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Research Paper Introduction – Writing Guide and Examples

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Research Paper Introduction

Research paper introduction is the first section of a research paper that provides an overview of the study, its purpose, and the research question (s) or hypothesis (es) being investigated. It typically includes background information about the topic, a review of previous research in the field, and a statement of the research objectives. The introduction is intended to provide the reader with a clear understanding of the research problem, why it is important, and how the study will contribute to existing knowledge in the field. It also sets the tone for the rest of the paper and helps to establish the author’s credibility and expertise on the subject.

How to Write Research Paper Introduction

Writing an introduction for a research paper can be challenging because it sets the tone for the entire paper. Here are some steps to follow to help you write an effective research paper introduction:

• Start with a hook : Begin your introduction with an attention-grabbing statement, a question, or a surprising fact that will make the reader interested in reading further.
• Provide background information: After the hook, provide background information on the topic. This information should give the reader a general idea of what the topic is about and why it is important.
• State the research problem: Clearly state the research problem or question that the paper addresses. This should be done in a concise and straightforward manner.
• State the research objectives: After stating the research problem, clearly state the research objectives. This will give the reader an idea of what the paper aims to achieve.
• Provide a brief overview of the paper: At the end of the introduction, provide a brief overview of the paper. This should include a summary of the main points that will be discussed in the paper.
• Revise and refine: Finally, revise and refine your introduction to ensure that it is clear, concise, and engaging.

Structure of Research Paper Introduction

The following is a typical structure for a research paper introduction:

• Background Information: This section provides an overview of the topic of the research paper, including relevant background information and any previous research that has been done on the topic. It helps to give the reader a sense of the context for the study.
• Problem Statement: This section identifies the specific problem or issue that the research paper is addressing. It should be clear and concise, and it should articulate the gap in knowledge that the study aims to fill.
• Research Question/Hypothesis : This section states the research question or hypothesis that the study aims to answer. It should be specific and focused, and it should clearly connect to the problem statement.
• Significance of the Study: This section explains why the research is important and what the potential implications of the study are. It should highlight the contribution that the research makes to the field.
• Methodology: This section describes the research methods that were used to conduct the study. It should be detailed enough to allow the reader to understand how the study was conducted and to evaluate the validity of the results.
• Organization of the Paper : This section provides a brief overview of the structure of the research paper. It should give the reader a sense of what to expect in each section of the paper.

Research Paper Introduction Examples

Research Paper Introduction Examples could be:

Example 1: In recent years, the use of artificial intelligence (AI) has become increasingly prevalent in various industries, including healthcare. AI algorithms are being developed to assist with medical diagnoses, treatment recommendations, and patient monitoring. However, as the use of AI in healthcare grows, ethical concerns regarding privacy, bias, and accountability have emerged. This paper aims to explore the ethical implications of AI in healthcare and propose recommendations for addressing these concerns.

Example 2: Climate change is one of the most pressing issues facing our planet today. The increasing concentration of greenhouse gases in the atmosphere has resulted in rising temperatures, changing weather patterns, and other environmental impacts. In this paper, we will review the scientific evidence on climate change, discuss the potential consequences of inaction, and propose solutions for mitigating its effects.

Example 3: The rise of social media has transformed the way we communicate and interact with each other. While social media platforms offer many benefits, including increased connectivity and access to information, they also present numerous challenges. In this paper, we will examine the impact of social media on mental health, privacy, and democracy, and propose solutions for addressing these issues.

Example 4: The use of renewable energy sources has become increasingly important in the face of climate change and environmental degradation. While renewable energy technologies offer many benefits, including reduced greenhouse gas emissions and energy independence, they also present numerous challenges. In this paper, we will assess the current state of renewable energy technology, discuss the economic and political barriers to its adoption, and propose solutions for promoting the widespread use of renewable energy.

Purpose of Research Paper Introduction

The introduction section of a research paper serves several important purposes, including:

• Providing context: The introduction should give readers a general understanding of the topic, including its background, significance, and relevance to the field.
• Presenting the research question or problem: The introduction should clearly state the research question or problem that the paper aims to address. This helps readers understand the purpose of the study and what the author hopes to accomplish.
• Reviewing the literature: The introduction should summarize the current state of knowledge on the topic, highlighting the gaps and limitations in existing research. This shows readers why the study is important and necessary.
• Outlining the scope and objectives of the study: The introduction should describe the scope and objectives of the study, including what aspects of the topic will be covered, what data will be collected, and what methods will be used.
• Previewing the main findings and conclusions : The introduction should provide a brief overview of the main findings and conclusions that the study will present. This helps readers anticipate what they can expect to learn from the paper.

When to Write Research Paper Introduction

The introduction of a research paper is typically written after the research has been conducted and the data has been analyzed. This is because the introduction should provide an overview of the research problem, the purpose of the study, and the research questions or hypotheses that will be investigated.

Once you have a clear understanding of the research problem and the questions that you want to explore, you can begin to write the introduction. It’s important to keep in mind that the introduction should be written in a way that engages the reader and provides a clear rationale for the study. It should also provide context for the research by reviewing relevant literature and explaining how the study fits into the larger field of research.

Advantages of Research Paper Introduction

The introduction of a research paper has several advantages, including:

• Establishing the purpose of the research: The introduction provides an overview of the research problem, question, or hypothesis, and the objectives of the study. This helps to clarify the purpose of the research and provide a roadmap for the reader to follow.
• Providing background information: The introduction also provides background information on the topic, including a review of relevant literature and research. This helps the reader understand the context of the study and how it fits into the broader field of research.
• Demonstrating the significance of the research: The introduction also explains why the research is important and relevant. This helps the reader understand the value of the study and why it is worth reading.
• Setting expectations: The introduction sets the tone for the rest of the paper and prepares the reader for what is to come. This helps the reader understand what to expect and how to approach the paper.
• Grabbing the reader’s attention: A well-written introduction can grab the reader’s attention and make them interested in reading further. This is important because it can help to keep the reader engaged and motivated to read the rest of the paper.
• Creating a strong first impression: The introduction is the first part of the research paper that the reader will see, and it can create a strong first impression. A well-written introduction can make the reader more likely to take the research seriously and view it as credible.
• Establishing the author’s credibility: The introduction can also establish the author’s credibility as a researcher. By providing a clear and thorough overview of the research problem and relevant literature, the author can demonstrate their expertise and knowledge in the field.
• Providing a structure for the paper: The introduction can also provide a structure for the rest of the paper. By outlining the main sections and sub-sections of the paper, the introduction can help the reader navigate the paper and find the information they are looking for.

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How to Write an Introduction for a Research Paper

Table of Contents

Writing an introduction for a research paper is a critical element of your paper, but it can seem challenging to encapsulate enormous amount of information into a concise form. The introduction of your research paper sets the tone for your research and provides the context for your study. In this article, we will guide you through the process of writing an effective introduction that grabs the reader's attention and captures the essence of your research paper.

Understanding the Purpose of a Research Paper Introduction

The introduction acts as a road map for your research paper, guiding the reader through the main ideas and arguments. The purpose of the introduction is to present your research topic to the readers and provide a rationale for why your study is relevant. It helps the reader locate your research and its relevance in the broader field of related scientific explorations. Additionally, the introduction should inform the reader about the objectives and scope of your study, giving them an overview of what to expect in the paper. By including a comprehensive introduction, you establish your credibility as an author and convince the reader that your research is worth their time and attention.

Key Elements to Include in Your Introduction

When writing your research paper introduction, there are several key elements you should include to ensure it is comprehensive and informative.

• A hook or attention-grabbing statement to capture the reader's interest.  It can be a thought-provoking question, a surprising statistic, or a compelling anecdote that relates to your research topic.
• A brief overview of the research topic and its significance. By highlighting the gap in existing knowledge or the problem your research aims to address, you create a compelling case for the relevance of your study.
• A clear research question or problem statement. This serves as the foundation of your research and guides the reader in understanding the unique focus of your study. It should be concise, specific, and clearly articulated.
• An outline of the paper's structure and main arguments, to help the readers navigate through the paper with ease.

Preparing to Write Your Introduction

Before diving into writing your introduction, it is essential to prepare adequately. This involves 3 important steps:

• Conducting Preliminary Research: Immerse yourself in the existing literature to develop a clear research question and position your study within the academic discourse.
• Identifying Your Thesis Statement: Define a specific, focused, and debatable thesis statement, serving as a roadmap for your paper.
• Considering Broader Context: Reflect on the significance of your research within your field, understanding its potential impact and contribution.

By engaging in these preparatory steps, you can ensure that your introduction is well-informed, focused, and sets the stage for a compelling research paper.

Structuring Your Introduction

Now that you have prepared yourself to tackle the introduction, it's time to structure it effectively. A well-structured introduction will engage the reader from the beginning and provide a logical flow to your research paper.

Starting with a Hook

Begin your introduction with an attention-grabbing hook that captivates the reader's interest. This hook serves as a way to make your introduction more engaging and compelling. For example, if you are writing a research paper on the impact of climate change on biodiversity, you could start your introduction with a statistic about the number of species that have gone extinct due to climate change. This will immediately grab the reader's attention and make them realize the urgency and importance of the topic.

Introducing Your Topic

Provide a brief overview, which should give the reader a general understanding of the subject matter and its significance. Explain the importance of the topic and its relevance to the field. This will help the reader understand why your research is significant and why they should continue reading. Continuing with the example of climate change and biodiversity, you could explain how climate change is one of the greatest threats to global biodiversity, how it affects ecosystems, and the potential consequences for both wildlife and human populations. By providing this context, you are setting the stage for the rest of your research paper and helping the reader understand the importance of your study.

Presenting Your Thesis Statement

The thesis statement should directly address your research question and provide a preview of the main arguments or findings discussed in your paper. Make sure your thesis statement is clear, concise, and well-supported by the evidence you will present in your research paper. By presenting a strong and focused thesis statement, you are providing the reader with the information they could anticipate in your research paper. This will help them understand the purpose and scope of your study and will make them more inclined to continue reading.

Writing Techniques for an Effective Introduction

When crafting an introduction, it is crucial to pay attention to the finer details that can elevate your writing to the next level. By utilizing specific writing techniques, you can captivate your readers and draw them into your research journey.

Using Clear and Concise Language

One of the most important writing techniques to employ in your introduction is the use of clear and concise language. By choosing your words carefully, you can effectively convey your ideas to the reader. It is essential to avoid using jargon or complex terminology that may confuse or alienate your audience. Instead, focus on communicating your research in a straightforward manner to ensure that your introduction is accessible to both experts in your field and those who may be new to the topic. This approach allows you to engage a broader audience and make your research more inclusive.

Establishing the Relevance of Your Research

One way to establish the relevance of your research is by highlighting how it fills a gap in the existing literature. Explain how your study addresses a significant research question that has not been adequately explored. By doing this, you demonstrate that your research is not only unique but also contributes to the broader knowledge in your field. Furthermore, it is important to emphasize the potential impact of your research. Whether it is advancing scientific understanding, informing policy decisions, or improving practical applications, make it clear to the reader how your study can make a difference.

By employing these two writing techniques in your introduction, you can effectively engage your readers. Take your time to craft an introduction that is both informative and captivating, leaving your readers eager to delve deeper into your research.

Revising and Polishing Your Introduction

Once you have written your introduction, it is crucial to revise and polish it to ensure that it effectively sets the stage for your research paper.

Self-Editing Techniques

Review your introduction for clarity, coherence, and logical flow. Ensure each paragraph introduces a new idea or argument with smooth transitions.

Check for grammatical errors, spelling mistakes, and awkward sentence structures.

Ensure that your introduction aligns with the overall tone and style of your research paper.

Seeking Feedback for Improvement

Consider seeking feedback from peers, colleagues, or your instructor. They can provide valuable insights and suggestions for improving your introduction. Be open to constructive criticism and use it to refine your introduction and make it more compelling for the reader.

Writing an introduction for a research paper requires careful thought and planning. By understanding the purpose of the introduction, preparing adequately, structuring effectively, and employing writing techniques, you can create an engaging and informative introduction for your research. Remember to revise and polish your introduction to ensure that it accurately represents the main ideas and arguments in your research paper. With a well-crafted introduction, you will capture the reader's attention and keep them inclined to your paper.

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How to write an effective introduction for your research paper

Last updated

20 January 2024

Reviewed by

However, the introduction is a vital element of your research paper. It helps the reader decide whether your paper is worth their time. As such, it's worth taking your time to get it right.

In this article, we'll tell you everything you need to know about writing an effective introduction for your research paper.

• The importance of an introduction in research papers

The primary purpose of an introduction is to provide an overview of your paper. This lets readers gauge whether they want to continue reading or not. The introduction should provide a meaningful roadmap of your research to help them make this decision. It should let readers know whether the information they're interested in is likely to be found in the pages that follow.

Aside from providing readers with information about the content of your paper, the introduction also sets the tone. It shows readers the style of language they can expect, which can further help them to decide how far to read.

When you take into account both of these roles that an introduction plays, it becomes clear that crafting an engaging introduction is the best way to get your paper read more widely. First impressions count, and the introduction provides that impression to readers.

• The optimum length for a research paper introduction

While there's no magic formula to determine exactly how long a research paper introduction should be, there are a few guidelines. Some variables that impact the ideal introduction length include:

Field of study

Complexity of the topic

Specific requirements of the course or publication

A commonly recommended length of a research paper introduction is around 10% of the total paper’s length. So, a ten-page paper has a one-page introduction. If the topic is complex, it may require more background to craft a compelling intro. Humanities papers tend to have longer introductions than those of the hard sciences.

The best way to craft an introduction of the right length is to focus on clarity and conciseness. Tell the reader only what is necessary to set up your research. An introduction edited down with this goal in mind should end up at an acceptable length.

• Evaluating successful research paper introductions

A good way to gauge how to create a great introduction is by looking at examples from across your field. The most influential and well-regarded papers should provide some insights into what makes a good introduction.

Dissecting examples: what works and why

We can make some general assumptions by looking at common elements of a good introduction, regardless of the field of research.

A common structure is to start with a broad context, and then narrow that down to specific research questions or hypotheses. This creates a funnel that establishes the scope and relevance.

The most effective introductions are careful about the assumptions they make regarding reader knowledge. By clearly defining key terms and concepts instead of assuming the reader is familiar with them, these introductions set a more solid foundation for understanding.

To pull in the reader and make that all-important good first impression, excellent research paper introductions will often incorporate a compelling narrative or some striking fact that grabs the reader's attention.

Finally, good introductions provide clear citations from past research to back up the claims they're making. In the case of argumentative papers or essays (those that take a stance on a topic or issue), a strong thesis statement compels the reader to continue reading.

Common pitfalls to avoid in research paper introductions

You can also learn what not to do by looking at other research papers. Many authors have made mistakes you can learn from.

We've talked about the need to be clear and concise. Many introductions fail at this; they're verbose, vague, or otherwise fail to convey the research problem or hypothesis efficiently. This often comes in the form of an overemphasis on background information, which obscures the main research focus.

Ensure your introduction provides the proper emphasis and excitement around your research and its significance. Otherwise, fewer people will want to read more about it.

• Crafting a compelling introduction for a research paper

Let’s take a look at the steps required to craft an introduction that pulls readers in and compels them to learn more about your research.

Step 1: Capturing interest and setting the scene

To capture the reader's interest immediately, begin your introduction with a compelling question, a surprising fact, a provocative quote, or some other mechanism that will hook readers and pull them further into the paper.

