Academic Research Papers: Appendices

• Purpose of Guide
• Design Flaws to Avoid
• Glossary of Research Terms
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• Executive Summary
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tertiary Sources
• What Is Scholarly vs. Popular?
• Qualitative Methods
• Quantitative Methods
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Annotated Bibliography
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• How to Manage Group Projects
• Multiple Book Review Essay
• Reviewing Collected Essays
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Research Proposal
• Acknowledgements

An appendix contains supplementary material that is not an essential part of the text itself but which may be helpful in providing a more comprehensive understanding of the research problem and/or is information which is too cumbersome to be included in the body of the paper. A separate appendix should be used for each distinct topic or set of data and always have a title descriptive of its contents .

Importance of...

Your research paper must be complete without the appendices, and it must contain all information including tables, diagrams, and results necessary to address the research problem. The key point to remember when you are writing an appendix is that the information is non-essential; if it were removed, the paper would still be understandable.

It is appropriate to include appendices...

• When the incorporation of material in the body of the work would make it poorly structured or it would be too long and detailed and
• To ensure inclusion of helpful, supporting, or essential material that would otherwise clutter or break up the narrative flow of the paper, or it would be distracting to the reader.

Structure and Writing Style

I.  General Points to Consider

When considering whether to include content in an appendix, keep in mind the following points:

• It is usually good practice to include your raw data in an appendix, laying it out in a clear format so the reader can re-check your results. Another option if you have a large amount of raw data is to consider placing it online and note this as the appendix to your research paper.
• Any tables and figures included in the appendix should be numbered as a separate sequence from the main paper . Remember that appendices contain non-essential information that, if removed, would not diminish a reader's understanding of the overall research problem being investigated. This is why non-textual elements should not carry over the sequential numbering of elements in the paper.
• If you have more than three appendices, consider listing them on a separate page at the beginning of your paper . This will help the reader know before reading the paper what information is included in the appendices [always list the appendix or appendices in a table of contents].
• The appendix can be a good place to put maps, photographs, diagrams, and other non-textual elements , if you feel that it will help the reader to understand the content of your paper, but remembering that the paper should be understandable without them.
• An appendix should be streamlined and not loaded with a lot information . If you have a very long and complex appendix, it is a good idea to break it down into separate appendices, allowing the reader to find relevant information quickly.

II.  Contents

Appendices may include some of the following, all of which should be referred to or summarized in the text of your paper:

• Supporting evidence [e.g. raw data]
• Contributory facts or specialized data [raw data appear in the appendix, but with summarized data appearing in the body of the text].
• Sample calculations
• Technical figures, graphs, tables, statistics
• Detailed description of research instruments
• Maps, charts, photographs, drawings
• Letters, emails, and other copies of correspondance
• Questionnaire/survey instruments, with the results appearing in the text
• Complete transcripts of interviews
• Complete field notes from observations
• Specification or data sheets

NOTE:   Do not include vague or irrelevant information in an appendix; this additional information will not help the reader’s overall understanding and interpretation of your research and may only succeed in distracting the reader from understanding your research study.

III.  Format

Here are some general guideline on how to format appendices, but consult the writing style guide [e.g., APA] your professor wants you to use for the class, if needed:

• Appendices may precede or follow your list of references.
• Each appendix begins on a new page.
• The order they are presented is dictated by the order they are mentioned in the text of your research paper.
• The heading should be "Appendix," followed by a letter or number [e.g., "Appendix A" or "Appendix 1"], centered and written in bold.
• Appendices must be listed in the table of contents [if used].
• The page number(s) of the appendix/appendices will continue on with the numbering from the last page of the text.

Appendices . The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Tables, Appendices, Footnotes and Endnotes . The Writing Lab and The OWL. Purdue University; Lunsford, Andrea A. and Robert Connors. The St. Martin's Handbook. New York: St. Martin's Press, 1989.

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How to Write an Appendix: Step-by-Step Guide & Examples

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While composing your work, you may stumble upon a question on how to write an appendix.

An appendix is a supplemental section of a research paper that provides additional information, data, or materials to support the main content. The appendix is usually placed at the end of the document and is numbered with letters or numbers, such as "Appendix A," "Appendix B," etc. The purpose of an appendix is to provide readers with supplementary details that are not included in the main text but are relevant to the topic.

Once you decide on writing appendices, you should collect additional information and format your text as required. Here, we will talk about how you can work with appendices. We will also show some nuances of their preparation process using a real example. Is the deadline around the corner? Consider using professional research paper help from expert scholars.

What Is an Appendix: Definition

Experienced researchers know what an appendix in a paper is. But aspiring authors often have problems with this section of the work. First of all, you should understand that appendices are an additional section of a dissertation or any other scientific paper that includes additional information. Main points are not placed in an appendix meanwhile at the end of your work it can expand on some context or clarify author’s position on a particular issue. Also, an appendix is ​​often placed after the citation page of a work. It is indicated with the help of references in a main text.

What Is the Purpose of an Appendix

Quite often, authors don’t understand the purpose of an appendix. This usually looks like a table and is not included in a main text. Remember that content of your dissertation should be concise and clear. It is also undesirable if you deviate from your theme so as not to confuse readers. Therefore, you can provide a reference, which will lead a reader to an appendix of a thesis. Typically, the purpose of an appendix is to extra information that is usually not included in the text's body. It expresses author's point of view, and provides additional information. It may not address the immediate topic of your dissertation or expand on current research. As a reminder, your work should be clear even without studying an appendix. So make sure you don't put important details there.

What Can You Include in an Appendix

An appendix in a paper is a supplement to a main text, not a replacement. You can put different elements there. It is better if you separate appendices, highlighting one element in each of them. Don’t forget about separate references in your text. Otherwise it will be difficult for a reader to understand your information better. Thus, the following information can be added:

• diagrams with illustrative figures;
• abbreviations ;
• interviews;
• statistics, and much more.

There are no restrictions on content added to your dissertation's appendices. Theoretically, you can attach absolutely any information that is relevant to your topic. Thus, possibilities for evidence base are almost unlimited. All you need to do is add tables or any other information.

How to Write an Appendix: Full Guide

If you already have experience working on dissertations and other scientific texts, you will not wonder how to make an appendix. However, it is still important that you get some advice on how to properly structure an appendices section. This will help add information that may be redundant in the main part of your paper. We offer 4 simple steps to create an informative and readable appendix block.

Step 1. Make an Appendix: Include Your Data

When creating an appendix, include extra data in their raw form. That is, you might not have used some details in your main paper. But you want a reader to know more information. For example, it can be calculations, some results of which are mentioned in your main text. Or maybe, you can add some statistics that clearly demonstrate your research paper conclusion . You can also include facts from other scientific sources that support your position. One thing is important — information should complement your text but not contradict it.

Step 2. Include Visual Supporting Documents in an Appendix 

When you are writing an appendix, you can’t avoid visual additions that clearly demonstrate an information and save an author from lengthy descriptions in the text. Should you need to support your conclusions drawn in the scientific text, these can be used:

Don’t forget: you should quote and indicate the authorship of graphics used in your work. If you took it from any third-party sources, of course. Thus, a reader will be able to find additional data that explains the content of your text. It is good if you personally put results of your research in a graphic form. To do this, you can use Office programs, graphic editors and other programs available to PC users.

