experience essay about research

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My first research experience: being open to the unexpected, by claire fresher, peer research ambassador.

Many things surprised me when I started my first research opportunity. I didn’t know what to expect. I had heard a few things from upperclassmen about their own experiences and had attended a couple presentations from OUR, which is what got me interested in research in the first place, but I had no idea what my personal research experience was going to be like.

Something I hadn’t expected was how many people there are in a research group to support you and how willing people are to help. When I started my research position, I was introduced to a graduate student that worked in the lab station right next to mine. She showed me around the lab space and set me up on my computer. She was always there to ask quick questions or help me with any problems I encountered, as were the other people using the lab space, even if they weren’t in my specific lab group.

After a few weeks, I was given a partner who was also an undergraduate and I was introduced to the other undergraduates in the lab who I met at our weekly lab meetings where I got to hear what everyone was working on. I personally loved having a partner who could help me on the specific project I was assigned since I didn’t want to interrupt the other people in the lab with every question I had when they had other similar projects they were working on.

There was definitely a learning curve when I first started since I had never seen anything like this before. I started with basic literature research and began getting a better look into the broad topic which made it easier to really dive into the specific project that I was working on. In the beginning the work seemed a little intimidating but once I got comfortable in the lab space and knew I had people that could help me it was a lot easier to really get going and get into the really interesting parts, which is actually discovering new and exciting things!

I think the most important thing that I went into research with was being open to anything, and not being set on one way of learning or doing things. This was beneficial since it allowed me to be able to learn something completely new and be open to doing things differently than I had done before.

Throughout the course of my research experience, I know that I have changed in many ways. I learned how to work independently, how to be more analytical in my work, and how to ask the important questions that led to new discoveries. Research really has taught me to be open to the unexpected, and even welcome it, since being open has made me into a better researcher and student.

Claire is a junior majoring in Mechanical Engineering and minoring in Mathematics. Click here to learn more about Claire.

The Significant Research Experience Essay

• First Online: 23 September 2020

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• Jonathan Sussman 4 ,
• Jordan Setayesh 5 &
• Amitej Venapally 6  

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One of the most unique and substantial parts of the MD/PhD application is the significant research experience essay, which is a part of the primary AMCAS application. In this essay, applicants describe their research positions, projects, and accomplishments in detail. This chapter explains how to structure and write this essay in terms of the scientific method. It is important for applicants to demonstrate involvement in every step of the scientific process, from designing the experiments to communicating the results. However, this essay serves as an excellent medium through which applicants can explain how their research interests have evolved over time and the most important lessons they learned through research. In effect, this essay can be viewed as a technical-based personal statement.

• Significant research experience essay
• Extended research essay
• AMCAS application
• Primary application
• MD/PhD application
• Medical school application
• Essay coaching
• Scientific writing
• Technical writing
• Research descriptions

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2020 AMCAS Applicant Guide. American Association of Medical Colleges. 2020. https://aamc-orange.global.ssl.fastly.net/production/media/filer_public/14/6f/146f366e-d54a-4792-9870-ffe451b2e473/aamc-2020-amcas-applicant-guide041119.pdf . Accessed 11 June 2020.

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Sussman, J., Setayesh, J., Venapally, A. (2021). The Significant Research Experience Essay. In: The Complete MD/PhD Applicant Guide. Springer, Cham. https://doi.org/10.1007/978-3-030-55625-9_8

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Your chance of acceptance, your chancing factors, extracurriculars, writing a significant research experience essay.

I've done some research during high school and want to showcase this experience on my college applications. Can you provide advice on how to write a 'significant research experience essay'? What should I include and how can I highlight the importance of my research? Any tips or suggestions are appreciated!

When writing a significant research experience essay for your college applications, the goal is to demonstrate your accomplishments, interest in the field, and ability to articulate complex ideas. Here are some tips to help you craft a compelling essay:

1. Start with an engaging hook: Begin your essay by piquing the reader's interest, for example by presenting a surprising fact, sharing an anecdote, or highlighting a unique perspective. The hook should be related to your research experience and give the reader a reason to continue reading.

2. Provide necessary context: Give a brief overview of the research project, including the objective, methodology used, and the team you worked with. It's important to establish the foundation of your essay and provide clarity to the readers about the significance of your work.

3. Emphasize your role and contributions: Detail the specific tasks you were responsible for and how you contributed to the overall success of the project. For example, you might explain how you utilized your problem-solving skills to develop a particular plan of action, or share how you worked with others to overcome challenges. Make sure to showcase your expertise and dedication through examples.

4. Highlight the impact and relevance of the research: Discuss the implications of your findings within your field and the broader scientific community. For example, consider explaining the potential applications of your research, or discussing further areas for investigation that the experience inspired you to think about.

5. Reflect on your personal growth: Share how this research experience shaped your academic and career interests, or influenced your perspective on the subject area. Discuss any skills or knowledge you gained and how they will be applicable to your future endeavors, be it in college or a professional setting.

6. End with a strong conclusion: Summarize the main points of your essay and reiterate the significance of your research. You may also want to briefly mention your future aspirations in the field, such as pursuing advanced degrees or working on more research projects.

Remember to revise, edit, and proofread your essay to ensure that it's polished, concise, and engaging. Additionally, ask for feedback from teachers, mentors, or peers who are familiar with your research to get their insights and suggestions on how to strengthen your essay. Or, if you want to get a more objective set of eyes on your essay, consider utilizing CollegeVine's Free Peer Essay Review tool, or submitting your essay for a paid review by an expert college admissions advisor through CollegeVine's marketplace. Sometimes, someone who isn't already familiar with your research experience can give you a clearer sense of how well your points are coming across.

By following these tips, your significant research experience essay can serve as a strong showcase of your abilities and passion for your field. Happy writing!

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

Princeton Correspondents on Undergraduate Research

Tips for Writing about Your Research Experience (Even if You Don’t Think You Have Any)

If you’re someone who hasn’t yet done formal research in a university setting, one of the most intimidating parts of the process can be simply getting your foot in the door. Just like the way your options can seem very limited when applying for your first job, asking for a research position when you have no “experience” can seem discouraging — maybe even to the point of causing you to question whether you should apply in the first place. With that being said, there are some simple tips you can employ when applying for research positions to highlight the link between your existing interests and the work of the position for which you are applying.

First things first: tailor not just your cover letter (for applications that ask for it) but your resume to the position for which you are applying. Even if you’re just sending a casual email to a professor to ask about the research that they’re doing, as a rule, it never hurts to attach your resume. I also like to think that submitting a resume even without being asked to shows that you’re serious about doing research, and have taken the time to put together a thoughtful inquiry into a position. If you’ve never written a cover letter or resume before, don’t fret. The Center for Career Development has some great online resources to help you create one from scratch. If you are looking for more individualized help, you can also schedule an appointment to get one-on-one feedback on your application at any stage in the writing process.