As they continue reading, the introduction should contextualize your research within the current field, showing readers its relevance and importance. Clarify any essential terms that will help them better understand what you're saying. This keeps the fundamentals of your research accessible to all readers from all backgrounds.

Step 2: Building a solid foundation with background information

Including background information in your introduction serves two major purposes:

It helps to clarify the topic for the reader

It establishes the depth of your research

The approach you take when conveying this information depends on the type of paper.

For argumentative papers, you'll want to develop engaging background narratives. These should provide context for the argument you'll be presenting.

For empirical papers, highlighting past research is the key. Often, there will be some questions that weren't answered in those past papers. If your paper is focused on those areas, those papers make ideal candidates for you to discuss and critique in your introduction.

Step 3: Pinpointing the research challenge

To capture the attention of the reader, you need to explain what research challenges you'll be discussing.

For argumentative papers, this involves articulating why the argument you'll be making is important. What is its relevance to current discussions or problems? What is the potential impact of people accepting or rejecting your argument?

For empirical papers, explain how your research is addressing a gap in existing knowledge. What new insights or contributions will your research bring to your field?

Step 4: Clarifying your research aims and objectives

We mentioned earlier that the introduction to a research paper can serve as a roadmap for what's within. We've also frequently discussed the need for clarity. This step addresses both of these.

When writing an argumentative paper, craft a thesis statement with impact. Clearly articulate what your position is and the main points you intend to present. This will map out for the reader exactly what they'll get from reading the rest.

For empirical papers, focus on formulating precise research questions and hypotheses. Directly link them to the gaps or issues you've identified in existing research to show the reader the precise direction your research paper will take.

Step 5: Sketching the blueprint of your study

Continue building a roadmap for your readers by designing a structured outline for the paper. Guide the reader through your research journey, explaining what the different sections will contain and their relationship to one another.

This outline should flow seamlessly as you move from section to section. Creating this outline early can also help guide the creation of the paper itself, resulting in a final product that's better organized. In doing so, you'll craft a paper where each section flows intuitively from the next.

Step 6: Integrating your research question

To avoid letting your research question get lost in background information or clarifications, craft your introduction in such a way that the research question resonates throughout. The research question should clearly address a gap in existing knowledge or offer a new perspective on an existing problem.

Tell users your research question explicitly but also remember to frequently come back to it. When providing context or clarification, point out how it relates to the research question. This keeps your focus where it needs to be and prevents the topic of the paper from becoming under-emphasized.

Step 7: Establishing the scope and limitations

So far, we've talked mostly about what's in the paper and how to convey that information to readers. The opposite is also important. Information that's outside the scope of your paper should be made clear to the reader in the introduction so their expectations for what is to follow are set appropriately.

Similarly, be honest and upfront about the limitations of the study. Any constraints in methodology, data, or how far your findings can be generalized should be fully communicated in the introduction.

Step 8: Concluding the introduction with a promise

The final few lines of the introduction are your last chance to convince people to continue reading the rest of the paper. Here is where you should make it very clear what benefit they'll get from doing so. What topics will be covered? What questions will be answered? Make it clear what they will get for continuing.

By providing a quick recap of the key points contained in the introduction in its final lines and properly setting the stage for what follows in the rest of the paper, you refocus the reader's attention on the topic of your research and guide them to read more.

• Research paper introduction best practices

Following the steps above will give you a compelling introduction that hits on all the key points an introduction should have. Some more tips and tricks can make an introduction even more polished.

As you follow the steps above, keep the following tips in mind.

Set the right tone and style

Like every piece of writing, a research paper should be written for the audience. That is to say, it should match the tone and style that your academic discipline and target audience expect. This is typically a formal and academic tone, though the degree of formality varies by field.

Kno w the audience

The perfect introduction balances clarity with conciseness. The amount of clarification required for a given topic depends greatly on the target audience. Knowing who will be reading your paper will guide you in determining how much background information is required.

Adopt the CARS (create a research space) model

The CARS model is a helpful tool for structuring introductions. This structure has three parts. The beginning of the introduction establishes the general research area. Next, relevant literature is reviewed and critiqued. The final section outlines the purpose of your study as it relates to the previous parts.

Master the art of funneling

The CARS method is one example of a well-funneled introduction. These start broadly and then slowly narrow down to your specific research problem. It provides a nice narrative flow that provides the right information at the right time. If you stray from the CARS model, try to retain this same type of funneling.

Incorporate narrative element

People read research papers largely to be informed. But to inform the reader, you have to hold their attention. A narrative style, particularly in the introduction, is a great way to do that. This can be a compelling story, an intriguing question, or a description of a real-world problem.

Write the introduction last

By writing the introduction after the rest of the paper, you'll have a better idea of what your research entails and how the paper is structured. This prevents the common problem of writing something in the introduction and then forgetting to include it in the paper. It also means anything particularly exciting in the paper isn’t neglected in the intro.

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The introduction leads the reader from a general subject area to a particular topic of inquiry. It establishes the scope, context, and significance of the research being conducted by summarizing current understanding and background information about the topic, stating the purpose of the work in the form of the research problem supported by a hypothesis or a set of questions, explaining briefly the methodological approach used to examine the research problem, highlighting the potential outcomes your study can reveal, and outlining the remaining structure and organization of the paper.

Key Elements of the Research Proposal. Prepared under the direction of the Superintendent and by the 2010 Curriculum Design and Writing Team. Baltimore County Public Schools.

Importance of a Good Introduction

Think of the introduction as a mental road map that must answer for the reader these four questions:

• What was I studying?
• Why was this topic important to investigate?
• What did we know about this topic before I did this study?
• How will this study advance new knowledge or new ways of understanding?

According to Reyes, there are three overarching goals of a good introduction: 1) ensure that you summarize prior studies about the topic in a manner that lays a foundation for understanding the research problem; 2) explain how your study specifically addresses gaps in the literature, insufficient consideration of the topic, or other deficiency in the literature; and, 3) note the broader theoretical, empirical, and/or policy contributions and implications of your research.

A well-written introduction is important because, quite simply, you never get a second chance to make a good first impression. The opening paragraphs of your paper will provide your readers with their initial impressions about the logic of your argument, your writing style, the overall quality of your research, and, ultimately, the validity of your findings and conclusions. A vague, disorganized, or error-filled introduction will create a negative impression, whereas, a concise, engaging, and well-written introduction will lead your readers to think highly of your analytical skills, your writing style, and your research approach. All introductions should conclude with a brief paragraph that describes the organization of the rest of the paper.

Hirano, Eliana. “Research Article Introductions in English for Specific Purposes: A Comparison between Brazilian, Portuguese, and English.” English for Specific Purposes 28 (October 2009): 240-250; Samraj, B. “Introductions in Research Articles: Variations Across Disciplines.” English for Specific Purposes 21 (2002): 1–17; Introductions. The Writing Center. University of North Carolina; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide. Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70; Reyes, Victoria. Demystifying the Journal Article. Inside Higher Education.

Structure and Writing Style

I.  Structure and Approach

The introduction is the broad beginning of the paper that answers three important questions for the reader:

• What is this?
• Why should I read it?
• What do you want me to think about / consider doing / react to?

Think of the structure of the introduction as an inverted triangle of information that lays a foundation for understanding the research problem. Organize the information so as to present the more general aspects of the topic early in the introduction, then narrow your analysis to more specific topical information that provides context, finally arriving at your research problem and the rationale for studying it [often written as a series of key questions to be addressed or framed as a hypothesis or set of assumptions to be tested] and, whenever possible, a description of the potential outcomes your study can reveal.

These are general phases associated with writing an introduction: 1.  Establish an area to research by:

• Highlighting the importance of the topic, and/or
• Making general statements about the topic, and/or
• Presenting an overview on current research on the subject.

2.  Identify a research niche by:

• Opposing an existing assumption, and/or
• Revealing a gap in existing research, and/or
• Formulating a research question or problem, and/or
• Continuing a disciplinary tradition.

3.  Place your research within the research niche by:

• Stating the intent of your study,
• Outlining the key characteristics of your study,
• Describing important results, and
• Giving a brief overview of the structure of the paper.

NOTE:   It is often useful to review the introduction late in the writing process. This is appropriate because outcomes are unknown until you've completed the study. After you complete writing the body of the paper, go back and review introductory descriptions of the structure of the paper, the method of data gathering, the reporting and analysis of results, and the conclusion. Reviewing and, if necessary, rewriting the introduction ensures that it correctly matches the overall structure of your final paper.

II.  Delimitations of the Study

Delimitations refer to those characteristics that limit the scope and define the conceptual boundaries of your research . This is determined by the conscious exclusionary and inclusionary decisions you make about how to investigate the research problem. In other words, not only should you tell the reader what it is you are studying and why, but you must also acknowledge why you rejected alternative approaches that could have been used to examine the topic.

Obviously, the first limiting step was the choice of research problem itself. However, implicit are other, related problems that could have been chosen but were rejected. These should be noted in the conclusion of your introduction. For example, a delimitating statement could read, "Although many factors can be understood to impact the likelihood young people will vote, this study will focus on socioeconomic factors related to the need to work full-time while in school." The point is not to document every possible delimiting factor, but to highlight why previously researched issues related to the topic were not addressed.

Examples of delimitating choices would be:

• The key aims and objectives of your study,
• The research questions that you address,
• The variables of interest [i.e., the various factors and features of the phenomenon being studied],
• The method(s) of investigation,
• The time period your study covers, and
• Any relevant alternative theoretical frameworks that could have been adopted.

Review each of these decisions. Not only do you clearly establish what you intend to accomplish in your research, but you should also include a declaration of what the study does not intend to cover. In the latter case, your exclusionary decisions should be based upon criteria understood as, "not interesting"; "not directly relevant"; “too problematic because..."; "not feasible," and the like. Make this reasoning explicit!

NOTE:   Delimitations refer to the initial choices made about the broader, overall design of your study and should not be confused with documenting the limitations of your study discovered after the research has been completed.

ANOTHER NOTE : Do not view delimitating statements as admitting to an inherent failing or shortcoming in your research. They are an accepted element of academic writing intended to keep the reader focused on the research problem by explicitly defining the conceptual boundaries and scope of your study. It addresses any critical questions in the reader's mind of, "Why the hell didn't the author examine this?"

III.  The Narrative Flow

Issues to keep in mind that will help the narrative flow in your introduction :

• Your introduction should clearly identify the subject area of interest . A simple strategy to follow is to use key words from your title in the first few sentences of the introduction. This will help focus the introduction on the topic at the appropriate level and ensures that you get to the subject matter quickly without losing focus, or discussing information that is too general.
• Establish context by providing a brief and balanced review of the pertinent published literature that is available on the subject. The key is to summarize for the reader what is known about the specific research problem before you did your analysis. This part of your introduction should not represent a comprehensive literature review--that comes next. It consists of a general review of the important, foundational research literature [with citations] that establishes a foundation for understanding key elements of the research problem. See the drop-down menu under this tab for " Background Information " regarding types of contexts.
• Clearly state the hypothesis that you investigated . When you are first learning to write in this format it is okay, and actually preferable, to use a past statement like, "The purpose of this study was to...." or "We investigated three possible mechanisms to explain the...."
• Why did you choose this kind of research study or design? Provide a clear statement of the rationale for your approach to the problem studied. This will usually follow your statement of purpose in the last paragraph of the introduction.

IV.  Engaging the Reader

A research problem in the social sciences can come across as dry and uninteresting to anyone unfamiliar with the topic . Therefore, one of the goals of your introduction is to make readers want to read your paper. Here are several strategies you can use to grab the reader's attention:

• Open with a compelling story . Almost all research problems in the social sciences, no matter how obscure or esoteric , are really about the lives of people. Telling a story that humanizes an issue can help illuminate the significance of the problem and help the reader empathize with those affected by the condition being studied.
• Include a strong quotation or a vivid, perhaps unexpected, anecdote . During your review of the literature, make note of any quotes or anecdotes that grab your attention because they can used in your introduction to highlight the research problem in a captivating way.
• Pose a provocative or thought-provoking question . Your research problem should be framed by a set of questions to be addressed or hypotheses to be tested. However, a provocative question can be presented in the beginning of your introduction that challenges an existing assumption or compels the reader to consider an alternative viewpoint that helps establish the significance of your study. 
• Describe a puzzling scenario or incongruity . This involves highlighting an interesting quandary concerning the research problem or describing contradictory findings from prior studies about a topic. Posing what is essentially an unresolved intellectual riddle about the problem can engage the reader's interest in the study.
• Cite a stirring example or case study that illustrates why the research problem is important . Draw upon the findings of others to demonstrate the significance of the problem and to describe how your study builds upon or offers alternatives ways of investigating this prior research.

NOTE:   It is important that you choose only one of the suggested strategies for engaging your readers. This avoids giving an impression that your paper is more flash than substance and does not distract from the substance of your study.

Freedman, Leora  and Jerry Plotnick. Introductions and Conclusions. University College Writing Centre. University of Toronto; Introduction. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Introductions. The Writing Center. University of North Carolina; Introductions. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Introductions, Body Paragraphs, and Conclusions for an Argument Paper. The Writing Lab and The OWL. Purdue University; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide . Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70; Resources for Writers: Introduction Strategies. Program in Writing and Humanistic Studies. Massachusetts Institute of Technology; Sharpling, Gerald. Writing an Introduction. Centre for Applied Linguistics, University of Warwick; Samraj, B. “Introductions in Research Articles: Variations Across Disciplines.” English for Specific Purposes 21 (2002): 1–17; Swales, John and Christine B. Feak. Academic Writing for Graduate Students: Essential Skills and Tasks . 2nd edition. Ann Arbor, MI: University of Michigan Press, 2004 ; Writing Your Introduction. Department of English Writing Guide. George Mason University.

Writing Tip

Avoid the "Dictionary" Introduction

Giving the dictionary definition of words related to the research problem may appear appropriate because it is important to define specific terminology that readers may be unfamiliar with. However, anyone can look a word up in the dictionary and a general dictionary is not a particularly authoritative source because it doesn't take into account the context of your topic and doesn't offer particularly detailed information. Also, placed in the context of a particular discipline, a term or concept may have a different meaning than what is found in a general dictionary. If you feel that you must seek out an authoritative definition, use a subject specific dictionary or encyclopedia [e.g., if you are a sociology student, search for dictionaries of sociology]. A good database for obtaining definitive definitions of concepts or terms is Credo Reference .

Saba, Robert. The College Research Paper. Florida International University; Introductions. The Writing Center. University of North Carolina.

Another Writing Tip

When Do I Begin?

A common question asked at the start of any paper is, "Where should I begin?" An equally important question to ask yourself is, "When do I begin?" Research problems in the social sciences rarely rest in isolation from history. Therefore, it is important to lay a foundation for understanding the historical context underpinning the research problem. However, this information should be brief and succinct and begin at a point in time that illustrates the study's overall importance. For example, a study that investigates coffee cultivation and export in West Africa as a key stimulus for local economic growth needs to describe the beginning of exporting coffee in the region and establishing why economic growth is important. You do not need to give a long historical explanation about coffee exports in Africa. If a research problem requires a substantial exploration of the historical context, do this in the literature review section. In your introduction, make note of this as part of the "roadmap" [see below] that you use to describe the organization of your paper.

Introductions. The Writing Center. University of North Carolina; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide . Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70.