Step 3. Describe the Instruments of Your Research in Your Appendices

It is good if your appendix in the research paper has a section for indicating tools that were used during the preparation of your dissertation writing . This way, your reader will understand how you collected information and do it themselves. For example, it could be a dictaphone or tape recorder on which an interview with your expert was recorded. Or you might have used a video camera for recording facts and interviews. In such case, it is advisable to indicate these instruments in your appendix. Specialized equipment for measuring, calculating and making graphics should also be added at the beginning of the appendix. This way, you will demonstrate your skills and knowledge. Research units don’t require extra tools, so make sure they are listed. You can do it even in a short format.

Step 4. Include an Interview and Transcripts in an Appendix

When conducting interviews and surveys for collecting information, make an appendix with photocopies of handwritten materials or electronic copies of digital surveys. Their order is not important. The main thing is that your research text contains references. This will allow you to quickly study the sources. You should not only show that the source contains important data but also explain it. So, even additional content, including questions and answers, needs to be listed. But if you originally had a readable format, you don’t need to do this. In addition to interviews, also add screenshots or photos of correspondences used for surveys. For example, you can refer to a significant researcher with whom you exchanged letters. Or maybe you studied subject, together with this researcher, and they gave some comments on a particular issue. Do not know how to write a discussion section of a research paper ? Do not worry, we have the whole article dedicated to this topic.

Formatting an Appendix: Main Rules

Formatting of appendices is required in any case. First of all, provide correct citations. APA, MLA, and Chicago are the most commonly used standards. Although, you should clarify what formatting requirements your institution has. Correct formatting includes:

• Appendix title. Write it at the top of the content page, indicate its title, using letters or numbers for ordering.
• Sorted by mention. Don’t add appendices randomly, it is better to do it in chronological order. That is, as information from it is given in main text.
• Location after bibliography. This is a general requirement that cannot always be met. For example, if your professor wants the appendices to be put before the bibliography, this will have to be done.
• Page numbers. All dissertation pages should be numbered, even if they are blank. This will make the appendix block the part of main text.

Also, review your appendix before approval. Make sure that its content is clear, error-free, and correctly quoted.

Appendix Example

To do the job successfully, it is recommended to have an example of an appendix at hand. Without it, there are usually problems with a choice of font and mentions that appear in main text. We will show you what the appendix itself looks like at the end of the dissertation using a short interview as an example.

We have one more blog in case you wonder what is an abstract in a paper  or need some examples and writing tips.

How to Make an Appendix: Final Thoughts

Thus, we talked about how to write an appendix. It allows you to include additional details, while avoiding writing them in the body of your text. To do this, one can use graphics, transcriptions of conversations, tables and statistics — anything that complements your research. Be sure to clarify formatting requirements of your university. Arrange appendices in an order in which they appear in your text. Try to use your own materials and not take other people's work. In case of unique findings, they can be used in your work.

Please contact us if you have any difficulties preparing an academic work! Our professional paper writers guarantee high quality and loyal prices. Just choose a writer to your liking, send your requirements and you're good to go!

Frequently Asked Questions About Appendix Writing

1. how do you add an appendix to an essay.

The inclusion of appendix to an essay is the same as to any other paper. You need to provide references in your text of an essay itself, as well as submit attachments after a bibliography. Don't forget to specify name of an appendix for easy navigation.

2. Do I add references to the appendix?

Yes, this is not only recommended but must be done. In this case the appendix will allow your reader to check the reliability of sources you used. Moreover, if you took any information from third-party sources, this protect you from plagiarism charges.

4. How do you create an appendix in Word?

It is not difficult to prepare an appendix in Word, because this Office program contains all the necessary tools. To get started, choose the same font, font size and indentation that were used in the main text, so as not to visually break away from it. We also recommend that you apply title formatting with built-in Word tools. Place the appendix titles at the top in the center of a page. In this case it will be much easier to navigate the paper.

3. What is an appendix in a report example?

You can include a wide range of information into an appendix in a report. It is better to opt for descriptive formats, though. For example, it can be graphical or mathematical research results, statistics of a certain phenomenon, and questionnaires filled in by other people.

Joe Eckel is an expert on Dissertations writing. He makes sure that each student gets precious insights on composing A-grade academic writing.

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All You Wanted to Know About How to Write a Case Study

What do you study in your college? If you are a psychology, sociology, or anthropology student, we bet you might be familiar with what a case study is. This research method is used to study a certain person, group, or situation. In this guide from our dissertation writing service , you will learn how to write a case study professionally, from researching to citing sources properly. Also, we will explore different types of case studies and show you examples — so that you won’t have any other questions left.

What Is a Case Study?

A case study is a subcategory of research design which investigates problems and offers solutions. Case studies can range from academic research studies to corporate promotional tools trying to sell an idea—their scope is quite vast.

What Is the Difference Between a Research Paper and a Case Study?

While research papers turn the reader’s attention to a certain problem, case studies go even further. Case study guidelines require students to pay attention to details, examining issues closely and in-depth using different research methods. For example, case studies may be used to examine court cases if you study Law, or a patient's health history if you study Medicine. Case studies are also used in Marketing, which are thorough, empirically supported analysis of a good or service's performance. Well-designed case studies can be valuable for prospective customers as they can identify and solve the potential customers pain point.

Case studies involve a lot of storytelling – they usually examine particular cases for a person or a group of people. This method of research is very helpful, as it is very practical and can give a lot of hands-on information. Most commonly, the length of the case study is about 500-900 words, which is much less than the length of an average research paper.

The structure of a case study is very similar to storytelling. It has a protagonist or main character, which in your case is actually a problem you are trying to solve. You can use the system of 3 Acts to make it a compelling story. It should have an introduction, rising action, a climax where transformation occurs, falling action, and a solution.

Here is a rough formula for you to use in your case study:

Problem (Act I): > Solution (Act II) > Result (Act III) > Conclusion.

Types of Case Studies

The purpose of a case study is to provide detailed reports on an event, an institution, a place, future customers, or pretty much anything. There are a few common types of case study, but the type depends on the topic. The following are the most common domains where case studies are needed:

• Historical case studies are great to learn from. Historical events have a multitude of source info offering different perspectives. There are always modern parallels where these perspectives can be applied, compared, and thoroughly analyzed.
• Problem-oriented case studies are usually used for solving problems. These are often assigned as theoretical situations where you need to immerse yourself in the situation to examine it. Imagine you’re working for a startup and you’ve just noticed a significant flaw in your product’s design. Before taking it to the senior manager, you want to do a comprehensive study on the issue and provide solutions. On a greater scale, problem-oriented case studies are a vital part of relevant socio-economic discussions.
• Cumulative case studies collect information and offer comparisons. In business, case studies are often used to tell people about the value of a product.
• Critical case studies explore the causes and effects of a certain case.
• Illustrative case studies describe certain events, investigating outcomes and lessons learned.

Need a compelling case study? EssayPro has got you covered. Our experts are ready to provide you with detailed, insightful case studies that capture the essence of real-world scenarios. Elevate your academic work with our professional assistance.