One of the things that I’ve found, however, is that the single-page format of a resume often isn’t enough space to include all of the information about every single thing you’ve ever done. Rather than trying to jam as many impressive accomplishments as you can onto a page, your goal should be to create a resume that gives a cumulative sense of your interests and experiences as they relate to the position for which you are applying. One of my favorite ways to do this is to create a “Research” section. “But Kate, what if I don’t have any research experience?,” you ask. Remember that paper you wrote about a painting by Monet in your favorite class last semester? Write the title down, or even a sentence or two that summarizes your main argument. The art museum you’re hoping to do research at will love knowing that your interest in their current exhibition on Impressionism is rooted in classes you’ve taken and the projects you’ve done in them, no matter how new you may be to a topic. Your interest in a specific research position has to come from somewhere, and your resume is an important part of demonstrating this to others.

What I would like to reassure you of is that it’s normal to be an undergraduate with very little research experience. The people reading your application —whether it be for an official program or even if it’s just a friendly email with a few questions— know that you are a student and will probably be excited to offer you guidance on how to get involved with more specific research projects even if all you have to offer at this point is enthusiasm for the topic. Working in a lab or with a professor on a research project is an opportunity designed to help you learn above all else, so it’s ok if you don’t know what you’re doing! It goes without saying that having little experience will make the final result of your research experience all the more worthwhile because of the potential to gain knowledge in ways you haven’t even imagined.

— Kate Weseley-Jones, Humanities Correspondent

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How to write your md phd essays.

Reviewed by:

Luke Hartstein

Former Admissions Committee Member, NYU Grossman School of Medicine

Reviewed: 4/25/22

Suppose you’ve decided that pursuing the MD PhD dual degree is right for you. In that case, you may have noticed that the application process is slightly different than applying to MD programs at allopathic medical schools. Namely, besides submitting the required application materials through the AMCAS, MD PhDs must also write two additional essays: the MD PhD essay and the significant research experience essay.

Today’s guide will review what an MD PhD is, what you can expect from MD PhD dual degree programs, and how to apply to MD PhD programs in the United States. You will also learn how to write compelling MD PhD essays by utilizing our tips for making your essays stand out. 

Are you ready to succeed? Let’s dive right in.

Get The Ultimate Guide on Writing an Unforgettable Personal Statement

What is an MD PhD?

An MD PhD is also known as a physician-scientist or a medical scientist. An MD PhD holds both the Doctor of Medicine degree (MD) and the Doctor of Philosophy degree (PhD) in scientific research. 

The difference between MDs and MD PhDs is that while MDs are typically in medical school for the traditional four years, MD PhDs must complete four years of medical training in addition to three to four years of training to become physician-scientists. 

In total, MD PhDs complete their dual degrees in seven to eight years, making their pathway long and challenging but ultimately rewarding for those who are passionate about conducting biomedical scientific research. 

In short, MD PhDs combine clinical medicine with scientific research and have comprehensive knowledge of important topics in medicine. According to the AAMC , physician-scientists research various topics in the following disciplines:

• Biochemistry and Macromolecular Biophysics
• Bioengineering and Biomedical Imaging
• Cell and Developmental Biology
• Chemical and Physical Sciences
• Computational Biology and Bioinformatics
• Microbiology and Infectious Disease
• Molecular Biology and Genetics
• Neuroscience
• Pathology and Mechanisms of Disease
• Pharmacology
• Public Health, Epidemiology, and Preventative Medicine
• Social and Behavioral Sciences

What are MD PhD Programs?

MD PhD programs are dual degree programs that allow students to obtain their MD and PhD degrees simultaneously. The MD PhD curriculum is continuous, meaning you will work on both degrees throughout your medical and graduate school education. The following infographic provided by the AAMC breaks down what a typical MD PhD program looks like:

Of course, there may be variations depending on the school’s curriculum, so be sure to check with the programs to which you apply to learn more about year-to-year coursework, training, and research. 

Currently, there are over 100 MD PhD programs in the United States, and over 40 programs are partially or fully funded by training grants known as MSTPs (Medical Science Training Programs). Because of these grants, most MD PhD students complete their dual degrees with very little or zero student debt. 

To decide which MD PhD program is right for you, you will have to do some preliminary research. Use the following checklist of questions to determine which program is a good fit:

• Does the program have ample funding?
• Is the location of the school desirable?
• Is there a good balance between clinical training and research?
• Does the school have a reputable history of strong publications and research?
• Is the program multi-disciplinary, and will it provide plentiful topics to research?
• Is clinical training introduced early in the program?
• Are there mentors available to oversee research projects?
• Are current MD PhD students satisfied with the program?
• Are the school’s alumni performing high-level research and frequently publishing?
• Does the program’s mission statement/culture align with your academic and career goals?

How to Apply to MD PhD Programs

Take a leaf out of Patrick's book: he got into six fully funded MD/ Phd programs with our help! 

The application process for MD PhD programs is similar to applying to MD programs. For most allopathic medical schools, you will use the AMCAS (American Medical College Application Service). 

Of course, not every medical school uses the AMCAS—osteopathic schools use the AACOMAS (American Association of Colleges of Osteopathic Medicine Application Service), and Texas medical schools use the TMDSAS (Texas Medical & Dental Schools Application Service). Be sure to verify that you are using the correct application service for the school to which you’re applying.

So, let’s revisit the AMCAS, as that will be the main application service you will use to apply to MD PhD programs. In the AMCAS, you must select “MD PhD” as the program to which you’re applying.

There are nine sections that you must complete in the AMCAS: ‍

Sections 1, 2, and 3

The first three sections in the AMCAS are where you will enter your basic information such as your name, background information, biographical information, identifiers, and the previous schools you have attended.

In section 4, you will enter all your information about course requirements (prerequisites) and school transcripts. 

In section 5, the AMCAS work and activities section, you will enter your relevant extracurricular activities , work experience, and hobbies . Strong extracurricular activities include, but are not limited to, clinical experience , medical shadowing , and volunteering .

However, the most important extracurricular you can participate in before applying to the MD PhD program is research . This goes without saying: You must showcase substantive research experience to gain a competitive edge over other candidates. Gaining substantive research experience requires some effort and commitment on your part. 

You should aim to have multiple summers of research experience throughout your undergrad program, and it is beneficial to have at least one year of continuous research experience. This may mean that you take a gap year before applying to the MD PhD program, but it will be well worth it to boost your application and show admissions officers your dedication and passion for research.

In section 6, you will upload all of your letters of recommendation . 

In section 7, you will select that you are applying to the MD PhD program. You will also enter any other information about the school, such as whether you’re applying for an early decision.