Yet Another Writing Tip

Always End with a Roadmap

The final paragraph or sentences of your introduction should forecast your main arguments and conclusions and provide a brief description of the rest of the paper [the "roadmap"] that let's the reader know where you are going and what to expect. A roadmap is important because it helps the reader place the research problem within the context of their own perspectives about the topic. In addition, concluding your introduction with an explicit roadmap tells the reader that you have a clear understanding of the structural purpose of your paper. In this way, the roadmap acts as a type of promise to yourself and to your readers that you will follow a consistent and coherent approach to addressing the topic of inquiry. Refer to it often to help keep your writing focused and organized.

Cassuto, Leonard. “On the Dissertation: How to Write the Introduction.” The Chronicle of Higher Education , May 28, 2018; Radich, Michael. A Student's Guide to Writing in East Asian Studies . (Cambridge, MA: Harvard University Writing n. d.), pp. 35-37.

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How to Write an Introduction for a Research Paper

How to write an introduction for a research paper? Eventually (and with practice) all writers will develop their own strategy for writing the perfect introduction for a research paper. Once you are comfortable with writing, you will probably find your own, but coming up with a good strategy can be tough for beginning writers.

The Purpose of an Introduction

Your opening paragraphs, phrases for introducing thesis statements, research paper introduction examples, using the introduction to map out your research paper.

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• First write your thesis.Your thesis should state the main idea in specific terms.
• After you have a working thesis, tackle the body of your paper before you write the rest of the introduction. Each paragraph in the body should explore one specific topic that proves, or summarizes your thesis. Writing is a thinking process. Once you have worked your way through that process by writing the body of the paper, you will have an intimate understanding of how you are supporting your thesis. After you have written the body paragraphs, go back and rewrite your thesis to make it more specific and to connect it to the topics you addressed in the body paragraph.
• Revise your introduction several times, saving each revision. Be sure your introduction previews the topics you are presenting in your paper. One way of doing this is to use keywords from the topic sentences in each paragraph to introduce, or preview, the topics in your introduction.This “preview” will give your reader a context for understanding how you will make your case.
• Experiment by taking different approaches to your thesis with every revision you make. Play with the language in the introduction. Strike a new tone. Go back and compare versions. Then pick the one that works most effectively with the body of your research paper.
• Do not try to pack everything you want to say into your introduction. Just as your introduction should not be too short, it should also not be too long. Your introduction should be about the same length as any other paragraph in your research paper. Let the content—what you have to say—dictate the length.

The first page of your research paper should draw the reader into the text. It is the paper’s most important page and, alas, often the worst written. There are two culprits here and effective ways to cope with both of them.

First, the writer is usually straining too hard to say something terribly BIG and IMPORTANT about the thesis topic. The goal is worthy, but the aim is unrealistically high. The result is often a muddle of vague platitudes rather than a crisp, compelling introduction to the thesis. Want a familiar example? Listen to most graduation speakers. Their goal couldn’t be loftier: to say what education means and to tell an entire football stadium how to live the rest of their lives. The results are usually an avalanche of clichés and sodden prose.

The second culprit is bad timing. The opening and concluding paragraphs are usually written late in the game, after the rest of the thesis is finished and polished. There’s nothing wrong with writing these sections last. It’s usually the right approach since you need to know exactly what you are saying in the substantive middle sections of the thesis before you can introduce them effectively or draw together your findings. But having waited to write the opening and closing sections, you need to review and edit them several times to catch up. Otherwise, you’ll putting the most jagged prose in the most tender spots. Edit and polish your opening paragraphs with extra care. They should draw readers into the paper.

After you’ve done some extra polishing, I suggest a simple test for the introductory section. As an experiment, chop off the first few paragraphs. Let the paper begin on, say, paragraph 2 or even page 2. If you don’t lose much, or actually gain in clarity and pace, then you’ve got a problem.

There are two solutions. One is to start at this new spot, further into the text. After all, that’s where you finally gain traction on your subject. That works best in some cases, and we occasionally suggest it. The alternative, of course, is to write a new opening that doesn’t flop around, saying nothing.

What makes a good opening? Actually, they come in several flavors. One is an intriguing story about your topic. Another is a brief, compelling quote. When you run across them during your reading, set them aside for later use. Don’t be deterred from using them because they “don’t seem academic enough.” They’re fine as long as the rest of the paper doesn’t sound like you did your research in People magazine. The third, and most common, way to begin is by stating your main questions, followed by a brief comment about why they matter.

Whichever opening you choose, it should engage your readers and coax them to continue. Having done that, you should give them a general overview of the project—the main issues you will cover, the material you will use, and your thesis statement (that is, your basic approach to the topic). Finally, at the end of the introductory section, give your readers a brief road map, showing how the paper will unfold. How you do that depends on your topic but here are some general suggestions for phrase choice that may help:

• This analysis will provide …
• This paper analyzes the relationship between …
• This paper presents an analysis of …
• This paper will argue that …
• This topic supports the argument that…
• Research supports the opinion that …
• This paper supports the opinion that …
• An interpretation of the facts indicates …
• The results of this experiment show …
• The results of this research show …

Comparisons/Contrasts

• A comparison will show that …
• By contrasting the results,we see that …
• This paper examines the advantages and disadvantages of …

Definitions/Classifications

• This paper will provide a guide for categorizing the following:…
• This paper provides a definition of …
• This paper explores the meaning of …
• This paper will discuss the implications of …
• A discussion of this topic reveals …
• The following discussion will focus on …

Description

• This report describes…
• This report will illustrate…
• This paper provides an illustration of …

Process/Experimentation

• This paper will identify the reasons behind…
• The results of the experiment show …
• The process revealed that …
• This paper theorizes…
• This paper presents the theory that …
• In theory, this indicates that …

Quotes, anecdotes, questions, examples, and broad statements—all of them can used successfully to write an introduction for a research paper. It’s instructive to see them in action, in the hands of skilled academic writers.

Let’s begin with David M. Kennedy’s superb history, Freedom from Fear: The American People in Depression and War, 1929–1945 . Kennedy begins each chapter with a quote, followed by his text. The quote above chapter 1 shows President Hoover speaking in 1928 about America’s golden future. The text below it begins with the stock market collapse of 1929. It is a riveting account of just how wrong Hoover was. The text about the Depression is stronger because it contrasts so starkly with the optimistic quotation.

“We in America today are nearer the final triumph over poverty than ever before in the history of any land.”—Herbert Hoover, August 11, 1928 Like an earthquake, the stock market crash of October 1929 cracked startlingly across the United States, the herald of a crisis that was to shake the American way of life to its foundations. The events of the ensuing decade opened a fissure across the landscape of American history no less gaping than that opened by the volley on Lexington Common in April 1775 or by the bombardment of Sumter on another April four score and six years later. The ratcheting ticker machines in the autumn of 1929 did not merely record avalanching stock prices. In time they came also to symbolize the end of an era. (David M. Kennedy, Freedom from Fear: The American People in Depression and War, 1929–1945 . New York: Oxford University Press, 1999, p. 10)

Kennedy has exciting, wrenching material to work with. John Mueller faces the exact opposite problem. In Retreat from Doomsday: The Obsolescence of Major War , he is trying to explain why Great Powers have suddenly stopped fighting each other. For centuries they made war on each other with devastating regularity, killing millions in the process. But now, Mueller thinks, they have not just paused; they have stopped permanently. He is literally trying to explain why “nothing is happening now.” That may be an exciting topic intellectually, it may have great practical significance, but “nothing happened” is not a very promising subject for an exciting opening paragraph. Mueller manages to make it exciting and, at the same time, shows why it matters so much. Here’s his opening, aptly entitled “History’s Greatest Nonevent”:

On May 15, 1984, the major countries of the developed world had managed to remain at peace with each other for the longest continuous stretch of time since the days of the Roman Empire. If a significant battle in a war had been fought on that day, the press would have bristled with it. As usual, however, a landmark crossing in the history of peace caused no stir: the most prominent story in the New York Times that day concerned the saga of a manicurist, a machinist, and a cleaning woman who had just won a big Lotto contest. This book seeks to develop an explanation for what is probably the greatest nonevent in human history. (John Mueller, Retreat from Doomsday: The Obsolescence of Major War . New York: Basic Books, 1989, p. 3)

In the space of a few sentences, Mueller sets up his puzzle and reveals its profound human significance. At the same time, he shows just how easy it is to miss this milestone in the buzz of daily events. Notice how concretely he does that. He doesn’t just say that the New York Times ignored this record setting peace. He offers telling details about what they covered instead: “a manicurist, a machinist, and a cleaning woman who had just won a big Lotto contest.” Likewise, David Kennedy immediately entangles us in concrete events: the stunning stock market crash of 1929. These are powerful openings that capture readers’ interests, establish puzzles, and launch narratives.

Sociologist James Coleman begins in a completely different way, by posing the basic questions he will study. His ambitious book, Foundations of Social Theory , develops a comprehensive theory of social life, so it is entirely appropriate for him to begin with some major questions. But he could just as easily have begun with a compelling story or anecdote. He includes many of them elsewhere in his book. His choice for the opening, though, is to state his major themes plainly and frame them as a paradox. Sociologists, he says, are interested in aggregate behavior—how people act in groups, organizations, or large numbers—yet they mostly examine individuals:

A central problem in social science is that of accounting for the function of some kind of social system. Yet in most social research, observations are not made on the system as a whole, but on some part of it. In fact, the natural unit of observation is the individual person…  This has led to a widening gap between theory and research… (James S. Coleman, Foundations of Social Theory . Cambridge, MA: Harvard University Press, 1990, pp. 1–2)

After expanding on this point, Coleman explains that he will not try to remedy the problem by looking solely at groups or aggregate-level data. That’s a false solution, he says, because aggregates don’t act; individuals do. So the real problem is to show the links between individual actions and aggregate outcomes, between the micro and the macro.

The major problem for explanations of system behavior based on actions and orientations at a level below that of the system [in this case, on individual-level actions] is that of moving from the lower level to the system level. This has been called the micro-to-macro problem, and it is pervasive throughout the social sciences. (Coleman, Foundations of Social Theory , p. 6)

Explaining how to deal with this “micro-to-macro problem” is the central issue of Coleman’s book, and he announces it at the beginning.

Coleman’s theory-driven opening stands at the opposite end of the spectrum from engaging stories or anecdotes, which are designed to lure the reader into the narrative and ease the path to a more analytic treatment later in the text. Take, for example, the opening sentences of Robert L. Herbert’s sweeping study Impressionism: Art, Leisure, and Parisian Society : “When Henry Tuckerman came to Paris in 1867, one of the thousands of Americans attracted there by the huge international exposition, he was bowled over by the extraordinary changes since his previous visit twenty years before.” (Robert L. Herbert, Impressionism: Art, Leisure, and Parisian Society . New Haven, CT: Yale University Press, 1988, p. 1.) Herbert fills in the evocative details to set the stage for his analysis of the emerging Impressionist art movement and its connection to Parisian society and leisure in this period.

David Bromwich writes about Wordsworth, a poet so familiar to students of English literature that it is hard to see him afresh, before his great achievements, when he was just a young outsider starting to write. To draw us into Wordsworth’s early work, Bromwich wants us to set aside our entrenched images of the famous mature poet and see him as he was in the 1790s, as a beginning writer on the margins of society. He accomplishes this ambitious task in the opening sentences of Disowned by Memory: Wordsworth’s Poetry of the 1790s :

Wordsworth turned to poetry after the revolution to remind himself that he was still a human being. It was a curious solution, to a difficulty many would not have felt. The whole interest of his predicament is that he did feel it. Yet Wordsworth is now so established an eminence—his name so firmly fixed with readers as a moralist of self-trust emanating from complete self-security—that it may seem perverse to imagine him as a criminal seeking expiation. Still, that is a picture we get from The Borderers and, at a longer distance, from “Tintern Abbey.” (David Bromwich, Disowned by Memory: Wordsworth’s Poetry of the 1790s . Chicago: University of Chicago Press, 1998, p. 1)

That’s a wonderful opening! Look at how much Bromwich accomplishes in just a few words. He not only prepares the way for analyzing Wordsworth’s early poetry; he juxtaposes the anguished young man who wrote it to the self-confident, distinguished figure he became—the eminent man we can’t help remembering as we read his early poetry.

Let us highlight a couple of other points in this passage because they illustrate some intelligent writing choices. First, look at the odd comma in this sentence: “It was a curious solution, to a difficulty many would not have felt.” Any standard grammar book would say that comma is wrong and should be omitted. Why did Bromwich insert it? Because he’s a fine writer, thinking of his sentence rhythm and the point he wants to make. The comma does exactly what it should. It makes us pause, breaking the sentence into two parts, each with an interesting point. One is that Wordsworth felt a difficulty others would not have; the other is that he solved it in a distinctive way. It would be easy for readers to glide over this double message, so Bromwich has inserted a speed bump to slow us down. Most of the time, you should follow grammatical rules, like those about commas, but you should bend them when it serves a good purpose. That’s what the writer does here.

The second small point is the phrase “after the revolution” in the first sentence: “Wordsworth turned to poetry after the revolution to remind himself that he was still a human being.” Why doesn’t Bromwich say “after the French Revolution”? Because he has judged his book’s audience. He is writing for specialists who already know which revolution is reverberating through English life in the 1790s. It is the French Revolution, not the earlier loss of the American colonies. If Bromwich were writing for a much broader audience—say, the New York Times Book Review—he would probably insert the extra word to avoid confusion.

The message “Know your audience” applies to all writers. Don’t talk down to them by assuming they can’t get dressed in the morning. Don’t strut around showing off your book learnin’ by tossing in arcane facts and esoteric language for its own sake. Neither will win over readers.

Bromwich, Herbert, and Coleman open their works in different ways, but their choices work well for their different texts. Your task is to decide what kind of opening will work best for yours. Don’t let that happen by default, by grabbing the first idea you happen upon. Consider a couple of different ways of opening your thesis and then choose the one you prefer. Give yourself some options, think them over, then make an informed choice.

Whether you begin with a story, puzzle, or broad statement, the next part of the introduction should pose your main questions and establish your argument. This is your thesis statement—your viewpoint along with the supporting reasons and evidence. It should be articulated plainly so readers understand full well what your paper is about and what it will argue.

After that, give your readers a road map of what’s to come. That’s normally done at the end of the introductory section (or, in a book, at the end of the introductory chapter). Here’s John J. Mearsheimer presenting such a road map in The Tragedy of Great Power Politics . He not only tells us the order of upcoming chapters, he explains why he’s chosen that order and which chapters are most important:

The Plan of the Book The rest of the chapters in this book are concerned mainly with answering the six big questions about power which I identified earlier. Chapter 2, which is probably the most important chapter in the book, lays out my theory of why states compete for power and why they pursue hegemony. In Chapters 3 and 4, I define power and explain how to measure it. I do this in order to lay the groundwork for testing my theory… (John J. Mearsheimer, The Tragedy of Great Power Politics . New York: W. W. Norton, 2001, p. 27)

As this excerpt makes clear, Mearsheimer has already laid out his “six big questions” in the introduction. Now he’s showing us the path ahead, the path to answering those questions.

At the end of the introduction, give your readers a road map of what’s to come. Tell them what the upcoming sections will be and why they are arranged in this particular order.

After having written your introduction it’s time to move to the biggest part: body of a research paper.

Back to How To Write A Research Paper .

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How to Write a Research Paper Introduction

Learn how to write a research paper introduction with expert guidance.

Last updated on Mar 13th, 2024

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Table of Contents

We write different types of papers for academic and professional reasons. Research paper is one of the most important papers and it is different from other papers. There are different types of rules for writing a research paper , the first part is the introduction. Through this article, we will try to tell you how to write an introduction for a research paper beautifully.