Case Study Format

The case study format is typically made up of eight parts:

• Executive Summary. Explain what you will examine in the case study. Write an overview of the field you’re researching. Make a thesis statement and sum up the results of your observation in a maximum of 2 sentences.
• Background. Provide background information and the most relevant facts. Isolate the issues.
• Case Evaluation. Isolate the sections of the study you want to focus on. In it, explain why something is working or is not working.
• Proposed Solutions. Offer realistic ways to solve what isn’t working or how to improve its current condition. Explain why these solutions work by offering testable evidence.
• Conclusion. Summarize the main points from the case evaluations and proposed solutions. 6. Recommendations. Talk about the strategy that you should choose. Explain why this choice is the most appropriate.
• Implementation. Explain how to put the specific strategies into action.
• References. Provide all the citations.

How to Write a Case Study

Let's discover how to write a case study.

Setting Up the Research

When writing a case study, remember that research should always come first. Reading many different sources and analyzing other points of view will help you come up with more creative solutions. You can also conduct an actual interview to thoroughly investigate the customer story that you'll need for your case study. Including all of the necessary research, writing a case study may take some time. The research process involves doing the following:

• Define your objective. Explain the reason why you’re presenting your subject. Figure out where you will feature your case study; whether it is written, on video, shown as an infographic, streamed as a podcast, etc.
• Determine who will be the right candidate for your case study. Get permission, quotes, and other features that will make your case study effective. Get in touch with your candidate to see if they approve of being part of your work. Study that candidate’s situation and note down what caused it.
• Identify which various consequences could result from the situation. Follow these guidelines on how to start a case study: surf the net to find some general information you might find useful.
• Make a list of credible sources and examine them. Seek out important facts and highlight problems. Always write down your ideas and make sure to brainstorm.
• Focus on several key issues – why they exist, and how they impact your research subject. Think of several unique solutions. Draw from class discussions, readings, and personal experience. When writing a case study, focus on the best solution and explore it in depth. After having all your research in place, writing a case study will be easy. You may first want to check the rubric and criteria of your assignment for the correct case study structure.

Read Also: ' WHAT IS A CREDIBLE SOURCES ?'

Although your instructor might be looking at slightly different criteria, every case study rubric essentially has the same standards. Your professor will want you to exhibit 8 different outcomes:

• Correctly identify the concepts, theories, and practices in the discipline.
• Identify the relevant theories and principles associated with the particular study.
• Evaluate legal and ethical principles and apply them to your decision-making.
• Recognize the global importance and contribution of your case.
• Construct a coherent summary and explanation of the study.
• Demonstrate analytical and critical-thinking skills.
• Explain the interrelationships between the environment and nature.
• Integrate theory and practice of the discipline within the analysis.

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Case Study Outline

Let's look at the structure of an outline based on the issue of the alcoholic addiction of 30 people.

Introduction

• Statement of the issue: Alcoholism is a disease rather than a weakness of character.
• Presentation of the problem: Alcoholism is affecting more than 14 million people in the USA, which makes it the third most common mental illness there.
• Explanation of the terms: In the past, alcoholism was commonly referred to as alcohol dependence or alcohol addiction. Alcoholism is now the more severe stage of this addiction in the disorder spectrum.
• Hypotheses: Drinking in excess can lead to the use of other drugs.
• Importance of your story: How the information you present can help people with their addictions.
• Background of the story: Include an explanation of why you chose this topic.
• Presentation of analysis and data: Describe the criteria for choosing 30 candidates, the structure of the interview, and the outcomes.
• Strong argument 1: ex. X% of candidates dealing with anxiety and depression...
• Strong argument 2: ex. X amount of people started drinking by their mid-teens.
• Strong argument 3: ex. X% of respondents’ parents had issues with alcohol.
• Concluding statement: I have researched if alcoholism is a disease and found out that…
• Recommendations: Ways and actions for preventing alcohol use.

Writing a Case Study Draft

After you’ve done your case study research and written the outline, it’s time to focus on the draft. In a draft, you have to develop and write your case study by using: the data which you collected throughout the research, interviews, and the analysis processes that were undertaken. Follow these rules for the draft:

• Your draft should contain at least 4 sections: an introduction; a body where you should include background information, an explanation of why you decided to do this case study, and a presentation of your main findings; a conclusion where you present data; and references.
• In the introduction, you should set the pace very clearly. You can even raise a question or quote someone you interviewed in the research phase. It must provide adequate background information on the topic. The background may include analyses of previous studies on your topic. Include the aim of your case here as well. Think of it as a thesis statement. The aim must describe the purpose of your work—presenting the issues that you want to tackle. Include background information, such as photos or videos you used when doing the research.
• Describe your unique research process, whether it was through interviews, observations, academic journals, etc. The next point includes providing the results of your research. Tell the audience what you found out. Why is this important, and what could be learned from it? Discuss the real implications of the problem and its significance in the world.
• Include quotes and data (such as findings, percentages, and awards). This will add a personal touch and better credibility to the case you present. Explain what results you find during your interviews in regards to the problem and how it developed. Also, write about solutions which have already been proposed by other people who have already written about this case.
• At the end of your case study, you should offer possible solutions, but don’t worry about solving them yourself.

Use Data to Illustrate Key Points in Your Case Study

Even though your case study is a story, it should be based on evidence. Use as much data as possible to illustrate your point. Without the right data, your case study may appear weak and the readers may not be able to relate to your issue as much as they should. Let's see the examples from essay writing service :

‍ With data: Alcoholism is affecting more than 14 million people in the USA, which makes it the third most common mental illness there. Without data: A lot of people suffer from alcoholism in the United States.

Try to include as many credible sources as possible. You may have terms or sources that could be hard for other cultures to understand. If this is the case, you should include them in the appendix or Notes for the Instructor or Professor.

Finalizing the Draft: Checklist

After you finish drafting your case study, polish it up by answering these ‘ask yourself’ questions and think about how to end your case study:

• Check that you follow the correct case study format, also in regards to text formatting.
• Check that your work is consistent with its referencing and citation style.
• Micro-editing — check for grammar and spelling issues.
• Macro-editing — does ‘the big picture’ come across to the reader? Is there enough raw data, such as real-life examples or personal experiences? Have you made your data collection process completely transparent? Does your analysis provide a clear conclusion, allowing for further research and practice?

Problems to avoid:

• Overgeneralization – Do not go into further research that deviates from the main problem.
• Failure to Document Limitations – Just as you have to clearly state the limitations of a general research study, you must describe the specific limitations inherent in the subject of analysis.
• Failure to Extrapolate All Possible Implications – Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings.

How to Create a Title Page and Cite a Case Study

Let's see how to create an awesome title page.

Your title page depends on the prescribed citation format. The title page should include:

• A title that attracts some attention and describes your study
• The title should have the words “case study” in it
• The title should range between 5-9 words in length
• Your name and contact information
• Your finished paper should be only 500 to 1,500 words in length.With this type of assignment, write effectively and avoid fluff

Here is a template for the APA and MLA format title page:

There are some cases when you need to cite someone else's study in your own one – therefore, you need to master how to cite a case study. A case study is like a research paper when it comes to citations. You can cite it like you cite a book, depending on what style you need.

Citation Example in MLA ‍ Hill, Linda, Tarun Khanna, and Emily A. Stecker. HCL Technologies. Boston: Harvard Business Publishing, 2008. Print.