In section 8, you will enter your personal statement . For the MD PhD program, you will also submit two essays in addition to the personal statement. They are the MD PhD essay and the significant research experience essay. 

Section 9 ‍

In section 9, you will enter all information about standardized test scores, such as the MCAT .

How to Write Your MD PhD Essays

The overall purpose of the MD PhD essay is to answer the question, “Why did you choose to apply to the MD PhD combined program?”

The MD PhD Essay

• Demonstrates your reasons for pursuing the MD PhD dual degree program.
• Focuses on why the combination of research and clinical medicine is right for you. (In other words, you can’t see yourself having just an MD or just a PhD. To feel the most fulfilled, you must combine both.) 
• Shows that you are prepared for the rigors of both research and clinical medicine, not just one or the other.

Admissions committees want to ensure that the applicants they accept into the MD PhD program are devoted to the field. After all, why would anyone spend seven to eight years in research if they didn’t absolutely love it? 

To that end, the MD PhD essay must convince the admissions officers that you are passionate about research and can’t imagine doing anything except the work of a physician-scientist. 

To structure your MD PhD essay, follow academic and professional standards of writing. There should be a consistent format of an introduction, body, and conclusion. View the table below for a general outline of the MD PhD essay:

A strong introduction immediately pulls the reader in and briefly summarizes your motivations for pursuing the MD PhD program. You can achieve this with a personal anecdote that neatly ties in your experience and goals. 

The body paragraphs are the meat of the content. You should detail how you prepared for a career as a physician-scientist by demonstrating your clinical and research experiences. Because of limited space, you should aim to write about two to three substantive experiences that showcase your strengths and what you learned. The body paragraphs should focus on quality rather than the number of experiences. The body paragraphs should also reinforce why the MD PhD path is right for you.

Finally, a strong conclusion leaves the reader with the impression that you are a strong candidate for the MD PhD program. You can achieve this by reiterating your motivations and goals, calling back to the introduction/personal anecdote, and concisely tying together your experiences. 

The Significant Research Experience Essay

The purpose of the significant research experience essay is right there in the title—to provide details about your significant research experiences. 

The significant research experience essay . . .

• Provides details about your research projects and contributions.
• Describes what you investigated and learned.
• Discusses the durations of your research experiences.
• Includes information about your mentors, such as their names and affiliations.

For the format of your significant research essay, you can structure it as a narrative that adheres to a general introduction, body, and conclusion. Or, you can structure the essay in entry format where each research experience has a subheading that includes identifying information about the research projects, mentors, and affiliations.

For example:

1. Professor X, MD/PhD, Columbia University Department of Psychiatry, February 2019 – March 2021

[Enter details about the experience here.]

If you prefer the entry format for your essay, it’s still a good idea to write one or two introductory sentences and a strong conclusion to tie everything together. Just because it is in entry format doesn’t mean it should be overly technical or indifferent. You should still aim to tell a compelling, unique narrative.

Tips for Making Your MD PhD Essays Stand Out ‍

To make your MD PhD essays stand out, use the following tips for success:

• Be specific, not generic. While you shouldn’t weigh down your essays with overly technical jargon, it’s important to be specific in what you learned in terms of lessons and skills.
• If you faced challenges, don’t write about the negative aspects, but emphasize a growth mindset and what you did to overcome the obstacles. 
• According to the US News & World Report, very few MD PhD applicants identify a medical problem that they want to solve with their research. Use this to your advantage to stand out—admissions officers want to see a level of maturity and sophistication from applicants. It would go a long way if you described research experiences about a medical issue that you have personal connections with and aspire to solve with research.
• Show, don’t tell. For example, instead of saying, “I improved my critical thinking and analytical skills while completing X research project,” demonstrate what that project was, your process of investigation, the outcomes you learned, and your flexibility in absorbing new information. If you show interesting narratives rather than tell, your essays will leave a lasting impression on the admissions committee.

1. What is the best pre-med major for MD PhD programs? ‍

Surprisingly, there is no best pre-med major for MD PhD programs, as medical schools do not have requirements for majors. Students are encouraged to pursue their passions and unique interests, even if that means majoring in non-science subjects (such as the liberal arts or the social sciences). That said, the most popular undergrad majors are in the biological sciences.

Whether you choose to major in the sciences or not, the only requirement you must fulfill is completing all prerequisite coursework. Every medical school has its own prerequisite coursework requirements, so verify that you are on track to complete all coursework, including labs. If you are unsure or need help with building your course schedule, speak with a pre-health advisor. 

2. Does it look better to have numerous research experiences? ‍

Yes and no. Find a balance. While you should have multiple substantive research experiences, the emphasis should be on “substantive.” In other words, aim for quality over quantity. What you learn and gain from your research experiences is more important than the number of experiences you have. 

Furthermore, having quality research experiences will make it easier for you to network with supervisors, mentors, colleagues, and peers. You can tap into this support system when you ask for letters of recommendation for your med school application. 

3. Can I have someone look at my essays before submitting them through the AMCAS? ‍

Yes! We strongly recommend that you spend time crafting your essays. Don’t simply type your essays in the application service and hit send. Write your essays over time, and expect to revise your drafts. Ask trusted peers, mentors, friends, or colleagues for their objective feedback. You can also consult with our team of experts.  ‍

4. What should I avoid in my MD PhD essays? ‍ ‍

• Avoid clichés. You want your essays to be memorable to admissions committees who read thousands of these applications every year. Use language that’s compelling, descriptive, and tells a story. Make connections from your personal and professional experiences to the MD PhD program.
• Avoid restating what’s already in your CV. You only have 3,000 characters, so every word counts. 
• Avoid writing about negative experiences. Focus on positive reasons for pursuing the MD PhD and show a growth mindset. 
• Avoid using a casual tone or language. Your essays should be academic and professional. 

5. Do I need to have publications before applying to MD PhD programs? ‍

Publications are not required for MD PhD programs, but having publications gives you a competitive edge over other candidates. Admissions officers are aware of how difficult it is to publish so early in your education, but if you do have publications, be sure to list them in your application. 

Also, keep in mind that regardless of your current contributions in research, whether or not you have publications, you must be knowledgeable about your research topics and have substantial research experience.  ‍

6. How many research experiences should I write about in my research experience essay? ‍

You should aim to write about two to three significant research experiences. This will give you a good balance of different research experiences to discuss, including what you learned and your contributions. Writing about two to three experiences will also ensure that you remain within the essay length requirement of the AMCAS, which is 3,000 characters.

Conclusion ‍

If you’re passionate about scientific research, the MD PhD dual degree is a great way to combine your love of clinical medicine and research. For most MD PhD programs, you will apply using the AMCAS. 