Introduction

Before starting to write any papers, especially research papers one should know how to write a research paper introduction. The introduction is intended to guide the reader from a general subject to a specific area of study. It establishes the context of the research being conducted by summarizing current understanding and background information on the topic, stating the purpose of the work in the form of a thesis, question, or research problem, Briefly explaining your rationale, your methodological approach, highlight the potential findings your research may reveal, and describe the remaining structure of the paper.

A well-written introduction is imperative since, essentially, you never get a second chance to form a great first impression. The opening passage of your paper will give your audience their introductory impression, almost the rationale of your contention, your composing style, the general quality of your investigation, and, eventually, the legitimacy of your discoveries and conclusions. A vague, disorganized, or error-filled introduction will create a negative impression on the readers. While a brief, engaging, and well-written introduction will begin your readers off considering profoundly your expository abilities, your writing style, and your research approach. 

Tips for Writng an Introduction in Research Paper

Introduce your topic

This is a significant part of how to write an introduction for a research paper. The first task of the introduction is to tell the reader what your topic is and why it is interesting or important. This is usually done with a strong opening hook.

A hook is a strong opening sentence that conveys relevance to your topic. Think of an interesting fact or statistic, a powerful statement, a question, or a brief anecdote that will make readers wonder about your topic.

Describe the context

This introduction varies depending on your approach to your writing. In a more argumentative article, you will explore the general context here. In a more empirical paper, this is a great place to review previous research and determine how your research fits together.

Start briefly, and narrow down

The first thing of a research paper introduction is, to briefly describe your broad parts of research, then narrow in on your specific focus. This will help position your research topic within a broader field, making the work accessible to a wider audience than just experts in your field.

A common mistake when writing a research paper introduction is trying to fit everything in at once. Instead, pace yourself and present each piece of information in the most logical order the reader can understand. Typically, this means starting with the big picture and then gradually getting more specific with the details.

For your research paper introduction, you should first present an overview of the topic and then focus on your specific paper. This “funnel” structure naturally includes all the necessary parts of what should be included in a research paper introduction, from context to appropriate or research gaps and finally to relevance.

State Objective and Importance

Papers abandoned because they “do not demonstrate the importance of the topic” or “lack a clear motivation” often miss this point. Say what you want to achieve and why your readers should want to know whether you achieved it or not.

Quote generously

Once you have focused on the specific topic of your research, you should detail the latest and most relevant literature related to your research. Your literature review should be comprehensive but not too long. Remember, you are not writing a review. If you find your introduction is too long or has too many citations, a possible solution is to cite journal articles, rather than cite all of the individual articles that have been summarised in the journal.

Do not Keep it broad

Try to avoid lengthy introductions. A good target is between 500 and 1,000 words, although checking the magazine’s guidelines and back issues will provide the clearest guidance.

The introduction is not lengthy or detailed; rather, they are initiating actions. Introductions are best when they get to the point: save the details in the body of the document, where they belong.

The most important point of a research paper introduction is that they are clear and easy to understand. Writing at length can be distracting and even make your point harder to understand, so cut out unnecessary words and try to express things in simple terms that everyone understands. understandable.

Check journal condition

Many journals have specific assertions in their author instructions. For example, a maximum of one word may be stated, or instructions may require specific content, such as a supposition statement or a summary of your key findings.

Write the introduction to your research paper at the last moment

Your introduction may appear first in a research paper, but the general advice is to wait to write it until everything else has been written. This makes it easier for you to summarize your article because at this point you know everything you’re going to say. This also eliminates the urge to include everything in the introduction because you don’t want to forget anything.

Additionally, it is especially helpful to write an introduction after your research paper is finished. The introduction and conclusion of a research paper have similar topics and often reflect the structure of each topic. Writing the conclusion is also generally easier thanks to the pace created by writing the rest of the paper, and the conclusion can guide you in writing the introduction.

Make your introduction narrative style

Although not always appropriate for formal writing, using a narrative style in the introduction of your research paper can do a lot to engage readers and engage them emotionally. A 2016 study found that in some articles, using narrative strategies improved how often they were cited in other articles. Narrative style involves making the paper more personal to appeal to the reader’s emotions.

• Use first-person pronouns (I, we, my, our) to show that you are the narrator expressing emotions and feelings in the text setting up the scene. 
• Describe the times and locations of important events to help readers visualize them. 
• Appeal to the reader’s morality, sympathy, or urgency as a persuasive tactic. Again, this style will not be appropriate for all research paper introductions, especially those devoted to scientific research. 

However, for more informal research papers and especially essays, this style can make your writing more interesting or at least interesting, perfect for making readers excited right from the beginning of the article.

Use the CARS model

British scientist John Swales developed a method called the CARS model to “generate a search space” in the introduction. Although intended for scientific papers, this simple three-step structure can be used to outline the introduction to any research paper.

Explain the background of your topic, including previous research. Explain that information is lacking in your topic area or that current research is incomplete.

Explain how your research “fills in” missing information about your topic. 

the research findings and providing an overview of the structure of the rest of the paper, although this does not apply to all research papers, especially those Unofficial documents.

Six Essential Elements of How to Write a Research Paper Introduction

1. topic overview.

Start with a general overview of your topic. Refine your outline until you address the specific topic of your article. Next, mention any questions or concerns you have about the case. Note that you will address these in the article.

2. Previous research

Your introduction is the perfect place to review other findings about your topic. Includes both old and modern scholars. This general information shows that you are aware of previous research. It also presents previous findings to those who may not have that expertise.

3. A justification for your article

Explain why your topic needs to be discussed now. If possible, connect it to current issues. Additionally, you can point out problems with old theories or reveal gaps in current research. No matter how you do it, a good reason will keep readers interested and demonstrate why they should read the rest of your article.

4. Describe the method you used

Tell about your processes to make your writing more trustworthy. Identify your goals and the questions you will answer. Reveal how you conducted the research and describe how you measured the results. Also, explain why you made the important choices.

5. A thesis statement

Your main introduction should end with a thesis statement. This statement summarises the ideas that will run throughout your entire research paper. It must be simple and clear.

6. An outline

It is an adequate idea of how to write an introduction for a research paper. 

The introduction usually ends with an overview. Your layout should quickly present what you plan to cover in the following sections. Think of it as a road map, guiding readers to the end of your article.

What is the purpose of the introduction in a research paper, and why is it considered crucial?

The purpose of the introduction in a research paper is to guide the reader from a general subject to a specific area of study. It establishes the context of the research by summarizing current understanding, stating the purpose of the work, explaining the rationale and methodological approach, highlighting potential findings, and describing the paper’s structure. It’s considered crucial because it forms the reader’s first impression and sets the tone for the rest of the paper.

How can I effectively use a hook to engage readers in my research paper introduction?

Using a hook, such as an interesting fact, a powerful statement, a question, or a brief anecdote, can effectively engage readers in your research paper introduction. A hook captures the reader’s attention and makes them curious about your topic, encouraging them to continue reading.

How long the introduction should be in a research paper?

While there’s no strict word count, a good target for a research paper introduction is between 500 and 1,000 words, although you should check the specific guidelines provided by the journal you’re submitting to. It’s recommended to write the introduction after the rest of the paper has been completed. This way, you have a comprehensive understanding of your research, making it easier to summarize and guide your readers effectively.

Conclusion 

These are the important tips and tricks on how to write an introduction for a research paper properly. If you maintain these rules we believe that you will be able to write an excellent introduction in your research paper. 

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Microsoft 365 Life Hacks > Writing > How to write an introduction for a research paper

How to write an introduction for a research paper

Beginnings are hard. Beginning a research paper is no exception. Many students—and pros—struggle with how to write an introduction for a research paper.

This short guide will describe the purpose of a research paper introduction and how to create a good one.

What is an introduction for a research paper?

Introductions to research papers do a lot of work.

It may seem obvious, but introductions are always placed at the beginning of a paper. They guide your reader from a general subject area to the narrow topic that your paper covers. They also explain your paper’s:

• Scope: The topic you’ll be covering
• Context: The background of your topic
• Importance: Why your research matters in the context of an industry or the world

Your introduction will cover a lot of ground. However, it will only be half of a page to a few pages long. The length depends on the size of your paper as a whole. In many cases, the introduction will be shorter than all of the other sections of your paper.

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Why is an introduction vital to a research paper?

The introduction to your research paper isn’t just important. It’s critical.

Your readers don’t know what your research paper is about from the title. That’s where your introduction comes in. A good introduction will:

• Help your reader understand your topic’s background
• Explain why your research paper is worth reading
• Offer a guide for navigating the rest of the piece
• Pique your reader’s interest

Without a clear introduction, your readers will struggle. They may feel confused when they start reading your paper. They might even give up entirely. Your introduction will ground them and prepare them for the in-depth research to come.

What should you include in an introduction for a research paper?

Research paper introductions are always unique. After all, research is original by definition. However, they often contain six essential items. These are:

• An overview of the topic. Start with a general overview of your topic. Narrow the overview until you address your paper’s specific subject. Then, mention questions or concerns you had about the case. Note that you will address them in the publication.
• Prior research. Your introduction is the place to review other conclusions on your topic. Include both older scholars and modern scholars. This background information shows that you are aware of prior research. It also introduces past findings to those who might not have that expertise.
• A rationale for your paper. Explain why your topic needs to be addressed right now. If applicable, connect it to current issues. Additionally, you can show a problem with former theories or reveal a gap in current research. No matter how you do it, a good rationale will interest your readers and demonstrate why they must read the rest of your paper.
• Describe the methodology you used. Recount your processes to make your paper more credible. Lay out your goal and the questions you will address. Reveal how you conducted research and describe how you measured results. Moreover, explain why you made key choices.
• A thesis statement. Your main introduction should end with a thesis statement. This statement summarizes the ideas that will run through your entire research article. It should be straightforward and clear.
• An outline. Introductions often conclude with an outline. Your layout should quickly review what you intend to cover in the following sections. Think of it as a roadmap, guiding your reader to the end of your paper.

These six items are emphasized more or less, depending on your field. For example, a physics research paper might emphasize methodology. An English journal article might highlight the overview.

Three tips for writing your introduction

We don’t just want you to learn how to write an introduction for a research paper. We want you to learn how to make it shine.

There are three things you can do that will make it easier to write a great introduction. You can:

• Write your introduction last. An introduction summarizes all of the things you’ve learned from your research. While it can feel good to get your preface done quickly, you should write the rest of your paper first. Then, you’ll find it easy to create a clear overview.
• Include a strong quotation or story upfront. You want your paper to be full of substance. But that doesn’t mean it should feel boring or flat. Add a relevant quotation or surprising anecdote to the beginning of your introduction. This technique will pique the interest of your reader and leave them wanting more.
• Be concise. Research papers cover complex topics. To help your readers, try to write as clearly as possible. Use concise sentences. Check for confusing grammar or syntax . Read your introduction out loud to catch awkward phrases. Before you finish your paper, be sure to proofread, too. Mistakes can seem unprofessional.

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How to write an introduction for a research paper

Writing an introduction for a research paper can be one of the hardest parts of the writing process. How do you get started? In this post, we discuss the components of an introduction and explore strategies for writing one successfully.

What is an introduction?

The introduction to a research paper provides background information or context on the topic. It also includes the thesis statement and signposts that let the reader know what you will cover in the rest of the paper.

Depending on the type of research paper that you’re writing, you may also include a brief state of the field in your introduction. You might also put that in a separate section, called a literature review. Before you tackle writing your introduction, be sure to consult the assignment guidelines for your paper.

How to write an introduction

An introduction provides an overview of your topic and any background information that your readers need to know in order to understand the context. It generally concludes with an explicit statement of your position on the topic, which is known as your thesis statement.

The opening section

Many papers begin with a hook: a short anecdote or scenario that draws the reader in and gives a hint of what the paper will cover. A hook allows you to capture your reader’s attention and provides an anchor for the context that you will provide in the bulk of the introduction.

Most of your introduction should be taken up with background information, but this doesn’t mean that you should fill your opening section with overly general statements. Instead, provide key pieces of information (like statistics) that a reader would need to know in order to understand your main argument.

The thesis statement

Towards the end of the introduction, you should state your thesis, preferably in the form of "I argue that..." or "This paper argues that..." or a similar phrase. Although it’s called a “thesis statement,” your thesis can be more than one sentence.

Finally, an introduction contains a brief outline or "signposts" of what the rest of the article will cover (also known as forecasting statements). You can use language like, “in what follows,” or “in the rest of the paper,” to signal that you are describing what you’ll do in the remainder of the paper.

Tips for writing an introduction

1. don’t rely on generalizations.

An introduction is not simply filler. It has a very specific function in a research paper: to provide context that leads up to a thesis statement.

You may be tempted to start your paper with generalizations like, “many people believe that...” or, “in our society...,” or a general dictionary definition, because you’re not sure what kind of context to provide. Instead, use specific facts like statistics or historical anecdotes to open your paper.

2. State your thesis directly

Once you’ve provided the appropriate, and specific, background information on your topic, you can move on to stating your thesis. As a rule of thumb, state your thesis as directly as possible. Use phrases like “I argue that..” to indicate that you are laying out your main argument.

3. Include signposts

A strong introduction includes clear signposts that outline what you will cover in the rest of the paper. You can signal this by using words like, “in what follows,” and by describing the steps that you will take to build your argument.

4. Situate your argument within the scholarly conversation

Some types of research papers require a separate literature review in which you explore what others have written about your topic.

Even if you’re not required to have a formal literature review, you should still include at least a paragraph in which you engage with the scholarly debate on your chosen subject. Be sure to include direct quotes from your sources . You can use BibGuru’s citation generator to create accurate in-text citations for your quotes.

This section can come directly before your thesis statement or directly after it. In the former case, your state of the field will function as additional context for your thesis.

Frequently Asked Questions about how to write an introduction for a research paper

A good introduction provides specific background information on your topic, sets up your thesis statement, and includes signposts for what you’ll cover in the rest of the paper.

An introduction should include context, a thesis statement, and signposts.

Do not include generalizations, apologies for not being an expert, or dictionary definitions in your introduction.

The length of your introduction depends on the overall length of your paper. For instance, an introduction for an 8-10 page paper will likely be anywhere from 1-3 pages.

You can choose to start an introduction with a hook, an important statistic, an historical anecdote, or another specific piece of background information.

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How to Write an Effective Research Paper Introduction

The introduction of a research paper has several purposes. It presents your topic, describes the problem your research seeks to solve, and outlines the structure of your paper. It can also inform your audience about how your study differs from the research that has already been done. Generally, the introduction helps you to show your audience why your research topic is worth exploring. It gives you the chance to convince your reader why they should stick around and see what you have to say.

The first 1-2 sentences of your introduction should give an elevator pitch of your work. Be clear, relevant, and to the point. Don't sweat the engagement of your first sentences. You might have heard the advice that, when writing, you should use the first few sentences to wow your readers, transporting them into a lyrical world of imagination. While this is certainly good counsel in creative writing or consumer literature to hook your reader, research papers are another story; you won't need quotes from wise heroes of the past to grab your readers' attention. In most cases, your audience comprises people already interested in the field who are intrigued by your title and want to delve into what you have found through your study, and you don't want to include trite snippets right at the outset. Of course, you don't want to bore your readers either, so strive for clarity and direct information about your study so the readers who navigate to your paper know what they can expect.

To introduce your research paper effectively, include the following elements in your introduction. You will expand on these topics in greater detail in the paper, but in the introduction to your paper, you'll provide a summary of each one.