Citation Example in APA ‍ Hill, L., Khanna, T., & Stecker, E. A. (2008). HCL Technologies. Boston: Harvard Business Publishing.

Citation Example in Chicago Hill, Linda, Tarun Khanna, and Emily A. Stecker. HCL Technologies.

Case Study Examples

To give you an idea of a professional case study example, we gathered and linked some below.

Eastman Kodak Case Study

Case Study Example: Audi Trains Mexican Autoworkers in Germany

To conclude, a case study is one of the best methods of getting an overview of what happened to a person, a group, or a situation in practice. It allows you to have an in-depth glance at the real-life problems that businesses, healthcare industry, criminal justice, etc. may face. This insight helps us look at such situations in a different light. This is because we see scenarios that we otherwise would not, without necessarily being there. If you need custom essays , try our research paper writing services .

Get Help Form Qualified Writers

Crafting a case study is not easy. You might want to write one of high quality, but you don’t have the time or expertise. If you’re having trouble with your case study, help with essay request - we'll help. EssayPro writers have read and written countless case studies and are experts in endless disciplines. Request essay writing, editing, or proofreading assistance from our custom case study writing service , and all of your worries will be gone.

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is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

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Thesis and Dissertation Appendicies – What to Include

• By DiscoverPhDs
• August 12, 2020

An appendix is a section at the end of a dissertation that contains supplementary information. An appendix may contain figures, tables, raw data, and other additional information that supports the arguments of your dissertation but do not belong in the main body.

It can be either a long appendix or split into several smaller appendices. Each appendix should have its own title and identification letters, and the numbering for any tables or figures in them should be reset at the beginning of each new appendix.

Purpose of an Appendix

When writing the main body of your dissertation, it is important to keep it short and concise in order to convey your arguments effectively.

Given the amount of research you would have done, you will probably have a lot of additional information that you would like to share with your audience.

This is where appendices come in. Any information that doesn’t support your main arguments or isn’t directly relevant to the topic of your dissertation should be placed in an appendix.

This will help you organise your paper, as only information that adds weight to your arguments will be included; it will also help improve your flow by minimising unnecessary interruptions.

Note, however, that your main body must be detailed enough that it can be understood without your appendices. If a reader has to flip between pages to make sense of what they are reading, they are unlikely to understand it.

For this reason, appendices should only be used for supporting background material and not for any content that doesn’t fit into your word count, such as the second half of your literature review .

What to Include in a Dissertation Appendix

A dissertation appendix can be used for the following supplementary information:

Research Results

There are various ways in which research results can be presented, such as in tables or diagrams.

Although all of your results will be useful to some extent, you won’t be able to include them all in the main body of your dissertation. Consequently, only those that are crucial to answering your research question should be included.

Your other less significant findings should be placed in your appendix, including raw data, proof of control measures, and other supplemental material.

Details of Questionnaires and Interviews

You can choose to include the details of any surveys and interviews you have conducted. This can include:

• An interview transcript,
• A copy of any survey questions,
• Questionnaire results.

Although the results of your surveys, questionnaires or interviews should be presented and discussed in your main text, it is useful to include their full form in the appendix of a dissertation to give credibility to your study.

Tables, Figures and Illustrations

If your dissertation contains a large number of tables, figures and illustrative material, it may be helpful to insert the less important ones in your appendix. For example, if you have four related datasets, you could present all the data and trend lines (made identifiable by different colours) on a single chart with a further breakdown for each dataset in your appendix.

Letters and Correspondence

If you have letters or correspondence, either between yourself and other researchers or places where you sought permission to reuse copyrighted material, they should be included here. This will help ensure that your dissertation doesn’t become suspected of plagiarism.

List of Abbreviations

Most researchers will provide a list of abbreviations at the beginning of their dissertation, but if not, it would be wise to add them as an appendix.

This is because not all of your readers will have the same background as you and therefore may have difficulty understanding the abbreviations and technical terms you use.

Note: Some researchers refer to this as a ‘glossary’, especially if it is provided as an appendix section. For all intended purposes, this is the same as a list of abbreviations.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

How to Format a Dissertation Appendix

In regards to format, you can include one lengthy appendix or structure it into several smaller appendices.

Although the choice is yours, it is usually better to opt for several different appendices as it allows you to organise your supplementary information into different categories based on what they are.

The following guidelines should be observed when preparing your dissertation appendices section:

• Each appendix should start on a new page and be given a unique title and identifying letter, such as “Appendix A – Raw Data”. This allows you to more easily refer to appendix headings in the text of your main body should you need to.
• Each appendix should have its own page numbering system, comprising the appendix identification letter and the corresponding page number. The appendix identification letter should be reset for each appendix, but the page number should remain continuous. For example, if ‘Appendix A’ has three pages and ‘Appendix B’ two pages, the page numbers should be A-1, A-2, A-3, B-4, B-5.
• The numbering of tables and figures should be reset at the beginning of each new appendix. For example, if ‘Appendix A’ contains two tables and ‘Appendix B’ one table, the table number within Appendix B should be ‘Table 1’ and not ‘Table 3’.
• If you have multiple appendices instead of a single longer one, insert a ‘List of Appendices’ in the same way as your contents page.
• Use the same formatting (font size, font type, spacing, margins, etc.) as the rest of your report.

Example of Appendices

Below is an example of what a thesis or dissertation appendix could look like.

Referring to an Appendix In-Text

You must refer to each appendix in the main body of your dissertation at least once to justify its inclusion; otherwise, the question arises as to whether they are really needed.

You can refer to an appendix in one of three ways:

1. Refer to a specific figure or table within a sentence, for example: “As shown in Table 2 of Appendix A, there is little correlation between X and Y”.

2. Refer to a specific figure or table in parentheses, for example: “The results (refer to Table 2 of Appendix A) show that there is little correlation between X and Y”.

3. Refer to an entire appendix, for example: “The output data can be found in Appendix A”.

Appendices vs Appendixes

Both terms are correct, so it is up to you which one you prefer. However, it is worth noting that ‘appendices’ are used more frequently in the science and research community, so we recommend using the former in academic writing if you have no preferences.

Where Does an Appendix Go?

For a dissertation, your appendices should be inserted after your reference list.

Some people like to put their appendices in a standalone document to separate it from the rest of their report, but we only recommend this at the request of your dissertation supervisor, as this isn’t common practice.

Note : Your university may have its own requirements or formatting suggestions for writing your dissertation or thesis appendix. As such, make sure you check with your supervisor or department before you work on your appendices. This will especially be the case for any students working on a thesis.

Do you need to have published papers to do a PhD? The simple answer is no but it could benefit your application if you can.

This post explains where and how to write the list of figures in your thesis or dissertation.

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An appendix** comes at the end (after the reference list) of a report, research project, or dissertation and contains any additional information such as raw data or interview transcripts. The information in the appendices is relevant but is too long or too detailed to include in the main body of your work. 

**Note: Appendix is singular and appendices is plural. When you want to refer to one of your appendices, use appendix - for example, ‘See Appendix 1’.

Scroll down for our recommended strategies and resources. 

Ensure everything in your appendices has a purpose. This guide gives a useful overview of the structure, format, and effective use of appendices:

Appendices (University of Southern California)

Your appendices should have a clear labelling system (Appendix 1, Appendix 2, Appendix 3) and each item in an appendix should have a descriptive title saying what it is (‘Appendix 1: Flowchart of purchasing decision-making process).