The application process is similar to traditional MD programs, but with the MD PhD, you will have to select that program within the application service. Additionally, you will have to write two essays specifically for the MD PhD program: the MD PhD essay and the significant research experience essay. 

To write strong, compelling MD PhD essays, persuade the admissions committee of your reasons for combining clinical medicine with research and why it’s the best pathway for you. Demonstrate how your research experiences have prepared you for a rewarding career as a physician-scientist. We wish you the best of luck as you pursue your MD PhD.

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4 Research Essay

Jeffrey Kessler

By the end of this chapter, you will be able to do the following:

• Construct a thesis based upon your research
• Use critical reading strategies to analyze your research
• Defend a position in relation to the range of ideas surrounding a topic
• Organize your research essay in order to logically support your thesis

I. Introduction

The goal of this book has been to help demystify research and inquiry through a series of genres that are part of the research process. Each of these writing projects—the annotated bibliography, proposal, literature review, and research essay—builds on each other. Research is an ongoing and evolving process, and each of these projects help you build towards the next.

In your annotated bibliography, you started your inquiry into a topic, reading widely to define the breadth of your inquiry. You recorded this by summarizing and/or evaluating  the first sources you examined. In your proposal, you organized a plan and developed pointed questions to pursue and ideas to research. This provided a good sense of where you might continue to explore. In your literature review, you developed a sense of the larger conversations around your topic and assessed the state of existing research. During each of these writing projects, your knowledge of your topic grew, and you became much more informed about its key issues.

You’ve established a topic and assembled sources in conversation with one another. It’s now time to contribute to that conversation with your own voice. With so much of your research complete, you can now turn your focus to crafting a strong research essay with a clear thesis. Having the extensive knowledge that you have developed across the first three writing projects will allow you to think more about putting the pieces of your research together, rather than trying to do research at the same time that you are writing.

This doesn’t mean that you won’t need to do a little more research. Instead, you might need to focus strategically on one or two key pieces of information to advance your argument, rather than trying to learn about the basics of your topic.

But what about a thesis or argument? You may have developed a clear idea early in the process, or you might have slowly come across an important claim you want to defend or a critique you want to make as you read more into your topic. You might still not be sure what you want to argue. No matter where you are, this chapter will help you navigate the genre of the research essay. We’ll examine the basics of a good thesis and argument, different ways to use sources, and strategies to organize your essay.

While this chapter will focus on the kind of research essay you would write in the college classroom, the skills are broadly applicable. Research takes many different forms in the academic, professional, and public worlds. Depending on the course or discipline, research can mean a semester-long project for a class or a few years’ worth of research for an advanced degree. As you’ll see in the examples below, research can consist of a brief, two-page conclusion or a government report that spans hundreds of pages with an overwhelming amount of original data.

Above all else, good research is engaged with its audience to bring new ideas to light based on existing conversations. A good research essay uses the research of others to advance the conversation around the topic based on relevant facts, analysis, and ideas.

II. Rhetorical Considerations: Contributing to the Conversation

The word “essay” comes from the French word essayer , or “attempt.” In other words, an essay is an attempt—to prove or know or illustrate something. Through writing an essay, your ideas will evolve as you attempt to explore and think through complicated ideas. Some essays are more exploratory or creative, while some are straightforward reports about the kind of original research that happens in laboratories.

Most research essays attempt to argue a point about the material, information, and data that you have collected. That research can come from fieldwork, laboratories, archives, interviews, data mining, or just a lot of reading. No matter the sources you use, the thesis of a research essay is grounded in evidence that is compelling to the reader.

Where you described the conversation in your literature review, in your research essay you are contributing to that conversation with your own argument. Your argument doesn’t have to be an argument in the cable-news-social-media-shouting sense of the word. It doesn’t have to be something that immediately polarizes individuals or divides an issue into black or white. Instead, an argument for a research essay should be a claim, or, more specifically, a claim that requires evidence and analysis to support. This can take many different forms.

Example 4.1: Here are some different types of arguments you might see in a research essay:

• Critiquing a specific idea within a field
• Interrogating an assumption many people hold about an issue
• Examining the cause of an existing problem
• Identifying the effects of a proposed program, law, or concept
• Assessing a historical event in a new way
• Using a new method to evaluate a text or phenomenon
• Proposing a new solution to an existing problem
• Evaluating an existing solution and suggesting improvements

These are only a few examples of the kinds of approaches your argument might take. As you look at the research you have gathered throughout your projects, your ideas will have evolved. This is a natural part of the research process. If you had a fully formed argument before you did any research, then you probably didn’t have an argument based on strong evidence. Your research now informs your position and understanding, allowing you to form a stronger evidence-based argument.

Having a good idea about your thesis and your approach is an important step, but getting the general idea into specific words can be a challenge on its own. This is one of the most common challenges in writing: “I know what I want to say; I just don’t know how to say it.”

Example 4.2: Here are some sample thesis statements. Examine them and think about their arguments.

Whether you agree, disagree, or are just plain unsure about them, you can imagine that these statements require their authors to present evidence, offer context, and explain key details in order to argue their point.

• Artificial intelligence (AI) has the ability to greatly expand the methods and content of higher education, and though there are some transient shortcomings, faculty in STEM should embrace AI as a positive change to the system of student learning. In particular, AI can prove to close the achievement gap often found in larger lecture settings by providing more custom student support.
• I argue that while the current situation for undocumented college students remains tumultuous, there are multiple routes—through financial and social support programs like the Fearless Undocumented Alliance—that both universities and colleges can utilize to support students affected by the reality of DACA’s shortcomings.

While it can be argued that massive reform of the NCAA’s bylaws is needed in the long run, one possible immediate improvement exists in the form of student-athlete name, image, and likeness rights. The NCAA should amend their long-standing definition of amateurism and allow student athletes to pursue financial gains from the use of their names, images, and likenesses, as is the case with amateur Olympic athletes.

Each of these thesis statements identifies a critical conversation around a topic and establishes a position that needs evidence for further support. They each offer a lot to consider, and, as sentences, are constructed in different ways.

Some writing textbooks, like They Say, I Say (2017), offer convenient templates in which to fit your thesis. For example, it suggests a list of sentence constructions like “Although some critics argue X, I will argue Y” and “If we are right to assume X, then we must consider the consequences of Y.”

More Resources 4.1: Templates

Templates can be a productive start for your ideas, but depending on the writing situation (and depending on your audience), you may want to expand your thesis beyond a single sentence (like the examples above) or template. According to Amy Guptill in her book Writing in Col lege (2016) , a good thesis has four main elements (pp. 21-22). A good thesis:

• Makes a non-obvious claim
• Poses something arguable
• Provides well-specified details
• Includes broader implications

Consider the sample thesis statements above. Each one provides a claim that is both non-obvious and arguable. In other words, they present something that needs further evidence to support—that’s where all your research is going to come in. In addition, each thesis identifies specifics, whether these are teaching methods, support programs, or policies. As you will see, when you include those specifics in a thesis statement, they help project a starting point towards organizing your essay.