• Overview: Provide a focused statement on the subject matter of your research. What questions are you seeking to answer? How will your study make the world a better place? Here you can also briefly describe any problems you encountered while conducting your study (and be sure to state that you will address these problems within the paper!).
• Prior research: It's important that your audience knows you've already explored the field and looked around at what has already been written. Briefly discuss what past studies have concluded on the subject and what that means for your current study. Maybe in your search, you found that your research is the first to address your specific topic, which is why your study is so valuable. Let your readers know that you've done your homework.
• Rationale: Make your case regarding why your study is important today. What will your findings bring to the field? Your research could address current issues and events, or it might illuminate gaps in previous research that need to be filled in order to move ahead in the academic field and strengthen future studies.
• Methodology: In your methodology paragraph, briefly name the processes you applied during your study. Why are these tools the best ones for your specific research? What answers do you get from using these methods? Details on your methodology can bring credibility to your study and help with future application of your findings to similar fields.

• Outline of the paper: At the conclusion on your introduction, offer a review of what your study will discuss specifically in the sections that follow.

Once you've gathered all of the necessary elements for your introduction, try these tips to make your introduction pop:

• Try finalizing your introduction after you've finished writing the body of the paper. While it's beneficial to map out what you want your introduction to say before you begin your paper, wait until you've elaborated on your research in detail, and then create your introduction. With the entire work fresh in your mind, you have a clear grasp on what it's about, your purpose in writing it, and what the study results mean for the world.
• Show, don't tell. When giving a brief summary of your work, give compelling details about why this study is a good one to conduct. Remember, you still want to be brief, but you can accomplish clarity and brevity while also enticing your readers to share your vision. For example, instead of stating, "Dual language educational programs are important for children," consider saying, "Dual language programs help students develop increased cognitive function, future linguistic advantages, and a broadened worldview."
• Keep it simple. Don't bury the good points of your work in excessive detail within the introduction. Your entire paper is where you will delve into the finer points of the research, so take stock of which ideas are the most important and stick to those nuggets to motivate your audience to read on.
• Speak to a broader audience. Your research will certainly attract specialists in the field who know every term you could possibly throw at them, but your audience also includes laymen and people who haven't spent as much time in the field as you have, knee-deep in your study. Remember to make your introduction accessible to those who aren't familiar with the industry jargon. The body of the paper is a great place to flex your muscles and the nitty-gritty details of your research results, but the introduction should be consumable by a much more general group. If you have to use specialized language, make sure to define those obscure terms that only a select few people would know.

Your introduction gives your readers greater access to your work. You are the expert, of course, but your goal is to display your findings to a broader audience, and your introduction is the key to accomplishing that objective. Follow these tips and examples to help you create a strong introductory section for your research paper.

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How to Write an Essay Introduction (with Examples)   

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading. 

Table of Contents

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an introduction paragraph , how to write a hook for your essay , how to include background information , how to write a thesis statement .

• Argumentative Essay Introduction Example: 
• Expository Essay Introduction Example 

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail. 

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction: 

• Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote. 
• Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic. 
• Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay. 

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2  

• Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.  
• Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.  
• Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments. 

Here’s a step-by-step guide on how to write an essay introduction: 

• Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading. 
• Provide Background Information : This helps the reader understand the relevance and importance of the topic. 
• State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay. 
• Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis. 
• Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic. 
• Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument. 

Here’s an example of an essay introduction paragraph about the importance of education: 

Education is often viewed as a fundamental human right and a key social and economic development driver. As Nelson Mandela once famously said, “Education is the most powerful weapon which you can use to change the world.” It is the key to unlocking a wide range of opportunities and benefits for individuals, societies, and nations. In today’s constantly evolving world, education has become even more critical. It has expanded beyond traditional classroom learning to include digital and remote learning, making education more accessible and convenient. This essay will delve into the importance of education in empowering individuals to achieve their dreams, improving societies by promoting social justice and equality, and driving economic growth by developing a skilled workforce and promoting innovation. 

This introduction paragraph example includes a hook (the quote by Nelson Mandela), provides some background information on education, and states the thesis statement (the importance of education). 

This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.  

• Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?” 
• Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher. 
• Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.” 

Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps: 

• Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.” 
• Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument. 
• Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.” 
• Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns. 
• Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.” 

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement: 

• Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.” 
• State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.” 
• Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention. 
• Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.” 

Examples of essay introduction 

Here are examples of essay introductions for different types of essays: 

Argumentative Essay Introduction Example:  

Topic: Should the voting age be lowered to 16? 

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.” 

Expository Essay Introduction Example  

Topic: The benefits of regular exercise 

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.” 

Text: “To Kill a Mockingbird” by Harper Lee 

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.” 

• Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic. 
• Background Information : Enough background information is introduced to provide context for the thesis statement. 
• Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined. 
• Clear Thesis Statement : The thesis statement presents the main point or argument of the essay. 
• Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay. 

Writing a strong introduction is crucial for setting the tone and context of your essay. Here are the key takeaways for how to write essay introduction: 3  

• Hook the Reader : Start with an engaging hook to grab the reader’s attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote. 
• Provide Background : Give a brief overview of the topic, setting the context and stage for the discussion. 
• Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific. 
• Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay. 
• Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis. 
• Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors. 
• Seek Feedback : Get feedback from peers or instructors to improve your introduction further. 

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.  

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.  

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how.   For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.” 

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.  

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness. 

References  

• Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills . 
• West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617. 
• Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242. 

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• Dissertation

How to Write a Thesis or Dissertation Introduction

Published on September 7, 2022 by Tegan George and Shona McCombes. Revised on November 21, 2023.

The introduction is the first section of your thesis or dissertation , appearing right after the table of contents . Your introduction draws your reader in, setting the stage for your research with a clear focus, purpose, and direction on a relevant topic .

Your introduction should include:

• Your topic, in context: what does your reader need to know to understand your thesis dissertation?
• Your focus and scope: what specific aspect of the topic will you address?
• The relevance of your research: how does your work fit into existing studies on your topic?
• Your questions and objectives: what does your research aim to find out, and how?
• An overview of your structure: what does each section contribute to the overall aim?

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Table of contents

How to start your introduction, topic and context, focus and scope, relevance and importance, questions and objectives, overview of the structure, thesis introduction example, introduction checklist, other interesting articles, frequently asked questions about introductions.

Although your introduction kicks off your dissertation, it doesn’t have to be the first thing you write — in fact, it’s often one of the very last parts to be completed (just before your abstract ).

It’s a good idea to write a rough draft of your introduction as you begin your research, to help guide you. If you wrote a research proposal , consider using this as a template, as it contains many of the same elements. However, be sure to revise your introduction throughout the writing process, making sure it matches the content of your ensuing sections.

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Begin by introducing your dissertation topic and giving any necessary background information. It’s important to contextualize your research and generate interest. Aim to show why your topic is timely or important. You may want to mention a relevant news item, academic debate, or practical problem.

After a brief introduction to your general area of interest, narrow your focus and define the scope of your research.

You can narrow this down in many ways, such as by:

• Geographical area
• Time period
• Demographics or communities
• Themes or aspects of the topic

It’s essential to share your motivation for doing this research, as well as how it relates to existing work on your topic. Further, you should also mention what new insights you expect it will contribute.

Start by giving a brief overview of the current state of research. You should definitely cite the most relevant literature, but remember that you will conduct a more in-depth survey of relevant sources in the literature review section, so there’s no need to go too in-depth in the introduction.

Depending on your field, the importance of your research might focus on its practical application (e.g., in policy or management) or on advancing scholarly understanding of the topic (e.g., by developing theories or adding new empirical data). In many cases, it will do both.

Ultimately, your introduction should explain how your thesis or dissertation:

• Helps solve a practical or theoretical problem
• Addresses a gap in the literature
• Builds on existing research
• Proposes a new understanding of your topic

Perhaps the most important part of your introduction is your questions and objectives, as it sets up the expectations for the rest of your thesis or dissertation. How you formulate your research questions and research objectives will depend on your discipline, topic, and focus, but you should always clearly state the central aim of your research.

If your research aims to test hypotheses , you can formulate them here. Your introduction is also a good place for a conceptual framework that suggests relationships between variables .

• Conduct surveys to collect data on students’ levels of knowledge, understanding, and positive/negative perceptions of government policy.
• Determine whether attitudes to climate policy are associated with variables such as age, gender, region, and social class.
• Conduct interviews to gain qualitative insights into students’ perspectives and actions in relation to climate policy.

To help guide your reader, end your introduction with an outline  of the structure of the thesis or dissertation to follow. Share a brief summary of each chapter, clearly showing how each contributes to your central aims. However, be careful to keep this overview concise: 1-2 sentences should be enough.

I. Introduction

Human language consists of a set of vowels and consonants which are combined to form words. During the speech production process, thoughts are converted into spoken utterances to convey a message. The appropriate words and their meanings are selected in the mental lexicon (Dell & Burger, 1997). This pre-verbal message is then grammatically coded, during which a syntactic representation of the utterance is built.

Speech, language, and voice disorders affect the vocal cords, nerves, muscles, and brain structures, which result in a distorted language reception or speech production (Sataloff & Hawkshaw, 2014). The symptoms vary from adding superfluous words and taking pauses to hoarseness of the voice, depending on the type of disorder (Dodd, 2005). However, distortions of the speech may also occur as a result of a disease that seems unrelated to speech, such as multiple sclerosis or chronic obstructive pulmonary disease.

This study aims to determine which acoustic parameters are suitable for the automatic detection of exacerbations in patients suffering from chronic obstructive pulmonary disease (COPD) by investigating which aspects of speech differ between COPD patients and healthy speakers and which aspects differ between COPD patients in exacerbation and stable COPD patients.

Checklist: Introduction

I have introduced my research topic in an engaging way.

I have provided necessary context to help the reader understand my topic.

I have clearly specified the focus of my research.

I have shown the relevance and importance of the dissertation topic .

I have clearly stated the problem or question that my research addresses.

I have outlined the specific objectives of the research .

I have provided an overview of the dissertation’s structure .

You've written a strong introduction for your thesis or dissertation. Use the other checklists to continue improving your dissertation.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

Scope of research is determined at the beginning of your research process , prior to the data collection stage. Sometimes called “scope of study,” your scope delineates what will and will not be covered in your project. It helps you focus your work and your time, ensuring that you’ll be able to achieve your goals and outcomes.

Defining a scope can be very useful in any research project, from a research proposal to a thesis or dissertation . A scope is needed for all types of research: quantitative , qualitative , and mixed methods .

To define your scope of research, consider the following:

• Budget constraints or any specifics of grant funding
• Your proposed timeline and duration
• Specifics about your population of study, your proposed sample size , and the research methodology you’ll pursue
• Any inclusion and exclusion criteria
• Any anticipated control , extraneous , or confounding variables that could bias your research if not accounted for properly.

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Organizing Academic Research Papers: 4. The Introduction

• 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

The introduction serves the purpose of leading the reader from a general subject area to a particular field of research. It establishes the context of the research being conducted by summarizing current understanding and background information about the topic, stating the purpose of the work in the form of the hypothesis, question, or research problem, briefly explaining your rationale, methodological approach, highlighting the potential outcomes your study can reveal, and describing the remaining structure of the paper.

Key Elements of the Research Proposal. Prepared under the direction of the Superintendent and by the 2010 Curriculum Design and Writing Team. Baltimore County Public Schools.

Importance of a Good Introduction

Think of the introduction as a mental road map that must answer for the reader these four questions:

• What was I studying?
• Why was this topic important to investigate?
• What did we know about this topic before I did this study?
• How will this study advance our knowledge?

A well-written introduction is important because, quite simply, you never get a second chance to make a good first impression. The opening paragraph of your paper will provide your readers with their initial impressions about the logic of your argument, your writing style, the overall quality of your research, and, ultimately, the validity of your findings and conclusions. A vague, disorganized, or error-filled introduction will create a negative impression, whereas, a concise, engaging, and well-written introduction will start your readers off thinking highly of your analytical skills, your writing style, and your research approach.

Introductions . The Writing Center. University of North Carolina.

Structure and Writing Style

I. Structure and Approach

The introduction is the broad beginning of the paper that answers three important questions for the reader:

• What is this?
• Why am I reading it?
• What do you want me to think about / consider doing / react to?

Think of the structure of the introduction as an inverted triangle of information. Organize the information so as to present the more general aspects of the topic early in the introduction, then narrow toward the more specific topical information that provides context, finally arriving at your statement of purpose and rationale and, whenever possible, the potential outcomes your study can reveal.

These are general phases associated with writing an introduction:

• Highlighting the importance of the topic, and/or
• Making general statements about the topic, and/or
• Presenting an overview on current research on the subject.
• Opposing an existing assumption, and/or
• Revealing a gap in existing research, and/or
• Formulating a research question or problem, and/or
• Continuing a disciplinary tradition.
• Stating the intent of your study,
• Outlining the key characteristics of your study,
• Describing important results, and
• Giving a brief overview of the structure of the paper.

NOTE: Even though the introduction is the first main section of a research paper, it is often useful to finish the introduction very late in the writing process because the structure of the paper, the reporting and analysis of results, and the conclusion will have been completed and it ensures that your introduction matches the overall structure of your paper.

II.  Delimitations of the Study

Delimitations refer to those characteristics that limit the scope and define the conceptual boundaries of your study . This is determined by the conscious exclusionary and inclusionary decisions you make about how to investigate the research problem. In other words, not only should you tell the reader what it is you are studying and why, but you must also acknowledge why you rejected alternative approaches that could have been used to examine the research problem.

Obviously, the first limiting step was the choice of research problem itself. However, implicit are other, related problems that could have been chosen but were rejected. These should be noted in the conclusion of your introduction.

Examples of delimitating choices would be:

• The key aims and objectives of your study,
• The research questions that you address,
• The variables of interest [i.e., the various factors and features of the phenomenon being studied],
• The method(s) of investigation, and
• Any relevant alternative theoretical frameworks that could have been adopted.

Review each of these decisions. You need to not only clearly establish what you intend to accomplish, but to also include a declaration of what the study does not intend to cover. In the latter case, your exclusionary decisions should be based upon criteria stated as, "not interesting"; "not directly relevant"; “too problematic because..."; "not feasible," and the like. Make this reasoning explicit!

NOTE: Delimitations refer to the initial choices made about the broader, overall design of your study and should not be confused with documenting the limitations of your study discovered after the research has been completed.

III. The Narrative Flow

Issues to keep in mind that will help the narrative flow in your introduction :

• Your introduction should clearly identify the subject area of interest . A simple strategy to follow is to use key words from your title in the first few sentences of the introduction. This will help focus the introduction on the topic at the appropriate level and ensures that you get to the primary subject matter quickly without losing focus, or discussing information that is too general.
• Establish context by providing a brief and balanced review of the pertinent published literature that is available on the subject. The key is to summarize for the reader what is known about the specific research problem before you did your analysis. This part of your introduction should not represent a comprehensive literature review but consists of a general review of the important, foundational research literature (with citations) that lays a foundation for understanding key elements of the research problem. See the drop-down tab for "Background Information" for types of contexts.
• Clearly state the hypothesis that you investigated . When you are first learning to write in this format it is okay, and actually preferable, to use a past statement like, "The purpose of this study was to...." or "We investigated three possible mechanisms to explain the...."
• Why did you choose this kind of research study or design? Provide a clear statement of the rationale for your approach to the problem studied. This will usually follow your statement of purpose in the last paragraph of the introduction.