You need to refer to your appendices in the body of your assignment or the reader will not know they are there. Use a short phrase such as ‘See Appendix 1’. 

If you have taken data, diagrams, or information from other sources to put in your appendices, you need to reference them as normal; include an in-text citation next to the item in your appendices and a full reference in your reference list. If you have created your own graphs or tables using data from another source you can explain this in your in-text citation: (Table author’s own, data from Jones, 2017).

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Systems Practices for the Care of Socially At-Risk Populations (2016)

Chapter: appendix a example implementation strategies and case studies, appendix a example implementation strategies and case studies.

As described in Chapters 1 and 2 , the committee reviewed both the peer-reviewed and grey literature in order to identify strategies providers disproportionately serving socially at-risk populations have implemented to improve care and outcomes for their patients. As part of this effort, the committee reached out to organizations known to conduct research or represent providers disproportionately serving socially at-risk populations (Alliance of Community Health Plans, America’s Essential Hospitals, America’s Health Insurance Plans, and The Commonwealth Fund) who submitted 60 case studies. The committee also searched the published literature to identify additional examples. Based on a review of the case studies submitted, informed also by the literature and, in some cases, committee members’ empirical research or professional experience delivering care to socially at-risk populations, the committee identified commonalities from which it concluded that six community-informed and patient-centered systems practices show promise for improving care for socially at-risk populations.

This appendix includes a series of tables that provide a selection of implementation strategies and case studies in which these strategies were identified for each of the six systems practices. Table A-1 includes examples regarding a commitment to health equity, Table A-2 includes examples of data and measurement strategies, Table A-3 has examples of components of comprehensive needs assessments, Table A-4 provides examples of collaborative partnerships, Table A-5 offers strategies for providing care continuity, and Table A-6 lists examples of engaging patients in their care. These tables aim to illustrate the range and types of activities that individual health care providers have implemented to apply each of the six systems practices. This appendix should therefore be considered a series of illustrative examples rather than a comprehensive and exhaustive list of organizations and practical strategies identified in the published and grey literature.

TABLE A-1 Commitment to Health Equity: Example Implementation Strategies and Case Studies

a Personal communication, Susan Knudson (HealthPartners) to Charles Baumgart (committee member), December 14, 2015.

b Meyers, 2008 .

c Sandberg et al., 2014 .

d Klein et al., 2014b .

TABLE A-2 Data and Measurement: Example Implementation Strategies and Case Studies

a Hostetter and Klein, 2015 .

b Personal communication, Susan Knudson (HealthPartners) to Charles Baumgart (committee member), December 14, 2015.

c McCarthy and Chase, 2010 .

TABLE A-3 Comprehensive Needs Assessment: Example Implementation Strategies and Case Studies

NOTE: PATHWAAY = Proactive Assessment of Total Health and Wellness to Add Active Years.

a ACHP, n.d.-c .

b Klein and McCarthy, 2009 .

c Hostetter and Klein, 2015 .

d Klein, 2014 .

e Personal communication, Doug McCarthy (The Commonwealth Fund) to staff, January 12, 2016

TABLE A-4 Collaborative Partnerships: Example Implementation Strategies and Case Studies

a Corrigan and Fisher, 2014 .

b Sandberg et al., 2014 .

c Itzkowitz et al., 2016 .

d America’s Essential Hospitals, 2015 .

e McCarthy and Mueller, 2008 .

f Murray et al., 2003 .

g McCarthy et al., 2007 .

h McCarthy and Chase, 2010 .

i Hostetter and Klein, 2014 .

j Felland et al., 2013 .

k McCarthy et al., 2014 .

l Klein, 2014 .

m Hostetter and Klein, 2015 .

n Cebul et al, 2015 .

p Silow-Carroll and Rodin, 2013 .

q Lovelace, 2016 .

TABLE A-5 Care Continuity: Example Implementation Strategies and Case Studies

a ACHP, n.d.-d .

b ACHP, n.d.-c .

c ACHP, n.d.-a .

d Sandberg et al., 2014 .

e McCarthy et al., 2007 .

f America’s Essential Hospitals, 2015 .

g ACHP, n.d.-b .

h McCarthy and Mueller, 2008 .

i Felland et al., 2013 .

j Hostetter and Klein, 2014 .

k Klein, 2014 .

l Personal communication, Doug McCarthy (The Commonwealth Fund) to staff, January 12, 2016.

m America’s Essential Hospitals, 2014 .

TABLE A-6 Engaging Patients in Their Care: Example Implementation Strategies and Case Studies

NOTE: CMS = Centers for Medicare & Medicaid Services; PATHWAAY = Proactive Assessment of

Total Health and Wellness to Add Active Years.

a Klein and McCarthy, 2010 .

b America’s Essential Hospitals, 2014 .

d Personal communication, Mark Hamelburg (America’s Health Insurance Plans) to Charles Baumgart (committee member), December 18, 2015.

f ACHP, n.d.-b .

g ACHP, n.d.-c .

h Foubister, 2013 .

i Hostetter and Klein, 2015 .

j Personal communication, Doug McCarthy (The Commonwealth Fund) to staff, January 12, 2016.

ACHP (Alliance of Community Health Plans). n.d.-a. Fallon Health Navicare and Summit Eldercare programs . http://www.achp.org/wp-content/uploads/report-Innovation_ElderCare_FALLON.pdf (accessed December 14, 2015).

ACHP. n.d.-b. Geisinger Health Plan’s medically complex medical home program . http://www.achp.org/wp-content/uploads/report-Innovation_ElderCare_GEISINGER.pdf (accessed December 14, 2015).

ACHP. n.d.-c. Kaiser Permanente’s PATHWAAY program . http://www.achp.org/wpcontent/uploads/report-Innovation_ElderCare5.8.15_KP.pdf (accessed December 14, 2015).

ACHP. n.d.-d. Priority Health’s tandem365 program . http://www.achp.org/wp-content/uploads/reportInnovation_ElderCare_PRIORITY.pdf (accessed December 14, 2015).

America’s Essential Hospitals. 2014. Community-focused steps to boosting nutrition, wellness . http://essentialhospitals.org/quality/community-focused-steps-to-boosting-nutrition-wellness (accessed March 18, 2016).

America’s Essential Hospitals. 2015. Improving care transitions for socially, medically complex patients . http://essentialhospitals.org/quality/improving-care-transitions-for-socially-medically-complexpatients (accessed March 18, 2016).

Cebul, R. D., T. E. Love, D. Einstadter, A. S. Petrulis, and J. R. Corlett. 2015. Metrohealth care plus: Effects of a prepared safety net on quality of care in a Medicaid expansion population. Health Affairs 34(7):1121–1130.

Corrigan, J. M., and E. S. Fisher. 2014. Accountable health communities: Insights from state health reform initiatives . http://tdi.dartmouth.edu/images/uploads/AccountHealthCommWhPaperFinal.pdf (accessed March 7, 2016).

Felland, L. E., A. E. Lechner, and A. Sommers. 2013. Improving access to specialty care for Medicaid patients: Policy issues and options . http://www.commonwealthfund.org/~/media/files/publications/fundreport/2013/jun/1691_felland_improving_access_specialty_care_medicaid_v2.pdf (accessed March 8, 2016).