Finally, according to Guptill, a good thesis includes broader implications. A good thesis not only engages the specific details of its argument, but also leaves room for further consideration. As we have discussed before, research takes place in an ongoing conversation. Your well-developed essay and hard work won’t be the final word on this topic, but one of many contributions among other scholars and writers. It would be impossible to solve every single issue surrounding your topic, but a strong thesis helps us think about the larger picture. Here’s Guptill:

Putting your claims in their broader context makes them more interesting to your reader and more impressive to your professors who, after all, assign topics that they think have enduring significance. Finding that significance for yourself makes the most of both your paper and your learning. (p. 23)

Thinking about the broader implications will also help you write a conclusion that is better than just repeating your thesis (we’ll discuss this more below).

Example 4.3: Let’s look at an example from above:

This thesis makes a key claim about the rights of student athletes (in fact, shortly after this paper was written, NCAA athletes became eligible to profit from their own name, image, and likeness). It provides specific details, rather than just suggesting that student athletes should be able to make money. Furthermore, it provides broader context, even giving a possible model—Olympic athletes—to build an arguable case.

Remember, that just like your entire research project, your thesis will evolve as you write. Don’t be afraid to change some key terms or move some phrases and clauses around to play with the emphasis in your thesis. In fact, doing so implies that you have allowed the research to inform your position.

Example 4.4: Consider these examples about the same topic and general idea. How does playing around with organization shade the argument differently?

• Although William Dowling’s amateur college sports model reminds us that the real stakeholders are the student athletes themselves, he highlights that the true power over student athletes comes from the athletic directors, TV networks, and coaches who care more about profits than people.
• While William Dowling’s amateur college sports model reminds us that the real stakeholders in college athletics are not the athletic directors, TV networks, and coaches, but the students themselves, his plan does not seem feasible because it eliminates the reason many people care about student athletes in the first place: highly lucrative bowl games and March Madness.
• Although William Dowling’s amateur college sports model has student athletes’ best interests in mind, his proposal remains unfeasible because financial stakeholders in college athletics, like athletic directors, TV networks, and coaches, refuse to let go of their power.

When you look at the different versions of the thesis statements above, the general ideas remain the same, but you can imagine how they might unfold differently in a paper, and even  how those papers might be structured differently. Even after you have a good version of your thesis, consider how it might evolve by moving ideas around or changing emphasis as you outline and draft your paper.

More Resources 4.2: Thesis Statements

Looking for some additional help on thesis statements? Try these resources:

• How to Write a Thesis Statement
• Writing Effective Thesis Statements. 

Library Referral: Your Voice Matters!

(by Annie R. Armstrong)

If you’re embarking on your first major college research paper, you might be concerned about “getting it right.” How can you possibly jump into a conversation with the authors of books, articles, and more, who are seasoned experts in their topics and disciplines? The way they write might seem advanced, confusing, academic, irritating, and even alienating. Try not to get discouraged. There are techniques for working with scholarly sources to break them down and make them easier to work with (see How to Read a Scholarly Article ). A librarian can work with you to help you find a variety of source types that address your topic in a meaningful way, or that one specific source you may still be trying to track down.

Furthermore, scholarly experts are not the only voices welcome at the research table! This research paper and others to come are an invitation to you to join the conversation; your voice and lived experience give you one-of-a-kind expertise equipping you to make new inquiries and insights into your topic. Sure, you’ll need to wrestle how to interpret difficult academic texts and how to piece them together. That said, your voice is an integral and essential part of the puzzle. All of those scholarly experts started closer to where you are than you might think.

III. The Research Essay Across the Disciplines

Example 4.5: Academic and Professional Examples

These examples are meant to show you how this genre looks in other disciplines and professions. Make sure to follow the requirements for your own class or to seek out specific examples from your instructor in order to address the needs of your own assignment.

As you will see, different disciplines use language very differently, including citation practices, use of footnotes and endnotes, and in-text references. (Review Chapter 3 for citation practices as disciplinary conventions.) You may find some STEM research to be almost unreadable, unless you are already an expert in that field and have a highly developed knowledge of the key terms and ideas in that field. STEM fields often rely on highly technical language and assume a high level of knowledge in the field. Similarly, humanities research can be hard to navigate if you don’t have a significant background in the topic or material.

As we’ve discussed, highly specialized research assumes its readers are other highly specialized researchers. Unless you read something like The Journ al of American Medicine on a regular basis, you usually learn about scientific or medical breakthroughs when they are reported by another news outlet, where a reporter makes the highly technical language of a scientific discovery more accessible for non-specialists.

Even if you are not an expert in multiple disciplines of study, you will find that research essays contain a lot of similarities in their structure and organization. Most research essays have an abstract that summarizes the entire article at the beginning. Introductions provide the necessary setup for the article. Body sections can vary. Some essays include a literature review section that describes the state of research about the topic. Others might provide background or a brief history. Many essays in the sciences will have a methodology section that explains how the research was conducted, including details such as lab procedures, sample sizes, control populations, conditions, and survey questions. Others include long analyses of primary sources, sets of data, or archival documents. Most essays end with conclusions about what further research needs to be completed or what their research further implies.

As you examine some of the different examples, look at the variations in arguments and structures. Just as in reading research about your own topic, you don’t need to read each essay from start to finish. Browse through different sections and see the different uses of language and organization that are possible.

IV. Research Strategies: When is Enough?

At this point, you know a lot about your topic. You’ve done a lot of research to complete your first three writing projects, but when do you have enough sources and information to start writing? Really, it depends.

If you’re writing a dissertation, you may have spent months or years doing research and still feel like you need to do more or to wait a few months until that next new study is published. If you’re writing a research essay for a class, you probably have a schedule of due dates for drafts and workshops. Either way, it’s better to start drafting sooner rather than later. Part of doing research is trying on ideas and discovering things throughout the drafting process.

That’s why you’ve written the other projects along the way instead of just starting with a research essay. You’ve built a foundation of strong research to read about your topic in the annotated bibliography, planned your research in the proposal, and understood the conversations around your topic in the literature review. Now that you are working on your research essay, you are far enough along in the research process where you might need a few more sources, but you will most likely discover this as you are drafting your essay. In other words, get writing and trust that you’ll discover what you need along the way.

V. Reading Strategies: Forwarding and Countering

Using sources is necessary to a research essay, and it is essential to think about how you use them. At this point in your research, you have read, summarized, analyzed, and made connections across many sources. Think back to the literature review. In that genre, you used your sources to illustrate the major issues, topics, and/or concerns among your research. You used those sources to describe and make connections between them.