IV. Engaging the Reader

The overarching goal of your introduction is to make your readers want to read your paper. The introduction should grab your reader's attention. Strategies for doing this can be to:

• Open with a compelling story,
• Include a strong quotation or a vivid, perhaps unexpected anecdote,
• Pose a provocative or thought-provoking question,
• Describe a puzzling scenario or incongruity, or
• Cite a stirring example or case study that illustrates why the research problem is important.

NOTE:   Only choose one strategy for engaging your readers; avoid giving an impression that your paper is more flash than substance.

Freedman, Leora  and Jerry Plotnick. Introductions and Conclusions . University College Writing Centre. University of Toronto; Introduction . The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Introductions . The Writing Center. University of North Carolina; Introductions . The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Introductions, Body Paragraphs, and Conclusions for an Argument Paper. The Writing Lab and The OWL. Purdue University; Resources for Writers: Introduction Strategies . Program in Writing and Humanistic Studies. Massachusetts Institute of Technology; Sharpling, Gerald. Writing an Introduction . Centre for Applied Linguistics, University of Warwick; Writing Your Introduction. Department of English Writing Guide. George Mason University.

Writing Tip

Avoid the "Dictionary" Introduction

Giving the dictionary definition of words related to the research problem may appear appropriate because it is important to define specific words or phrases with which readers may be unfamiliar. However, anyone can look a word up in the dictionary and a general dictionary is not a particularly authoritative source. It doesn't take into account the context of your topic and doesn't offer particularly detailed information. Also, placed in the context of a particular discipline, a term may have a different meaning than what is found in a general dictionary. If you feel that you must seek out an authoritative definition, try to find one that is from subject specific dictionaries or encyclopedias [e.g., if you are a sociology student, search for dictionaries of sociology].

Saba, Robert. The College Research Paper . Florida International University; Introductions . The Writing Center. University of North Carolina.

Another Writing Tip

When Do I Begin?

A common question asked at the start of any paper is, "where should I begin?" An equally important question to ask yourself is, "When do I begin?" Research problems in the social sciences rarely rest in isolation from the history of the issue being investigated. It is, therefore, important to lay a foundation for understanding the historical context underpinning the research problem. However, this information should be brief and succinct and begin at a point in time that best informs the reader of study's overall importance. For example, a study about coffee cultivation and export in West Africa as a key stimulus for local economic growth needs to describe the beginning of exporting coffee in the region and establishing why economic growth is important. You do not need to give a long historical explanation about coffee exportation in Africa. If a research problem demands a substantial exploration of historical context, do this in the literature review section; note in the introduction as part of your "roadmap" [see below] that you covering this in the literature review.

Yet Another Writing Tip

Always End with a Roadmap

The final paragraph or sentences of your introduction should forecast your main arguments and conclusions and provide a description of the rest of the paper [a "roadmap"] that let's the reader know where you are going and what to expect.

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How to write an introduction section of a scientific article?

An article primarily includes the following sections: introduction, materials and methods, results, discussion, and conclusion. Before writing the introduction, the main steps, the heading and the familiarity level of the readers should be considered. Writing should begin when the experimental system and the equipment are available. The introduction section comprises the first portion of the manuscript, and it should be written using the simple present tense. Additionally, abbreviations and explanations are included in this section. The main goal of the introduction is to convey basic information to the readers without obligating them to investigate previous publications and to provide clues as to the results of the present study. To do this, the subject of the article should be thoroughly reviewed, and the aim of the study should be clearly stated immediately after discussing the basic references. In this review, we aim to convey the principles of writing the introduction section of a manuscript to residents and young investigators who have just begun to write a manuscript.

Introduction

When entering a gate of a magnificent city we can make a prediction about the splendor, pomposity, history, and civilization we will encounter in the city. Occasionally, gates do not give even a glimpse of the city, and it can mislead the visitors about inner sections of the city. Introduction sections of the articles are like gates of a city. It is a presentation aiming at introducing itself to the readers, and attracting their attention. Attractiveness, clarity, piquancy, and analytical capacity of the presentation will urge the reader to read the subsequent sections of the article. On the other hand as is understood from the motto of antique Greek poet Euripides “a bad beginning makes a bad ending”, ‘Introduction’ section of a scientific article is important in that it can reveal the conclusion of the article. [ 1 ]

It is useful to analyze the issues to be considered in the ‘Introduction’ section under 3 headings. Firstly, information should be provided about the general topic of the article in the light of the current literature which paves the way for the disclosure of the objective of the manuscript. Then the specific subject matter, and the issue to be focused on should be dealt with, the problem should be brought forth, and fundamental references related to the topic should be discussed. Finally, our recommendations for solution should be described, in other words our aim should be communicated. When these steps are followed in that order, the reader can track the problem, and its solution from his/her own perspective under the light of current literature. Otherwise, even a perfect study presented in a non-systematized, confused design will lose the chance of reading. Indeed inadequate information, inability to clarify the problem, and sometimes concealing the solution will keep the reader who has a desire to attain new information away from reading the manuscript. [ 1 – 3 ]

First of all, explanation of the topic in the light of the current literature should be made in clear, and precise terms as if the reader is completely ignorant of the subject. In this section, establishment of a warm rapport between the reader, and the manuscript is aimed. Since frantic plunging into the problem or the solution will push the reader into the dilemma of either screening the literature about the subject matter or refraining from reading the article. Updated, and robust information should be presented in the ‘Introduction’ section.

Then main topic of our manuscript, and the encountered problem should be analyzed in the light of the current literature following a short instance of brain exercise. At this point the problems should be reduced to one issue as far as possible. Of course, there might be more than one problem, however this new issue, and its solution should be the subject matter of another article. Problems should be expressed clearly. If targets are more numerous, and complex, solutions will be more than one, and confusing.

Finally, the last paragraphs of the ‘Introduction’ section should include the solution in which we will describe the information we generated, and related data. Our sentences which arouse curiosity in the readers should not be left unanswered. The reader who thinks to obtain the most effective information in no time while reading a scientific article should not be smothered with mysterious sentences, and word plays, and the readers should not be left alone to arrive at a conclusion by themselves. If we have contrary expectations, then we might write an article which won’t have any reader. A clearly expressed or recommended solutions to an explicitly revealed problem is also very important for the integrity of the ‘Introduction’ section. [ 1 – 5 ]

We can summarize our arguments with the following example ( Figure 1 ). The introduction section of the exemplary article is written in simple present tense which includes abbreviations, acronyms, and their explanations. Based on our statements above we can divide the introduction section into 3 parts. In the first paragraph, miniaturization, and evolvement of pediatric endourological instruments, and competitions among PNL, ESWL, and URS in the treatment of urinary system stone disease are described, in other words the background is prepared. In the second paragraph, a newly defined system which facilitates intrarenal access in PNL procedure has been described. Besides basic references related to the subject matter have been given, and their outcomes have been indicated. In other words, fundamental references concerning main subject have been discussed. In the last paragraph the aim of the researchers to investigate the outcomes, and safety of the application of this new method in the light of current information has been indicated.

An exemplary introduction section of an article

Apart from the abovementioned information about the introduction section of a scientific article we will summarize a few major issues in brief headings

Important points which one should take heed of:

• Abbreviations should be given following their explanations in the ‘Introduction’ section (their explanations in the summary does not count)
• Simple present tense should be used.
• References should be selected from updated publication with a higher impact factor, and prestigous source books.
• Avoid mysterious, and confounding expressions, construct clear sentences aiming at problematic issues, and their solutions.
• The sentences should be attractive, tempting, and comjprehensible.
• Firstly general, then subject-specific information should be given. Finally our aim should be clearly explained.

How to Practice Academic Medicine and Publish from Developing Countries? pp 193–199 Cite as

How to Write the Introduction to a Scientific Paper?

• Samiran Nundy 4 ,
• Atul Kakar 5 &
• Zulfiqar A. Bhutta 6  
• Open Access
• First Online: 24 October 2021

60k Accesses

146 Altmetric

An Introduction to a scientific paper familiarizes the reader with the background of the issue at hand. It must reflect why the issue is topical and its current importance in the vast sea of research being done globally. It lays the foundation of biomedical writing and is the first portion of an article according to the IMRAD pattern ( I ntroduction, M ethodology, R esults, a nd D iscussion) [1].

I once had a professor tell a class that he sifted through our pile of essays, glancing at the titles and introductions, looking for something that grabbed his attention. Everything else went to the bottom of the pile to be read last, when he was tired and probably grumpy from all the marking. Don’t get put at the bottom of the pile, he said. Anonymous

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1 What is the Importance of an Introduction?

An Introduction to a scientific paper familiarizes the reader with the background of the issue at hand. It must reflect why the issue is topical and its current importance in the vast sea of research being done globally. It lays the foundation of biomedical writing and is the first portion of an article according to the IMRAD pattern ( I ntroduction, M ethodology, R esults, a nd D iscussion) [ 1 ].

It provides the flavour of the article and many authors have used phrases to describe it for example—'like a gate of the city’ [ 2 ], ‘the beginning is half of the whole’ [ 3 ], ‘an introduction is not just wrestling with words to fit the facts, but it also strongly modulated by perception of the anticipated reactions of peer colleagues’, [ 4 ] and ‘an introduction is like the trailer to a movie’. A good introduction helps captivate the reader early.

2 What Are the Principles of Writing a Good Introduction?

A good introduction will ‘sell’ an article to a journal editor, reviewer, and finally to a reader [ 3 ]. It should contain the following information [ 5 , 6 ]:

The known—The background scientific data

The unknown—Gaps in the current knowledge

Research hypothesis or question

Methodologies used for the study

The known consist of citations from a review of the literature whereas the unknown is the new work to be undertaken. This part should address how your work is the required missing piece of the puzzle.

3 What Are the Models of Writing an Introduction?

The Problem-solving model

First described by Swales et al. in 1979, in this model the writer should identify the ‘problem’ in the research, address the ‘solution’ and also write about ‘the criteria for evaluating the problem’ [ 7 , 8 ].

The CARS model that stands for C reating A R esearch S pace [ 9 , 10 ].

The two important components of this model are:

Establishing a territory (situation)

Establishing a niche (problem)

Occupying a niche (the solution)

In this popular model, one can add a fourth point, i.e., a conclusion [ 10 ].

4 What Is Establishing a Territory?

This includes: [ 9 ]

Stating the general topic and providing some background about it.

Providing a brief and relevant review of the literature related to the topic.

Adding a paragraph on the scope of the topic including the need for your study.

5 What Is Establishing a Niche?

Establishing a niche includes:

Stating the importance of the problem.

Outlining the current situation regarding the problem citing both global and national data.

Evaluating the current situation (advantages/ disadvantages).

Identifying the gaps.

Emphasizing the importance of the proposed research and how the gaps will be addressed.

Stating the research problem/ questions.

Stating the hypotheses briefly.

Figure 17.1 depicts how the introduction needs to be written. A scientific paper should have an introduction in the form of an inverted pyramid. The writer should start with the general information about the topic and subsequently narrow it down to the specific topic-related introduction.

Flow of ideas from the general to the specific

6 What Does Occupying a Niche Mean?

This is the third portion of the introduction and defines the rationale of the research and states the research question. If this is missing the reviewers will not understand the logic for publication and is a common reason for rejection [ 11 , 12 ]. An example of this is given below:

Till date, no study has been done to see the effectiveness of a mesh alone or the effectiveness of double suturing along with a mesh in the closure of an umbilical hernia regarding the incidence of failure. So, the present study is aimed at comparing the effectiveness of a mesh alone versus the double suturing technique along with a mesh.

7 How Long Should the Introduction Be?

For a project protocol, the introduction should be about 1–2 pages long and for a thesis it should be 3–5 pages in a double-spaced typed setting. For a scientific paper it should be less than 10–15% of the total length of the manuscript [ 13 , 14 ].

8 How Many References Should an Introduction Have?

All sections in a scientific manuscript except the conclusion should contain references. It has been suggested that an introduction should have four or five or at the most one-third of the references in the whole paper [ 15 ].

9 What Are the Important Points Which Should be not Missed in an Introduction?

An introduction paves the way forward for the subsequent sections of the article. Frequently well-planned studies are rejected by journals during review because of the simple reason that the authors failed to clarify the data in this section to justify the study [ 16 , 17 ]. Thus, the existing gap in knowledge should be clearly brought out in this section (Fig. 17.2 ).

How should the abstract, introduction, and discussion look

The following points are important to consider:

The introduction should be written in simple sentences and in the present tense.

Many of the terms will be introduced in this section for the first time and these will require abbreviations to be used later.

The references in this section should be to papers published in quality journals (e.g., having a high impact factor).

The aims, problems, and hypotheses should be clearly mentioned.

Start with a generalization on the topic and go on to specific information relevant to your research.

10 Example of an Introduction

11 Conclusions

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It has to move from a general to a specific research topic and must include the need for the present study.

The Introduction should include data from a literature search, i.e., what is already known about this subject and progress to what we hope to add to this knowledge.

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📍 References

• Introduction Section for Research Papers: San Jose State University
• The Introduction: Organizing Your Social Sciences Research Paper: University of Southern California
• Introductions for Research Papers: The University of Texas at El Paso
• Writing a Scientific Paper: Introduction: University of California Irvine

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• Published: 19 March 2024

TacticAI: an AI assistant for football tactics

• Zhe Wang   ORCID: orcid.org/0000-0002-0748-5376 1   na1 ,
• Petar Veličković   ORCID: orcid.org/0000-0002-2820-4692 1   na1 ,
• Daniel Hennes   ORCID: orcid.org/0000-0002-3646-5286 1   na1 ,
• Nenad Tomašev   ORCID: orcid.org/0000-0003-1624-0220 1 ,
• Laurel Prince 1 ,
• Michael Kaisers 1 ,
• Yoram Bachrach 1 ,
• Romuald Elie 1 ,
• Li Kevin Wenliang 1 ,
• Federico Piccinini 1 ,
• William Spearman 2 ,
• Ian Graham 3 ,
• Jerome Connor 1 ,
• Yi Yang 1 ,
• Adrià Recasens 1 ,
• Mina Khan 1 ,
• Nathalie Beauguerlange 1 ,
• Pablo Sprechmann 1 ,
• Pol Moreno 1 ,
• Nicolas Heess   ORCID: orcid.org/0000-0001-7876-9256 1 ,
• Michael Bowling   ORCID: orcid.org/0000-0003-2960-8418 4 ,
• Demis Hassabis 1 &
• Karl Tuyls   ORCID: orcid.org/0000-0001-7929-1944 5  

Nature Communications volume  15 , Article number:  1906 ( 2024 ) Cite this article

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Identifying key patterns of tactics implemented by rival teams, and developing effective responses, lies at the heart of modern football. However, doing so algorithmically remains an open research challenge. To address this unmet need, we propose TacticAI, an AI football tactics assistant developed and evaluated in close collaboration with domain experts from Liverpool FC. We focus on analysing corner kicks, as they offer coaches the most direct opportunities for interventions and improvements. TacticAI incorporates both a predictive and a generative component, allowing the coaches to effectively sample and explore alternative player setups for each corner kick routine and to select those with the highest predicted likelihood of success. We validate TacticAI on a number of relevant benchmark tasks: predicting receivers and shot attempts and recommending player position adjustments. The utility of TacticAI is validated by a qualitative study conducted with football domain experts at Liverpool FC. We show that TacticAI’s model suggestions are not only indistinguishable from real tactics, but also favoured over existing tactics 90% of the time, and that TacticAI offers an effective corner kick retrieval system. TacticAI achieves these results despite the limited availability of gold-standard data, achieving data efficiency through geometric deep learning.