Foubister, V. 2013. Case study: Louisiana’s poor rankings make improving birth outcomes a state imperative . http://www.commonwealthfund.org/publications/newsletters/qualitymatters/2013/february-march/case-study (accessed February 4, 2016).

Hostetter, M., and S. Klein. 2014. In focus: Innovating care delivery in the safety net . http://www.commonwealthfund.org/publications/newsletters/quality-matters/2014/december2014-january-2015/in-focus (accessed February 2, 2016).

Hostetter, M., and S. Klein. 2015. In focus: Segmenting populations totailor services, improve care . http://www.commonwealthfund.org/publications/newsletters/quality-matters/2015/june/in-focus (accessed March 8, 2016).

Itzkowitz, S. H., S. J. Winawer, M. Krauskopf, M. Carlesimo, F. H. Schnoll-Sussman, K. Huang, T. K. Weber, and L. Jandorf. 2016. New York Citywide Colon Cancer Control Coalition: A public health effort to increase colon cancer screening and address health disparities. Cancer 122(2):269–277.

Klein, S. 2014. Colorado Coalition for the Homeless: A model of supportive housing . http://www.commonwealthfund.org/publications/newsletters/quality-matters/2014/octobernovember/case-study (accessed February 2, 2016).

Klein, S., and D. McCarthy. 2009. North Carolina’s ABCD program: Using community care networks to improve the delivery of childhood developmental screeing and referral to early intervention services . http://www.commonwealthfund.org/publications/issue-briefs/2009/aug/north-carolinas-abcd-program-using-community-care-networks-to-improve-the-delivery (accessed March 8, 2016).

Klein, S., and D. McCarthy. 2010. Genesys HealthWorks: Pursuing the triple aim through a primary care-based delivery system, integrated self-management support, and community partnerships . http://www.commonwealthfund.org/publications/case-studies/2010/jul/genesys-healthworks (accessed February 2, 2016).

Klein, S., D. McCarthy, and A. Cohen. 2014a. Health Share of Oregon: A community-oriented approach to accountable care for Medicaid beneficiaries . http://www.commonwealthfund.org/publications/case-studies/2014/oct/health-share-oregon-aco-case-study (accessed February 2, 2016).

Klein, S., D. McCarthy, and A. Cohen. 2014b. Tuscon and southern Arizona: A desert region pursuing better health and health system performance . http://www.commonwealthfund.org/publications/case-studies/2014/apr/tucson-and-southern-arizona-a-desert-region-pursuing-better-health-and-health-system-performance (accessed March 8, 2016).

Lovelace, J. 2016. Integrating health care and supported housing to improve the health and well-being of the homeless: A population health case study . http://nam.edu/integrating-health-care-and-supported-housing-to-improve-the-health-and-well-being-of-the-homeless-a-population-health-case-report/ (accessed March 29, 2016).

McCarthy, D., and D. Chase. 2010. Montefiore medical center: Integrated care delivery for vulnerable populations . http://www.commonwealthfund.org/publications/case-studies/2010/oct/montefiore-medical-center (accessed March 8, 2016).

McCarthy, D., and K. Mueller. 2008. The New York City health and hospitals corporation: Transforming a public safety net delivery system to achieve higher performance . http://www.commonwealthfund.org/~/media/files/publications/fund-report/2008/oct/the-new-york-city-health-and-hospitals-corporation--transforming-a-public-safety-net-delivery-system/mccarthy_nychlthospitalscorpcasestudy_1154-pdf.pdf (accessed February 4, 2016).

McCarthy, D., C. Beck, R. Nuzum, and A. Gauthier. 2007. Denver Health: A high-performance public health care system . http://www.commonwealthfund.org/publications/fundreports/2007/jul/denver-health--a-high-performance-public-health-care-system (accessed March 18, 2016).

McCarthy, D., S. Klein, and A. Cohen. 2014. Opportunity for regional improvement: Three case studies of local health system performance . http://www.commonwealthfund.org/~/media/files/publications/casestudy/2014/apr/1737_mccarthy_regional_case_study_synthesis_v2.pdf (accessed March 8, 2016).

Meyers, K. 2008. Beyond equal care: How health systems can impact racial and ethnic health disparities . http://share.kaiserpermanente.org/media_assets/pdf/communitybenefit/assets/pdf/our_work/global/BeyondEqualCare2001_08.pdf (accessed February 2, 2016).

Murray, M., T. Bodenheimer, D. Rittenhouse, and K. Grumbach. 2003. Improving timely access to primary care: Case studies of the advanced access model. Journal of the American Medical Association 289(8):1042–1046.

Sandberg, S. F., C. Erikson, R. Owen, K. D. Vickery, S. T. Shimotsu, M. Linzer, N. A. Garrett, K. A. Johnsrud, D. M. Soderlund, and J. DeCubellis. 2014. Hennepin health: A safety-net accountable care organization for the expanded Medicaid population. Health Affairs 33(11):1975–1984.

Silow-Carroll, S., and D. Rodin. 2013. Forging community partnerships to improve health care: The experience of four Medicaid managed care organizations . http://www.commonwealthfund.org/publications/issue-briefs/2013/apr/forging-community-partnerships-to-improve-care (accessed February 2, 2016).

The Centers for Medicare & Medicaid Services (CMS) have been moving from volume-based, fee-for-service payment to value-based payment (VBP), which aims to improve health care quality, health outcomes, and patient care experiences, while also controlling costs. Since the passage of the Patient Protection and Affordable Care Act of 2010, CMS has implemented a variety of VBP strategies, including incentive programs and risk-based alternative payment models. Early evidence from these programs raised concerns about potential unintended consequences for health equity. Specifically, emerging evidence suggests that providers disproportionately serving patients with social risk factors for poor health outcomes (e.g., individuals with low socioeconomic position, racial and ethnic minorities, gender and sexual minorities, socially isolated persons, and individuals residing in disadvantaged neighborhoods) may be more likely to fare poorly on quality rankings and to receive financial penalties, and less likely to receive financial rewards.

The drivers of these disparities are poorly understood, and differences in interpretation have led to divergent concerns about the potential effect of VBP on health equity. Some suggest that underlying differences in patient characteristics that are out of the control of providers lead to differences in health outcomes. At the same time, others are concerned that differences in outcomes between providers serving socially at-risk populations and providers serving the general population reflect disparities in the provision of health care.

Systems Practices for the Care of Socially At-Risk Populations seeks to better distinguish the drivers of variations in performance among providers disproportionately serving socially at-risk populations and identifies methods to account for social risk factors in Medicare payment programs. This report identifies best practices of high-performing hospitals, health plans, and other providers that serve disproportionately higher shares of socioeconomically disadvantaged populations and compares those best practices of low-performing providers serving similar patient populations. It is the second in a series of five brief reports that aim to inform the Office of the Assistant Secretary of Planning and Evaluation (ASPE) analyses that account for social risk factors in Medicare payment programs mandated through the Improving Medicare Post-Acute Care Transformation (IMPACT) Act.

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Course Catalog 2023-2024

Appendix b: case study guidelines.