For your research essay, you are putting those sources to work in a different way: using them in service of supporting your own contribution to the conversation. According to Joseph Harris in his book Rewriting (2017), we read texts in order to respond to them: “drawing from, commenting on, adding to […] the works of others” (p. 2). The act of writing, according to Harris, takes place among the different texts we read and the ways we use them for our own projects. Whether a source provides factual information or complicated concepts, we use sources in different ways. Two key ways to do so for Harris are forwarding and countering .

Forwarding a text means taking the original concept or idea and applying it to a new context. Harris writes: “In forwarding a text you test the strength of its insights and the range and flexibility of its phrasings. You rewrite it through reusing some of its key concepts and phrasings” (pp. 38-39). This is common in a lot of research essays. In fact, Harris identifies different types of forwarding:

• Illustrating: using a source to explain a larger point
• Authorizing: appealing to another source for credibility
• Borrowing: taking a term or concept from one context or discipline and using it in a new one
• Extending: expanding upon a source or its implications

It’s not enough in a research essay to include just sources with which you agree. Countering a text means more than just disagreeing with it, but it allows you to do more with a text that might not initially support your argument. This can include for Harris:

• Arguing the other side: oftentimes called “including a naysayer” or addressing objections
• Uncovering values: examining assumptions within the text that might prove problematic or reveal interesting insights
• Dissenting: finding the problems in or the limits of an argument (p. 58)

While the categories above are merely suggestions, it is worth taking a moment to think a little more about sources with which you might disagree. The whole point of an argument is to offer a claim that needs to be proved and/or defended. Essential to this is addressing possible objections. What might be some of the doubts your reader may have? What questions might a reasonable person have about your argument? You will never convince every single person, but by addressing and acknowledging possible objections, you help build the credibility of your argument by showing how your own voice fits into the larger conversation—if other members of that conversation may disagree.

VI. Writing Strategies: Organizing and Outlining

At this point you likely have a draft of a thesis (or the beginnings of one) and a lot of research, notes, and three writing projects about your topic. How do you get from all of this material to a coherent research essay? The following section will offer a few different ideas about organizing your essay. Depending on your topic, discipline, or assignment, you might need to make some necessary adjustments along the way, depending on your audience. Consider these more as suggestions and prompts to help in the writing and drafting of your research essay.

Sometimes, we tend to turn our research essay into an enthusiastic book report: “Here are all the cool things I read about my topic this semester!” When you’ve spent a long time reading and thinking about a topic, you may feel compelled to include every piece of information you’ve found. This can quickly overwhelm your audience. Other times, we as writers may feel so overwhelmed with all of the things we want to say that we don’t know where to start.

Writers don’t all follow the same processes or strategies. What works for one person may not always work for another, and what worked in one writing situation (or class) may not be as successful in another. Regardless, it’s important to have a plan and to follow a few strategies to get writing. The suggestions below can help get you organized and writing quickly. If you’ve never tried some of these strategies before, it’s worth seeing how they will work for you.

Think in Sections, Not Paragraphs

For smaller papers, you might think about what you want to say in each of the five to seven paragraphs that paper might require. Sometimes writing instructors even tell students what each paragraph should include. For longer essays, it’s much easier to think about a research essay in sections, or as a few connected short papers. In a short essay, you might need a paragraph to provide background information about your topic, but in longer essays—like the ones you have read for your project—you will likely find that you need more than a single paragraph, sometimes a few pages.

You might think about the different types of sections you have encountered in the research you have already gathered. Those types of sections might include: introduction, background, the history of an issue, literature review, causes, effects, solutions, analysis, limits, etc. When you consider possible sections for your paper, ask yourself, “What is the purpose of this section?” Then you can start to think about the best way to organize that information into paragraphs for each section.

Build an Outline

After you have developed what you want to argue with your thesis (or at least a general sense of it), consider how you want to argue it. You know that you need to begin with an introduction (more on that momentarily). Then you’ll likely need a few sections that help lead your reader through your argument.

Your outline can start simple. In what order are you going to divide up your main points? You can slowly build a larger outline to include where you will discuss key sources, as well as what are the main claims or ideas you want to present in each section. It’s much easier to move ideas and sources around when you have a larger structure in place.

Example 4.6: A Sample Outline for a Research Paper

• College athletics is a central part of American culture
• Few of its viewers fully understand the extent to which players are mistreated
• Thesis: While William Dowling’s amateur col lege sports model does not seem feasible to implement in the twenty-first century, his proposal reminds us that the real stakeholders in college athletics are not the athletic directors, TV networks, and coaches, but the students themselves, who deserve th e chance to earn a quality education even more than the chance to play ball.
• While many student athletes are strong students, many D-1 sports programs focus more on elite sports recruits than academic achievement
• Quotes from coaches and athletic directors about revenue and building fan bases (ESPN)
• Lowered admissions standards and fake classes (Sperber)
• Scandals in academic dishonesty (Sperber and Dowling)
• Some elite D-1 athletes are left in a worse place than where they began
• Study about athletes who go pro (Knight Commission, Dowling, Cantral)
• Few studies on after-effects (Knight Commission)
• Dowling imagines an amateur sports program without recruitment, athletic scholarships, or TV contracts
• Without the presence of big money contracts and recruitment, athletics programs would have less temptation to cheat in regards to academic dishonesty
• Knight Commission Report
• Is there any incentive for large-scale reform?
• Is paying student athletes a real possibility?

Some writers don’t think in as linear a fashion as others, and starting with an outline might not be the first strategy to employ. Other writers rely on different organizational strategies, like mind mapping, word clouds, or a reverse outline.

More Resources 4.3: Organizing Strategies

At this point, it’s best to get some writing done, even if writing is just taking more notes and then organizing those notes. Here are a few more links to get your thoughts down in some fun and engaging ways:

• Concept Mapping
• The Mad Lib from Hell: Three Alternatives to Traditional Outlining
• Thinking Outside the Formal Outline
• Mind Mapping in Research
• Reverse Outlining

Start Drafting in the Middle

This may sound odd to some people, but it’s much easier to get started by drafting sections from the middle of your paper instead of starting with the introduction. Sections that provide background or more factual information tend to be more straightforward to write. Sections like these can even be written as you are still finalizing your argument and organizational structure.

If you’ve completed the three previous writing projects, you will likely also funnel some of your work from those projects into the final essay. Don’t just cut and paste entire chunks of those other assignments. That’s called self-plagiarism, and since those assignments serve different purposes in different genres, they won’t fit naturally into your research essay. You’ll want to think about how you are using the sources and ideas from those assignments to serve the needs of your argument. For example, you may have found an interesting source for your literature review paper, but that source may not help advance your final paper.