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Introduction

Association football, or simply football or soccer, is a widely popular and highly professionalised sport, in which two teams compete to score goals against each other. As each football team comprises up to 11 active players at all times and takes place on a very large pitch (also known as a soccer field), scoring goals tends to require a significant degree of strategic team-play. Under the rules codified in the Laws of the Game 1 , this competition has nurtured an evolution of nuanced strategies and tactics, culminating in modern professional football leagues. In today’s play, data-driven insights are a key driver in determining the optimal player setups for each game and developing counter-tactics to maximise the chances of success 2 .

When competing at the highest level the margins are incredibly tight, and it is increasingly important to be able to capitalise on any opportunity for creating an advantage on the pitch. To that end, top-tier clubs employ diverse teams of coaches, analysts and experts, tasked with studying and devising (counter-)tactics before each game. Several recent methods attempt to improve tactical coaching and player decision-making through artificial intelligence (AI) tools, using a wide variety of data types from videos to tracking sensors and applying diverse algorithms ranging from simple logistic regression to elaborate neural network architectures. Such methods have been employed to help predict shot events from videos 3 , forecast off-screen movement from spatio-temporal data 4 , determine whether a match is in-play or interrupted 5 , or identify player actions 6 .

The execution of agreed-upon plans by players on the pitch is highly dynamic and imperfect, depending on numerous factors including player fitness and fatigue, variations in player movement and positioning, weather, the state of the pitch, and the reaction of the opposing team. In contrast, set pieces provide an opportunity to exert more control on the outcome, as the brief interruption in play allows the players to reposition according to one of the practiced and pre-agreed patterns, and make a deliberate attempt towards the goal. Examples of such set pieces include free kicks, corner kicks, goal kicks, throw-ins, and penalties 2 .

Among set pieces, corner kicks are of particular importance, as an improvement in corner kick execution may substantially modify game outcomes, and they lend themselves to principled, tactical and detailed analysis. This is because corner kicks tend to occur frequently in football matches (with ~10 corners on average taking place in each match 7 ), they are taken from a fixed, rigid position, and they offer an immediate opportunity for scoring a goal—no other set piece simultaneously satisfies all of the above. In practice, corner kick routines are determined well ahead of each match, taking into account the strengths and weaknesses of the opposing team and their typical tactical deployment. It is for this reason that we focus on corner kick analysis in particular, and propose TacticAI, an AI football assistant for supporting the human expert with set piece analysis, and the development and improvement of corner kick routines.

TacticAI is rooted in learning efficient representations of corner kick tactics from raw, spatio-temporal player tracking data. It makes efficient use of this data by representing each corner kick situation as a graph—a natural representation for modelling relationships between players (Fig.  1 A, Table  2 ), and these player relationships may be of higher importance than the absolute distances between them on the pitch 8 . Such a graph input is a natural candidate for graph machine learning models 9 , which we employ within TacticAI to obtain high-dimensional latent player representations. In the Supplementary Discussion section, we carefully contrast TacticAI against prior art in the area.

A How corner kick situations are converted to a graph representation. Each player is treated as a node in a graph, with node, edge and graph features extracted as detailed in the main text. Then, a graph neural network operates over this graph by performing message passing; each node’s representation is updated using the messages sent to it from its neighbouring nodes. B How TacticAI processes a given corner kick. To ensure that TacticAI’s answers are robust in the face of horizontal or vertical reflections, all possible combinations of reflections are applied to the input corner, and these four views are then fed to the core TacticAI model, where they are able to interact with each other to compute the final player representations—each internal blue arrow corresponds to a single message passing layer from ( A ). Once player representations are computed, they can be used to predict the corner’s receiver, whether a shot has been taken, as well as assistive adjustments to player positions and velocities, which increase or decrease the probability of a shot being taken.

Uniquely, TacticAI takes advantage of geometric deep learning 10 to explicitly produce player representations that respect several symmetries of the football pitch (Fig.  1 B). As an illustrative example, we can usually safely assume that under a horizontal or vertical reflection of the pitch state, the game situation is equivalent. Geometric deep learning ensures that TacticAI’s player representations will be identically computed under such reflections, such that this symmetry does not have to be learnt from data. This proves to be a valuable addition, as high-quality tracking data is often limited—with only a few hundred matches played each year in every league. We provide an in-depth overview of how we employ geometric deep learning in TacticAI in the “Methods” section.

From these representations, TacticAI is then able to answer various predictive questions about the outcomes of a corner—for example, which player is most likely to make first contact with the ball, or whether a shot will take place. TacticAI can also be used as a retrieval system—for mining similar corner kick situations based on the similarity of player representations—and a generative recommendation system, suggesting adjustments to player positions and velocities to maximise or minimise the estimated shot probability. Through several experiments within a case study with domain expert coaches and analysts from Liverpool FC, the results of which we present in the next section, we obtain clear statistical evidence that TacticAI readily provides useful, realistic and accurate tactical suggestions.

To demonstrate the diverse qualities of our approach, we design TacticAI with three distinct predictive and generative components: receiver prediction, shot prediction, and tactic recommendation through guided generation, which also correspond to the benchmark tasks for quantitatively evaluating TacticAI. In addition to providing accurate quantitative insights for corner kick analysis with its predictive components, the interplay between TacticAI’s predictive and generative components allows coaches to sample alternative player setups for each routine of interest, and directly evaluate the possible outcomes of such alternatives.

We will first describe our quantitative analysis, which demonstrates that TacticAI’s predictive components are accurate at predicting corner kick receivers and shot situations on held-out test corners and that the proposed player adjustments do not strongly deviate from ground-truth situations. However, such an analysis only gives an indirect insight into how useful TacticAI would be once deployed. We tackle this question of utility head-on and conduct a comprehensive case study in collaboration with our partners at Liverpool FC—where we directly ask human expert raters to judge the utility of TacticAI’s predictions and player adjustments. The following sections expand on the specific results and analysis we have performed.

In what follows, we will describe TacticAI’s components at a minimal level necessary to understand our evaluation. We defer detailed descriptions of TacticAI’s components to the “Methods” section. Note that, all our error bars reported in this research are standard deviations.

Benchmarking TacticAI

We evaluate the three components of TacticAI on a relevant benchmark dataset of corner kicks. Our dataset consists of 7176 corner kicks from the 2020 to 2021 Premier League seasons, which we randomly shuffle and split into a training (80%) and a test set (20%). As previously mentioned, TacticAI operates on graphs. Accordingly, we represent each corner kick situation as a graph, where each node corresponds to a player. The features associated with each node encode the movements (velocities and positions) and simple profiles (heights and weights) of on-pitch players at the timestamp when the corresponding corner kick was being taken by the attacking kicker (see the “Methods” section), and no information of ball movement was encoded. The graphs are fully connected; that is, for every pair of players, we will include the edge connecting them in the graph. Each of these edges encodes a binary feature, indicating whether the two players are on opposing teams or not. For each task, we generated the relevant dataset of node/edge/graph features and corresponding labels (Tables  1 and 2 , see the “Methods” section). The components were then trained separately with their corresponding corner kick graphs. In particular, we only employ a minimal set of features to construct the corner kick graphs, without encoding the movements of the ball nor explicitly encoding the distances between players into the graphs. We used a consistent training-test split for all benchmark tasks, as this made it possible to benchmark not only the individual components but also their interactions.

Accurate receiver and shot prediction through geometric deep learning

One of TacticAI’s key predictive models forecasts the receiver out of the 22 on-pitch players. The receiver is defined as the first player touching the ball after the corner is taken. In our evaluation, all methods used the same set of features (see the “Receiver prediction” entry in Table  1 and the “Methods” section). We leveraged the receiver prediction task to benchmark several different TacticAI base models. Our best-performing model—achieving 0.782 ± 0.039 in top-3 test accuracy after 50,000 training steps—was a deep graph attention network 11 , 12 , leveraging geometric deep learning 10 through the use of D 2 group convolutions 13 . We supplement this result with a detailed ablation study, verifying that both our choice of base architecture and group convolution yielded significant improvements in the receiver prediction task (Supplementary Table  2 , see the subsection “Ablation study” in the “Methods” section). Considering that corner kick receiver prediction is a highly challenging task with many factors that are unseen by our model—including fatigue and fitness levels, and actual ball trajectory—we consider TacticAI’s top-3 accuracy to reflect a high level of predictive power, and keep the base TacticAI architecture fixed for subsequent studies. In addition to this quantitative evaluation with the evaluation dataset, we also evaluate the performance of TacticAI’s receiver prediction component in a case study with human raters. Please see the “Case study with expert raters” section for more details.

For shot prediction, we observe that reusing the base TacticAI architecture to directly predict shot events—i.e., directly modelling the probability \({\mathbb{P}}(\,{{\mbox{shot}}}| {{\mbox{corner}}}\,)\) —proved challenging, only yielding a test F 1 score of 0.52 ± 0.03, for a GATv2 base model. Note that here we use the F 1 score—the harmonic mean of precision and recall—as it is commonly used in binary classification problems over imbalanced datasets, such as shot prediction. However, given that we already have a potent receiver predictor, we decided to use its output to give us additional insight into whether or not a shot had been taken. Hence, we opted to decompose the probability of taking a shot as

where \({\mathbb{P}}(\,{{\mbox{receiver}}}| {{\mbox{corner}}}\,)\) are the probabilities computed by TacticAI’s receiver prediction system, and \({\mathbb{P}}(\,{{\mbox{shot}}}| {{\mbox{receiver}}},{{\mbox{corner}}}\,)\) models the conditional shot probability after a specific player makes first contact with the ball. This was implemented through providing an additional global feature to indicate the receiver in the corresponding corner kick (Table  1 ) while the architecture otherwise remained the same as that of receiver prediction (Supplementary Fig.  2 , see the “Methods” section). At training time, we feed the ground-truth receiver as input to the model—at inference time, we attempt every possible receiver, weighing their contributions using the probabilities given by TacticAI’s receiver predictor, as per Eq. ( 1 ). This two-phased approach yielded a final test F 1 score of 0.68 ± 0.04 for shot prediction, which encodes significantly more signal than the unconditional shot predictor, especially considering the many unobservables associated with predicting shot events. Just as for receiver prediction, this performance can be further improved using geometric deep learning; a conditional GATv2 shot predictor with D 2 group convolutions achieves an F 1 score of 0.71 ± 0.01.

Moreover, we also observe that, even just through predicting the receivers, without explicitly classifying any other salient features of corners, TacticAI learned generalisable representations of the data. Specifically, team setups with similar tactical patterns tend to cluster together in TacticAI’s latent space (Fig.  2 ). However, no clear clusters are observed in the raw input space (Supplementary Fig.  1 ). This indicates that TacticAI can be leveraged as a useful corner kick retrieval system, and we will present our evaluation of this hypothesis in the “Case study with expert raters” section.

We visualise the latent representations of attacking and defending teams in 1024 corner kicks using t -SNE. A latent team embedding in one corner kick sample is the mean of the latent player representations on the same attacking ( A – C ) or defending ( D ) team. Given the reference corner kick sample ( A ), we retrieve another corner kick sample ( B ) with respect to the closest distance of their representations in the latent space. We observe that ( A ) and ( B ) are both out-swing corner kicks and share similar patterns of their attacking tactics, which are highlighted with rectangles having the same colours, although they bear differences with respect to the absolute positions and velocities of the players. All the while, the latent representation of an in-swing attack ( C ) is distant from both ( A ) and ( B ) in the latent space. The red arrows are only used to demonstrate the difference between in- and out-swing corner kicks, not the actual ball trajectories.

Lastly, it is worth emphasising that the utility of the shot predictor likely does not come from forecasting whether a shot event will occur—a challenging problem with many imponderables—but from analysing the difference in predicted shot probability across multiple corners. Indeed, in the following section, we will show how TacticAI’s generative tactic refinements can directly influence the predicted shot probabilities, which will then corresponds to highly favourable evaluation by our expert raters in the “Case study with expert raters” section.

Controlled tactic refinement using class-conditional generative models

Equipped with components that are able to potently relate corner kicks with their various outcomes (e.g. receivers and shot events), we can explore the use of TacticAI to suggest adjustments of tactics, in order to amplify or reduce the likelihood of certain outcomes.

Specifically, we aim to produce adjustments to the movements of players on one of the two teams, including their positions and velocities, which would maximise or minimise the probability of a shot event, conditioned on the initial corner setup, consisting of the movements of players on both teams and their heights and weights. In particular, although in real-world scenarios both teams may react simultaneously to the movements of each other, in our study, we focus on moderate adjustments to player movements, which help to detect players that are not responding to a tactic properly. Due to this reason, we simplify the process of tactic refinement through generating the adjustments for only one team while keeping the other fixed. The way we train a model for this task is through an auto-encoding objective: we feed the ground-truth shot outcome (a binary indicator) as an additional graph-level feature to TacticAI’s model (Table  1 ), and then have it learn to reconstruct a probability distribution of the input player coordinates (Fig.  1 B, also see the “Methods” section). As a consequence, our tactic adjustment system does not depend on the previously discussed shot predictor—although we can use the shot predictor to evaluate whether the adjustments make a measurable difference in shot probability.

This autoencoder-based generative model is an individual component that separates from TacticAI’s predictive systems. All three systems share the encoder architecture (without sharing parameters), but use different decoders (see the “Methods” section). At inference time, we can instead feed in a desired shot outcome for the given corner setup, and then sample new positions and velocities for players on one team using this probability distribution. This setup, in principle, allows for flexible downstream use, as human coaches can optimise corner kick setups through generating adjustments conditioned on the specific outcomes of their interest—e.g., increasing shot probability for the attacking team, decreasing it for the defending team (Fig.  3 ) or amplifying the chance that a particular striker receives the ball.

TacticAI makes it possible for human coaches to redesign corner kick tactics in ways that help maximise the probability of a positive outcome for either the attacking or the defending team by identifying key players, as well as by providing temporally coordinated tactic recommendations that take all players into consideration. As demonstrated in the present example ( A ), for a corner kick in which there was a shot attempt in reality ( B ), TacticAI can generate a tactically-adjusted setting in which the shot probability has been reduced, by adjusting the positioning of the defenders ( D ). The suggested defender positions result in reduced receiver probability for attacking players 2–5 (see bottom row), while the receiver probability of Attacker 1, who is distant from the goalpost, has been increased ( C ). The model is capable of generating multiple such scenarios. Coaches can inspect the different options visually and additionally consult TacticAI’s quantitative analysis of the presented tactics.

We first evaluate the generated adjustments quantitatively, by verifying that they are indistinguishable from the original corner kick distribution using a classifier. To do this, we synthesised a dataset consisting of 200 corner kick samples and their corresponding conditionally generated adjustments. Specifically, for corners without a shot event, we generated adjustments for the attacking team by setting the shot event feature to 1, and vice-versa for the defending team when a shot event did happen. We found that the real and generated samples were not distinguishable by an MLP classifier, with an F 1 score of 0.53 ± 0.05, indicating random chance level accuracy. This result indicates that the adjustments produced by TacticAI are likely similar enough to real corner kicks that the MLP is unable to tell them apart. Note that, in spite of this similarity, TacticAI recommends player-level adjustments that are not negligible—in the following section we will illustrate several salient examples of this. To more realistically validate the practical indistinguishability of TacticAI’s adjustments from realistic corners, we also evaluated the realism of the adjustments in a case study with human experts, which we will present in the following section.