General Guidelines

• Disguise all case material.
• Write no more than 25 double-spaced pages.
• Support statements with citations from the literature.
• Illustrate points related to assessment, treatment goals, interventions and/or treatment processes by embedding segments of the appended process recording (or other process recordings related to the case).
• Citation sources are to be listed in a "References" section at the end of the paper.
• Papers should be prepared and formatted according to APA guidelines (See Publication Manual of the American Psychological Association, 6th Edition) and the "Case Study Guidelines" provided here.

Case Study Face Sheet To be used as the first page of case study papers, the Face Sheet summarizes sociocultural information for both you and the client.

Introduction State the purpose of your paper, including the particular psychological theory you are using. Note that 'client' can refer to an individual, couple, or family, but for purposes of applying these theories an individual client is the best choice.

Demographics Client's self-identification and description of gender, age, socioeconomic status, race, ethnicity, faith-based affiliation, sexual orientation, ability/disability, primary language, history of geographic location, marital/relational status, level of education, current occupation, living situation, and family context. Note relevant attitudes and experiences regarding these factors and awareness or lack thereof regarding privilege.

Referral Information Briefly describe agency, services available, and clients served. Note whether referral is voluntary. Provide the views of presenting issues as expressed by both the client and clinician. Describe the client's mental status, physical appearance, and style of relating. Note current and prior contact with mental/behavioral health, social service, and/or legal systems.

Biopsychosocial-Spiritual Assessment Describe the strengths and vulnerabilities in each of the following areas and provide a summary at the end of the review:

• Biological. Previous and current history of mental and physical health concerns, including: illnesses; hospitalizations; medications; substance use and abuse; nutrition; physical, sexual, emotional and cultural/racial trauma; and genetic predisposition toward learning disabilities and other health challenges.
• ​ Developmental accomplishments and ruptures throughout life cycle including significant losses;
• Family of origin and extended family systems, including separations, divorces, foster care, adoption history, incarcerations, parole/probation, other significant events and relationships.
• Social/cultural. Current living arrangement, work/school situation, and support networks (e.g. family, friends, co-workers, neighbors, faith-based communities)
• Cultural orientation toward spiritual and faith-based practices;
• World views and values

DSM Diagnosis Note the diagnosis that best describes the client, or other diagnoses that you would have considered. Comment on level of functioning.

Theoretically-Grounded Conceptualization Demonstrate your ability to conceptualize the strengths and vulnerabilities in assessment, treatment planning and treatment processes within one theoretical paradigm. Address how the client's history affects his or her presenting issues. Use the developmental constructs relevant to the psychological theory you are using.

Treatment Plan (agency-based and theoretically-grounded articulation of goals, interventions & evaluation) Demonstrate your ability to use your biopsychosocial-spiritual and theoretically grounded assessment to craft the development of a treatment plan. Articulate treatment goals and interventions both in Agency-based language as well as within your one chosen theoretical paradigm. Support your statements with citations from the literature and include a list of these references at the end of the paper. Describe the course of treatment as it relates to your theoretical understanding. The following points should be addressed:

• Short- and long-term goals. Describe both your client's and your own view of goals and how you arrived at agreed upon goals. Describe short-and long-term goals in agency-based language and in the language of one chosen theory. Write a brief summary of the goals in the text and include the goals and Interventions in an outline form. Note how you changed or re-focused goals, especially if the treatment is long-term.
• Interventions. Note types of interventions, once again in Agency-based language as well as the language of your chosen theory. Describe these interventions in the text and include the interventions that are aligned with specific short and long-term goals in an outline form. Interventions may include strategies and methods used by the clinician including techniques employed during clinical sessions and interventions at the home of the client as well.
• Transference/Countertransference. Discuss the current functioning and ways of relating that your client displays. Describe transferential and countertransferential themes and dynamics played out through projective identification. Discuss your understanding of these themes through the one theoretical perspective that you have chosen.
• Impasses. Discuss any impasses or ethical dilemmas raised by the case. Evaluation of practice. Write a brief, cogent synopsis of your assessment and conceptualization of the case. Demonstrate the evaluation of practice, in both Agency based and theoretical languages, by addressing how effectively the short and long term goals were realized during the course of treatment.

Consultation Questions Identify two or three concerns or questions about your case that you would like a consultant to address.

Process Recordings Provide 2-4 pages of verbatim process recordings that involve the actual dialogue between you and your client during various clinical encounters and sessions (i.e. I said, She said).

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National Academy of Sciences, National Academy of Engineering (US) and Institute of Medicine (US) Committee on Science, Engineering, and Public Policy. On Being a Scientist: A Guide to Responsible Conduct in Research: Third Edition. Washington (DC): National Academies Press (US); 2009.

On Being a Scientist: A Guide to Responsible Conduct in Research: Third Edition.

• Hardcopy Version at National Academies Press

APPENDIX: DISCUSSION OF CASE STUDIES

The hypothetical scenarios included in this guide raise many different issues that can be discussed and debated. The following observations suggest just some of the topics that can be explored but are by no means exhaustive.

• A CHANGE OF PLANS (Page 5)

Differences of opinion about when a dissertation is finished or almost finished are a common source of tension between Ph.D. students and their advisers. Good communication throughout the preparation of a dissertation is essential to avoid disappointment. Meetings should be held regularly to review progress and discuss future plans. If a student has difficulties discussing these issues with a thesis adviser, as Joseph did, the other members of a thesis committee should be willing to intervene to make sure that expectations are identified and made clear to all parties.

• THE SELECTION OF DATA (Page 10)

Deborah and Kamala’s principal obligation in writing up their results for publication is to describe what they have done and give the basis for their actions. Questions that they need to answer include: If they state in the paper that data have been rejected because of problems with the power supply, should the data points still be included in the published chart? How should they determine which points to keep and which to reject? What kind of error analyses should be done that both include and exclude the questionable data? How hard should they work to salvage these data given the difficulties with their measurements? Is the best course to focus on the systemic error (power fluctuations) and figure out how to eliminate the fluctuations or to repeat the experiment adjusting for the fluctuations? Consult ing with the principal investigator or a senior researcher may provide additional options.

• DISCOVERING AN ERROR (Page 14)

When the scientific record contains errors, other researchers can repeat those errors or waste time and money discovering and correcting them. Marie and Yuan, the authors of the papers, have published erroneous results that could mislead other researchers. How should they tell the editors of the journals where the papers appeared about the errors and publish corrections?

• FABRICATION IN A GRANT PROPOSAL (Page 17)

Even though Vijay did not introduce spurious results into science, he fabricated the submission of the research paper and therefore engaged in misconduct. Though his treatment by the department might seem harsh, fabrication strikes so directly at the foundations of science that it is not excusable.

This scenario also demonstrates that researchers and administrators in an institution may differ on the appropriate course of action to take when research ethics are violated. Researchers should think carefully about what courses of action could be taken in such a case.

• IS IT PLAGIARISM? (Page 18)

Would it help, in all situations and in all fields, to simply place quotation marks around the borrowed sentences and attach a footnote? Writing a literature review requires judgment in the selection and interpretation of previous work. Professor Lee should consider whether copying the one-sentence summaries takes unfair advantage of the other author’s efforts, and whether those summaries relate to the proposal in the same way as the paper. In addition, because the literature review in the journal paper could be erroneous or incomplete, Lee should strive to ensure that the proposal’s review of the literature is accurate. Finally, Lee should imagine what might happen if the author of the journal paper is asked to review Lee’s proposal.