Draft your Introduction and Conclusion towards the End

Your introduction and conclusion are the bookends of your research essay. They prepare your reader for what’s to come and help your reader process what they have just read. The introduction leads your reader into your paper’s research, and the conclusion helps them look outward towards its implications and significance.

Many students think you should write your introduction at the beginning of the drafting stage because that is where the paper starts. This is not always the best idea. An introduction provides a lot of essential information, including the paper’s method, context, organization, and main argument. You might not have all of these details figured out when you first start drafting your paper. If you wait until much later in the drafting stage, the introduction will be much easier to write. In fact, most academic writers and researchers wait until the rest of their project—a paper, dissertation, or book—is completed before they write the introduction.

A good introduction does not need to be long. In fact, short introductions can impressively communicate a lot of information about a paper when the reader is most receptive to new information. You don’t need to have a long hook or anecdote to catch the reader’s attention, and in many disciplines, big, broad openings are discouraged. Instead, a good introduction to a research essay usually does the following:

• defines the scope of the paper
• indicates its method or approach
• gives some brief context (although more significant background may be saved for a separate section)
• offers a road map

If we think about research as an ongoing conversation, you don’t need to think of your conclusion as the end—or just a repetition of your argument. No matter the topic, you won’t have the final word, and you’re not going to tie up a complicated issue neatly with a bow. As you reach the end of your project, your conclusion can be a good place to reflect about how your research contributes to the larger conversations around your issue.

Think of your conclusion as a place to consider big questions. How does your project address some of the larger issues related to your topic? How might the conversation continue? How might it have changed? You might also address limits to existing research. What else might your readers want to find out? What do we need to research or explore in the future?

You need not answer every question. You’ve contributed to the conversation around your topic, and this is your opportunity to reflect a little about that. Still looking for some additional strategies for introductions and conclusions? Try this additional resource:

More Resources 4.4: Introductions and Conclusions

If you’re a bit stuck on introductions and conclusions, check out these helpful links:

• Introductions & Writing Effective Introductions
• Guide to Writing Introductions and Conclusions
• Conclusions & Writing Effective Conclusions

Putting It All Together

This chapter is meant to help you get all the pieces together. You have a strong foundation with your research and lots of strategies at your disposal. That doesn’t mean you might not still feel overwhelmed. Two useful strategies are making a schedule and writing out a checklist.

You likely have a due date for your final draft, and maybe some additional dates for submitting rough drafts or completing peer review workshops. Consider expanding this schedule for yourself. You might have specific days set aside for writing or for drafting a certain number of words or pages. You can also schedule times to visit office hours, the library, or the writing center (especially if your writing center takes appointments—they fill up quickly at the end of the semester!). The more you fill in specific dates and smaller goals, the more likely you will be to complete them. Even if you miss a day that you set aside to write four hundred words, it’s easier to make that up than saying you’ll write an entire draft over a weekend and not getting much done.

Another useful strategy is assembling a checklist, as you put together all the pieces from your research, citations, key quotes, data, and different sections. This allows you to track what you have done and what you still need to accomplish. You might review your assignment’s requirements and list them out so you know when you’ve hit the things like required sources or minimum length. It also helps remind you towards the end to review things like your works cited and any other key grammar and style issues you might want to revisit.

You’re much closer to completing everything than you think. You have all the research, you have all the pieces, and you have a good foundation. You’ve developed a level of understanding of the many sources you have gathered, along with the writing projects you have written. Time to put it all together and join the conversation.

Key Takeaways

• Your research essay adds to the conversation surrounding your topic.
• Begin drafting your essay and trust that your ideas will continue to develop and evolve.
• As you assemble your essay, rely on what works for you, whether that is outlining, mindmapping, checklists, or anything else.
• You have come far. The end is in sight.

Clemson Libaries. (2016). “Joining the (Scholarly) Conversation.”  YouTube . https://www.youtube.com/watch?v=79WmzNQvAZY

Fosslien, L. Remember how much progress you’ve made [Image].

Graff, G. & Birkenstein, C. (2017). They Say, I Say: The Moves that Matter in Academic Writing . W. W. Norton and Co.

Guptill, A. (2016). Constructing the Thesis and Argument—From the Ground Up : Writing in College . Open SUNY Textbooks.

Harris, Joseph. Rewriting: How to Do Things with Texts . Second Edition. Utah State University Press, 2017.

Writing for Inquiry and Research Copyright © 2023 by Jeffrey Kessler is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Guidelines for Writing your Research Application Essay

The following are guidelines for writing your  Research Scholarship  application essay. These ideas will help you to think about how to structure your essay and what to include in it. They are not meant to be step-by-step instructions, nor are they given in any particular order of importance. If there is anything unusual about your timeline, project, or circumstances, please talk about this as well. In addition to reviewing these tips, you may wish to attend an  information session  before writing your essay.

Write in your own voice

Write your essay in your own voice.

It is very important that reviewers get a sense of your passion and understanding for your project. Do not cut and paste from papers or other proposals – it will be obvious to reviewers if you do and it will not convey your own understanding of your research. Write clearly and in your own voice describing your project and its relationship to research in your field of study.

Balance your essay

Be sure to talk about the project itself as well as the educational benefits of the research. As you are writing the personal side of the essay it may help in your draft to tell the story of your motivations for getting involved. But in your final essay, pull out only those points that are relevant to your current experience.

Show your enthusiasm and commitment to the work

Your essay should convey an interest and commitment to the research. Awards cover either a six or nine month period – be sure that your essay provides evidence that you will stick with the project for that period of time, and that the project has enough depth to keep you engaged during that period. Reviewers will find your interest or passion in the research compelling, so find a way to convey that in your essay.

For previous applicants/recipients

Acknowledge your prior application/award and cite the major learning goals you will set for yourself with this new application. Reviewers will want to know what you have already accomplished, as well as your plans for the new award period.

Be clear about your role in research

Be specific about your role in your proposed research project.

It is important that reviewers learn how you are contributing to the research, particularly if you have a role in a larger, ongoing project.

Describe how your faculty mentor guides/supports your role in the research process

If your research is of your own design, be sure to include how your faculty mentor helps you to make progress in your work. How does your mentor guide you so that you gain the perspective of the larger project as you contribute your work to it?

Describe the impact of your research

Describe how your research fits into a bigger picture.

Include enough detail to convey your knowledge of the topic and so that reviewers can imagine what you are doing. Reviewers will be from a variety of fields, so it is best to address your essay to an intelligent non-expert. Define field-specific terminology and be sure to give the big picture of your research area. It will also be important to include enough detail that someone in your discipline will have confidence that you understand the field in which you are working well enough to be able to contribute to the project in a meaningful way.

Describe what challenges you currently face, and how this award will help you take the next steps in your education

Be sure to describe your role in the research, and how it may have changed since your prior award. What new challenges do you need to overcome to take your work to a higher level? Will you be taking on additional responsibilities? If you are starting a whole new project and/or working with a new mentor, you may want to address the reason for the change, how the new experience will provide new opportunity for learning, and how your new mentor will contribute to that learning.

Talk about the impact of the research experience on your education

One of the goals of the Mary Gates Endowment is to invest in scholarships that help students to achieve their educational goals. Your essay should describe how the research will help you to further your own goals, and how it may help you address any difficulties you face in achieving those goals.

Follow the provided instructions on formatting, citations, etc.

Adhere to general formatting guidelines provided for the application.

Essays should be a maximum of four pages . Do not exceed the maximum page count or your application may not be considered.  Essays should be double-spaced, in 12-point font or equivalent size with standard margins. You may include one additional page for references, images, or figures, if applicable; this one additional page of supplementary material is not included in the page limit.

Properly cite the figures, graphs, and/or images that you refer to in your essay

If you refer to a figure, graph or image in your essay that is not your own, be sure to credit the source. Essays with figures, graphs or images lacking proper citations will be marked down by reviewers. Information on proper citation format can be found at:

• UW Libraries Citations Guide
• Odegaard Writing Research Center Resources

Please refrain from citing excessive sources not relevant to your project.

Ask for critical feedback before submitting your application

Ask your faculty research mentor and someone who is not involved with the research to review your essay.

Your mentor will provide you with the best feedback on your essay’s representation of the research you are doing and how it fits into a larger framework. Someone else – a peer, another instructor, or adviser – will be able to tell you if your essay is clear to an intelligent non-expert, and if you have conveyed a sense of enthusiasm and commitment for the work you describe. Be sure to leave yourself enough time to get feedback from these key people before submitting your application.

Schedule an advising appointment with us

If you would like to discuss your application/proposed research project with a Mary Gates team member before submitting, we highly encourage you to schedule an advising appointment with us. For first-time applicants, we recommend that you schedule a ‘First-time Applicant Advising Appointment” or a “General Advising Appointment’. For returning applicants/awardees, you are able to discuss your past applications with an MGE team member by scheduling a ‘Feedback Appointment’ with us.

Attend an application workshop

During each application cycle, we host application workshops that applicants are encouraged to attend. These workshops will give applicants more in-depth advice on how to structure their application essay and what to include. Applicants are asked to bring a draft of their application to the workshop as well, as there is allotted time for peer reviews and for applicants to ask specific questions pertaining to their project/application. RSVP here for our application workshops !

Information for previous applicants

We expect that previous awardees have a deeper than average understanding of their research, are working at a high level, and can clearly articulate previous accomplishments as well as opportunities for new learning and achievements during a second award period.  We also expect a strong connection between the research and a student’s longer-term goals.

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My Research Eperience

Just another weblog, my research experience.

One of the most important thing I thought about when writing my paper was to pick a topic that I liked and would enjoy writing about and it happened to be one of the most useful device I have; my iPhone. The next thing I did was re-read the instruction given for the paper so I can come up with a strategy on exactly how to approach my research.

I begin my search by searching information I have some knowledge of then as I come up on new information, I expand my search. I write down key information I find. I make notes in a manner that can prevent plagiarism and make note of my references. When I gather all the information that I want to use, I chose start writing my thesis, highlighting what I want to talk about on my paper. Once I got the thesis done, I start writing my rough draft, occasionally going back and conducting more research to support my arguments. One I read my rough draft and make my adjustments, I write my paper.

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How the brain chooses which memories are important enough to save and which to let fade away

Memory can be mysterious. Certain life events remain clear in our minds no matter how long ago they occurred, while episodes from the prior day may already be fuzzy and difficult to recall.

A study, published Thursday in Science, reveals why this happens. Scientists have found that the brains of humans and other mammals have a system for choosing which life experiences are important enough to be cemented into long-term memory — and which will be allowed to fade away.

Experiments in mice revealed that during waking hours, cells in the brain’s hippocampus spark in a specific pattern called "sharp-wave ripples," which tag important experiences for movement into long-term memory storage during sleep. 

Although the research was performed in mice, certain brain processes have remained almost the same as mammals have evolved, so the findings can tell us a lot about ourselves, said the study’s senior author, Dr. György Buzsáki , Biggs Professor of Neuroscience at NYU Langone Health.

As part of the research, Buzsáki and his colleagues put mice through a maze that had a sugary reward at the end for those that successfully reached it. Meanwhile, the researchers were monitoring the activity of nerve cells through electrodes implanted in the rodent brains that fed data into computer programs.  

They observed that as the mice paused to eat their treats, their brains sparked sharp-wave ripples that were repeated as many as 20 times. The daytime pattern of sharp-wave ripples was replayed during the night, a process that moved the experience into long-term memory.

It's during sleep when experiences from waking hours deemed to be important are converted into enduring memories. 

Events that were followed by very few or no sharp-wave ripples failed to form lasting memories, the researchers noted.

This tagging process during waking hours is totally unconscious, Buzsáki said. “The brain decides on its own, rather than us deciding voluntarily,” he added. 

Relaxation needed for long-term memory

Still, the research suggests there are things we can do to increase the likelihood of a memory being stored permanently.

If, like the mice, we pause after an experience, it may help cement the events into long-term memory, Buzsáki said. We need that period of relaxation , when we’re not paying close attention to anything, to allow sharp-wave ripples to spark. That wakeful process is an essential part of creating a permanent memory .

Practically speaking, this means if you like to binge TV series, you’re not likely to remember much of any episode except the last one you watched, Buzsáki said.

“If you watch a movie and would like to remember it, it’s better to go for a walk afterwards,” Buzsáki said. “No double features.”

An intriguing finding of the new research is the discovery that there could be bursts of activity — the sharp-wave ripples — when the mouse is standing still and its brain is essentially idling, said Daniela Schiller, a professor of neuroscience and psychiatry at the Icahn School of Medicine at Mount Sinai.

What’s amazing, Schiller said, is the pattern recorded close to the event was the same as what was seen during sleep. And both patterns mimicked the mouse’s real-life experience.

The study showed that events followed by a pause and electrical bursts in the brain are the ones that we will find in long-term memory, said Daphna Shohamy, director of Columbia University’s Zuckerman Institute. If you observe animals, you can see them pausing during the day after a novel or rewarding experience, she said.

“We did a study a few years ago in which we had humans navigate a maze with random objects along the way, looking for a treasure,” Shohamy said. “If they got the treasure, they were more likely to remember the random object they passed along the way.”

Linda Carroll is a regular health contributor to NBC News. She is coauthor of "The Concussion Crisis: Anatomy of a Silent Epidemic" and "Out of the Clouds: The Unlikely Horseman and the Unwanted Colt Who Conquered the Sport of Kings."