• A CAREER IN THE BALANCE (Page 22)

Peter’s most obvious option is to discuss the situation with his research adviser, but he has to ask himself if this is the best alternative. His adviser is professionally and emotionally involved in the situation and may not be able to take an impartial stance. In addition, because the adviser is involved in the situation, she may feel the need to turn the inquiry into a formal investigation or to report the inquiry to her supervisors.

Peter should also consider whether he can discuss the situation directly with Jimmy. Many suspicions evaporate when others have a chance to explain actions that may have been misinterpreted.

If Peter feels that he cannot talk with Jimmy, he needs some way to discuss his concerns confidentially. Maybe he could turn to a trusted friend, another member of the faculty (such as a senior or emeritus professor), someone on the university’s administrative staff, or an ombudsman designated by the university. That person can help Peter explore such questions as: What is known and what is not known about the situation? What are the options available to him? Why should he not put his concerns in writing, an action likely to lead to a formal investigation?

• TESTS ON STUDENTS (Page 25)

Although the instructional modules do not risk harming the students’ health, because Antonio plans to publish the results, he must obtain IRB approval. Since the research study focuses on teaching techniques in an educational setting, this study would likely be exempt from full IRB review, but it is the IRB that decides that. Antonio should consider whether any incentives that he gives for testing the modules might seem coercive to the students, and whether students who test the modules might have an unfair advantage over other students in the course. Explicit consent would be required if students might experience physical or psychological distress while using the modules, or if published information could be traced to individual students.

• A CHANGE OF PROTOCOL (Page 26)

Guidelines for the care and use of laboratory animals are designed to both protect the welfare of animals and enhance the quality of research. Both of these goals are being undermined by Hua’s action, so who can they consult in the institution? What is the responsibility of the laboratory and its leadership for animal welfare?

• PUBLICATION PRACTICES (Page 32)

Contributions to a scientific field are not counted in terms of the number of papers. They are counted in terms of significant differences in how science is understood. With that in mind, Andre and his students need to consider how they are most likely to make a significant contribution to their field. One determinant of impact is the coherence and completeness of a paper. Andre and his students may need to begin writing before they can tell whether one or more papers are needed. Parts of the research can also be broken out for separate publication with a opportunity for different first authorship.

In retrospect, Andre and his students might also ask themselves about the process that led to their decision. How could they have discussed publications much earlier in the process? Were the students led to believe that they would be first authors on published papers? If so, how could that influence future policies or procedures in the lab?

• WHO GETS CREDIT? (Page 36)

Robert needs to know whether his company, the journal to which he plans to submit the paper, or his discipline has written policies pertaining to his situation. If so, he must decide whether to bring those policies to the attention of his supervisor, a research official in his company, or the editor of the journal; if not, he must decide whether to appeal to guidelines describing acceptable authorship practices in other documents. What are the possible outcomes of alternative actions that could help him make a decision?

• A COMMERCIAL OPPORTUNITY? (Page 42)

A software license is a legal contract, and all users must honor it, so Shen’s first task is to correct his unauthorized distribution of the software. Once done, the commercialization decision can be made. Many researchers have found themselves in a position similar to the one Shen is in, and they have made different decisions. Some decide that they will continue to provide a free service to their research communities without seeking to commercialize a new idea or technique. Others decide that commercialization will best serve their communities, themselves, their institutions, or—with luck—all of the parties involved. As his adviser has suggested, Shen should work with the technology transfer officer at his university to learn more about his options.

• A CONFLICT OF COMMITMENT (Page 45)

Sandra has enrolled in the university to receive an education, not to work for industry. But working on industrially sponsored research is not necessarily incompatible with getting a good education. In fact, it can be a valuable way to gain insight into industrially oriented problems and to prepare for future work that has direct applications to societal needs. The question that must be asked is whether the nature of the research is compromising Sandra’s education. Sandra’s faculty adviser has entered into a relationship that could result in conflicts of interest. That relationship is therefore most likely to be subject to review by third parties. How can Sandra get help in resolving her own uncertainties? What would be the possible effects on her career if she did so?

• Cite this Page National Academy of Sciences, National Academy of Engineering (US) and Institute of Medicine (US) Committee on Science, Engineering, and Public Policy. On Being a Scientist: A Guide to Responsible Conduct in Research: Third Edition. Washington (DC): National Academies Press (US); 2009. APPENDIX: DISCUSSION OF CASE STUDIES.
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Appendix A from the Guideline for Isolation Precautions: Preventing Transmission of Infectious Agents in Healthcare Settings (2007).

The mode(s) and risk of transmission for each specific disease agent included in Appendix A were reviewed. Principle sources consulted for the development of disease-specific recommendations for Appendix A included infectious disease manuals and textbooks [833, 1043, 1044]. The published literature was searched for evidence of person-to-person transmission in healthcare and non-healthcare settings with a focus on reported outbreaks that would assist in developing recommendations for all settings where healthcare is delivered. Criteria used to assign Transmission-Based Precautions categories follow:

• A Transmission-Based Precautions category was assigned if there was strong evidence for person-to-person transmission via droplet, contact, or airborne routes in healthcare or non-healthcare settings and/or if patient factors (e.g., diapered infants, diarrhea, draining wounds) increased the risk of transmission
• Transmission-Based Precautions category assignments reflect the predominant mode(s) of transmission
• If there was no evidence for person-to-person transmission by droplet, contact or airborne routes, Standard Precautions were assigned
• If there was a low risk for person-to-person transmission and no evidence of healthcare-associated transmission, Standard Precautions were assigned
• Standard Precautions were assigned for bloodborne pathogens (e.g., hepatitis B and C viruses, human immunodeficiency virus) as per CDC recommendations for Universal Precautions issued in 1988 [780]. Subsequent experience has confirmed the efficacy of Standard Precautions to prevent exposure to infected blood and body fluid [778, 779, 866].

Additional information relevant to use of precautions was added in the comments column to assist the caregiver in decision-making. Citations were added as needed to support a change in or provide additional evidence for recommendations for a specific disease and for new infectious agents (e.g., SARS-CoV, avian influenza) that have been added to Appendix A. The reader may refer to more detailed discussion concerning modes of transmission and emerging pathogens in the background text and for MDRO control in Appendix B ( Management of Multidrug-Resistant Organisms in Healthcare Settings ).

Appendix A: Type and Duration of Precautions Recommended for Selected Infections and Conditions

Appendix A: Table 1. History of Guidelines for Isolation Precautions in Hospitals

Appendix A: Table 2. Clinical Syndromes or Conditions Warranting Empiric Transmission-Based Precautions in Addition to Standard Precautions

Appendix A. Table 3. Infection Control Considerations for High-Priority (CDC Category A) Diseases that May Result from Bioterrorist Attacks or are Considered to be Bioterrorist Threats

Appendix A: Table 4. Recommendations for Application of Standard Precautions for the Care of All Patients in All Healthcare Settings

Appendix A: Table 5. Components of a Protective Environment

Appendix A: Figure. Example of Safe Donning and Removal of Personal Protective Equipment (PPE)

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