In addition, we leveraged our TacticAI shot predictor to estimate whether the proposed adjustments were effective. We did this by analysing 100 corner kick samples in which threatening shots occurred, and then, for each sample, generated one defensive refinement through setting the shot event feature to 0. We observed that the average shot probability significantly decreased, from 0.75 ± 0.14 for ground-truth corners to 0.69 ± 0.16 for adjustments ( z  = 2.62,  p  < 0.001). This observation was consistent when testing for attacking team refinements (shot probability increased from 0.18 ± 0.16 to 0.31 ± 0.26 ( z  = −4.46,  p  < 0.001)). Moving beyond this result, we also asked human raters to assess the utility of TacticAI’s proposed adjustments within our case study, which we detail next.

Case study with expert raters

Although quantitative evaluation with well-defined benchmark datasets was critical for the technical development of TacticAI, the ultimate test of TacticAI as a football tactic assistant is its practical downstream utility being recognised by professionals in the industry. To this end, we evaluated TacticAI through a case study with our partners at Liverpool FC (LFC). Specifically, we invited a group of five football experts: three data scientists, one video analyst, and one coaching assistant. Each of them completed four tasks in the case study, which evaluated the utility of TacticAI’s components from several perspectives; these include (1) the realism of TacticAI’s generated adjustments, (2) the plausibility of TacticAI’s receiver predictions, (3) effectiveness of TacticAI’s embeddings for retrieving similar corners, and (4) usefulness of TacticAI’s recommended adjustments. We provide an overview of our study’s results here and refer the interested reader to Supplementary Figs.  3 – 5 and the  Supplementary Methods for additional details.

We first simultaneously evaluated the realism of the adjusted corner kicks generated by TacticAI, and the plausibility of its receiver predictions. Going through a collection of 50 corner kick samples, we first asked the raters to classify whether a given sample was real or generated by TacticAI, and then they were asked to identify the most likely receivers in the corner kick sample (Supplementary Fig.  3 ).

On the task of classifying real and generated samples, first, we found that the raters’ average F 1 score of classifying the real vs. generated samples was only 0.60 ± 0.04, with individual F 1 scores ( \({F}_{1}^{A}=0.54,{F}_{1}^{B}=0.64,{F}_{1}^{C}=0.65,{F}_{1}^{D}=0.62,{F}_{1}^{E}=0.56\) ), indicating that the raters were, in many situations, unable to distinguish TacticAI’s adjustments from real corners.

The previous evaluation focused on analysing realism detection performance across raters. We also conduct a study that analyses realism detection across samples. Specifically, we assigned ratings for each sample—assigning +1 to a sample if it was identified as real by a human rater, and 0 otherwise—and computed the average rating for each sample across the five raters. Importantly, by studying the distribution of ratings, we found that there was no significant difference between the average ratings assigned to real and generated corners ( z  = −0.34,  p  > 0.05) (Fig.  4 A). Hence, the real and generated samples were assigned statistically indistinguishable average ratings by human raters.

In task 1, we tested the statistical difference between the real corner kick samples and the synthetic ones generated by TacticAI from two aspects: ( A.1 ) the distributions of their assigned ratings, and ( A.2 ) the corresponding histograms of the rating values. Analogously, in task 2 (receiver prediction), ( B.1 ) we track the distributions of the top-3 accuracy of receiver prediction using those samples, and ( B.2 ) the corresponding histogram of the mean rating per sample. No statistical difference in the mean was observed in either cases (( A.1 ) ( z  = −0.34,  p  > 0.05), and ( B.1 ) ( z  = 0.97,  p  > 0.05)). Additionally, we observed a statistically significant difference between the ratings of different raters on receiver prediction, with three clear clusters emerging ( C ). Specifically, Raters A and E had similar ratings ( z  = 0.66,  p  > 0.05), and Raters B and D also rated in similar ways ( z  = −1.84,  p  > 0.05), while Rater C responded differently from all other raters. This suggests a good level of variety of the human raters with respect to their perceptions of corner kicks. In task 3—identifying similar corners retrieved in terms of salient strategic setups—there were no significant differences among the distributions of the ratings by different raters ( D ), suggesting a high level of agreement on the usefulness of TacticAI’s capability of retrieving similar corners ( F 1,4  = 1.01,  p  > 0.1). Finally, in task 4, we compared the ratings of TacticAI’s strategic refinements across the human raters ( E ) and found that the raters also agreed on the general effectiveness of the refinements recommended by TacticAI ( F 1,4  = 0.45,  p  > 0.05). Note that the violin plots used in B.1 and C – E model a continuous probability distribution and hence assign nonzero probabilities to values outside of the allowed ranges. We only label y -axis ticks for the possible set of ratings.

For the task of identifying receivers, we rated TacticAI’s predictions with respect to a rater as +1 if at least one of the receivers identified by the rater appeared in TacticAI’s top-3 predictions, and 0 otherwise. The average top-3 accuracy among the human raters was 0.79 ± 0.18; specifically, 0.81 ± 0.17 for the real samples, and 0.77 ± 0.21 for the generated ones. These scores closely line up with the accuracy of TacticAI in predicting receivers for held-out test corners, validating our quantitative study. Further, after averaging the ratings for receiver prediction sample-wise, we found no statistically significant difference between the average ratings of predicting receivers over the real and generated samples ( z  = 0.97,  p  > 0.05) (Fig.  4 B). This indicates that TacticAI was equally performant in predicting the receivers of real corners and TacticAI-generated adjustments, and hence may be leveraged for this purpose even in simulated scenarios.

There is a notably high variance in the average receiver prediction rating of TacticAI. We hypothesise that this is due to the fact that different raters may choose to focus on different salient features when evaluating the likely receivers (or even the amount of likely receivers). We set out to validate this hypothesis by testing the pair-wise similarity of the predictions by the human raters through running a one-away analysis of variance (ANOVA), followed by a Tukey test. We found that the distributions of the five raters’ predictions were significantly different ( F 1,4  = 14.46,  p  < 0.001) forming three clusters (Fig.  4 C). This result indicates that different human raters—as suggested by their various titles at LFC—may often use very different leads when suggesting plausible receivers. The fact that TacticAI manages to retain a high top-3 accuracy in such a setting suggests that it was able to capture the salient patterns of corner kick strategies, which broadly align with human raters’ preferences. We will further test this hypothesis in the third task—identifying similar corners.

For the third task, we asked the human raters to judge 50 pairs of corners for their similarity. Each pair consisted of a reference corner and a retrieved corner, where the retrieved corner was chosen either as the nearest-neighbour of the reference in terms of their TacticAI latent space representations, or—as a feature-level heuristic—the cosine similarities of their raw features (Supplementary Fig.  4 ) in our corner kick dataset. We score the raters’ judgement of a pair as +1 if they considered the corners presented in the case to be usefully similar, otherwise, the pair is scored with 0. We first computed, for each rater, the recall with which they have judged a baseline- or TacticAI-retrieved pair as usefully similar—see description of Task 3 in the  Supplementary Methods . For TacticAI retrievals, the average recall across all raters was 0.59 ± 0.09, and for the baseline system, the recall was 0.36 ± 0.10. Secondly, we assess the statistical difference between the results of the two methods by averaging the ratings for each reference–retrieval pair, finding that the average rating of TacticAI retrievals is significantly higher than the average rating of baseline method retrievals ( z  = 2.34,  p  < 0.05). These two results suggest that TacticAI significantly outperforms the feature-space baseline as a method for mining similar corners. This indicates that TacticAI is able to extract salient features from corners that are not trivial to extract from the input data alone, reinforcing it as a potent tool for discovering opposing team tactics from available data. Finally, we observed that this task exhibited a high level of inter-rater agreement for TacticAI-retrieved pairs ( F 1,4  = 1.01,  p  > 0.1) (Fig.  4 D), suggesting that human raters were largely in agreement with respect to their assessment of TacticAI’s performance.

Finally, we evaluated TacticAI’s player adjustment recommendations for their practical utility. Specifically, each rater was given 50 tactical refinements together with the corresponding real corner kick setups—see Supplementary Fig.  5 , and the “Case study design” section in the  Supplementary Methods . The raters were then asked to rate each refinement as saliently improving the tactics (+1), saliently making them worse (−1), or offering no salient differences (0). We calculated the average rating assigned by each of the raters (giving us a value in the range [− 1, 1] for each rater). The average of these values across all five raters was 0.7 ± 0.1. Further, for 45 of the 50 situations (90%), the human raters found TacticAI’s suggestion to be favourable on average (by majority voting). Both of these results indicate that TacticAI’s recommendations are salient and useful to a downstream football club practitioner, and we set out to validate this with statistical tests.

We performed statistical significance testing of the observed positive ratings. First, for each of the 50 situations, we averaged its ratings across all five raters and then ran a t -test to assess whether the mean rating was significantly larger than zero. Indeed, the statistical test indicated that the tactical adjustments recommended by TacticAI were constructive overall ( \({t}_{49}^{{{{{{{{\rm{avg}}}}}}}}}=9.20,\, p \, < \, 0.001\) ). Secondly, we verified that each of the five raters individually found TacticAI’s recommendations to be constructive, running a t -test on each of their ratings individually. For all of the five raters, their average ratings were found to be above zero with statistical significance ( \({t}_{49}^{A}=5.84,\, {p}^{A} \, < \, 0.001;{t}_{49}^{B}=7.88,\; {p}^{B} \, < \, 0.001;{t}_{49}^{C}=7.00,\; {p}^{C} \, < \, 0.001;{t}_{49}^{D}=6.04,\; {p}^{D} \, < \, 0.001;{t}_{49}^{E}=7.30,\, {p}^{E} \, < \, 0.001\) ). In addition, their ratings also shared a high level of inter-agreement ( F 1,4  = 0.45,  p  > 0.05) (Fig.  4 E), suggesting a level of practical usefulness that is generally recognised by human experts, even though they represent different backgrounds.

Taking all of these results together, we find TacticAI to possess strong components for prediction, retrieval, and tactical adjustments on corner kicks. To illustrate the kinds of salient recommendations by TacticAI, in Fig.  5 we present four examples with a high degree of inter-rater agreement.

These examples are selected from our case study with human experts, to illustrate the breadth of tactical adjustments that TacticAI suggests to teams defending a corner. The density of the yellow circles coincides with the number of times that the corresponding change is recognised as constructive by human experts. Instead of optimising the movement of one specific player, TacticAI can recommend improvements for multiple players in one generation step through suggesting better positions to block the opposing players, or better orientations to track them more efficiently. Some specific comments from expert raters follow. In A , according to raters, TacticAI suggests more favourable positions for several defenders, and improved tracking runs for several others—further, the goalkeeper is positioned more deeply, which is also beneficial. In B , TacticAI suggests that the defenders furthest away from the corner make improved covering runs, which was unanimously deemed useful, with several other defenders also positioned more favourably. In C , TacticAI recommends improved covering runs for a central group of defenders in the penalty box, which was unanimously considered salient by our raters. And in D , TacticAI suggests substantially better tracking runs for two central defenders, along with a better positioning for two other defenders in the goal area.

We have demonstrated an AI assistant for football tactics and provided statistical evidence of its efficacy through a comprehensive case study with expert human raters from Liverpool FC. First, TacticAI is able to accurately predict the first receiver after a corner kick is taken as well as the probability of a shot as the direct result of the corner. Second, TacticAI has been shown to produce plausible tactical variations that improve outcomes in a salient way, while being indistinguishable from real scenarios by domain experts. And finally, the system’s latent player representations are a powerful means to retrieve similar set-piece tactics, allowing coaches to analyse relevant tactics and counter-tactics that have been successful in the past.

The broader scope of strategy modelling in football has previously been addressed from various individual angles, such as pass prediction 14 , 15 , 16 , shot prediction 3 or corner kick tactical classification 7 . However, to the best of our knowledge, our work stands out by combining and evaluating predictive and generative modelling of corner kicks for tactic development. It also stands out in its method of applying geometric deep learning, allowing for efficiently incorporating various symmetries of the football pitch for improved data efficiency. Our method incorporates minimal domain knowledge and does not rely on intricate feature engineering—though its factorised design naturally allows for more intricate feature engineering approaches when such features are available.

Our methodology requires the position and velocity estimates of all players at the time of execution of the corner and subsequent events. Here, we derive these from high-quality tracking and event data, with data availability from tracking providers limited to top leagues. Player tracking based on broadcast video would increase the reach and training data substantially, but would also likely result in noisier model inputs. While the attention mechanism of GATs would allow us to perform introspection of the most salient factors contributing to the model outcome, our method does not explicitly model exogenous (aleatoric) uncertainty, which would be valuable context for the football analyst.

While the empirical study of our method’s efficacy has been focused on corner kicks in association football, it readily generalises to other set pieces (such as throw-ins, which similarly benefit from similarity retrieval, pass and/or shot prediction) and other team sports with suspended play situations. The learned representations and overall framing of TacticAI also lay the ground for future research to integrate a natural language interface that enables domain-grounded conversations with the assistant, with the aim to retrieve particular situations of interest, make predictions for a given tactical variant, compare and contrast, and guide through an interactive process to derive tactical suggestions. It is thus our belief that TacticAI lays the groundwork for the next-generation AI assistant for football.

We devised TacticAI as a geometric deep learning pipeline, further expanded in this section. We process labelled spatio-temporal football data into graph representations, and train and evaluate on benchmarking tasks cast as classification or regression. These steps are presented in sequence, followed by details on the employed computational architecture.

Raw corner kick data

The raw dataset consisted of 9693 corner kicks collected from the 2020–21, 2021–22, and 2022–23 (up to January 2023) Premier League seasons. The dataset was provided by Liverpool FC and comprises four separate data sources, described below.

Our primary data source is spatio-temporal trajectory frames (tracking data), which tracked all on-pitch players and the ball, for each match, at 25 frames per second. In addition to player positions, their velocities are derived from position data through filtering. For each corner kick, we only used the frame in which the kick is being taken as input information.

Secondly, we also leverage event stream data, which annotated the events or actions (e.g., passes, shots and goals) that have occurred in the corresponding tracking frames.

Thirdly, the line-up data for the corresponding games, which recorded the players’ profiles, including their heights, weights and roles, is also used.

Lastly, we have access to miscellaneous game data, which contains the game days, stadium information, and pitch length and width in meters.

Graph representation and construction

We assumed that we were provided with an input graph \({{{{{{{\mathcal{G}}}}}}}}=({{{{{{{\mathcal{V}}}}}}}},\,{{{{{{{\mathcal{E}}}}}}}})\) with a set of nodes \({{{{{{{\mathcal{V}}}}}}}}\) and edges \({{{{{{{\mathcal{E}}}}}}}}\subseteq {{{{{{{\mathcal{V}}}}}}}}\times {{{{{{{\mathcal{V}}}}}}}}\) . Within the context of football games, we took \({{{{{{{\mathcal{V}}}}}}}}\) to be the set of 22 players currently on the pitch for both teams, and we set \({{{{{{{\mathcal{E}}}}}}}}={{{{{{{\mathcal{V}}}}}}}}\times {{{{{{{\mathcal{V}}}}}}}}\) ; that is, we assumed all pairs of players have the potential to interact. Further analyses, leveraging more specific choices of \({{{{{{{\mathcal{E}}}}}}}}\) , would be an interesting avenue for future work.

Additionally, we assume that the graph is appropriately featurised. Specifically, we provide a node feature matrix, \({{{{{{{\bf{X}}}}}}}}\in {{\mathbb{R}}}^{| {{{{{{{\mathcal{V}}}}}}}}| \times k}\) , an edge feature tensor, \({{{{{{{\bf{E}}}}}}}}\in {{\mathbb{R}}}^{| {{{{{{{\mathcal{V}}}}}}}}| \times | {{{{{{{\mathcal{V}}}}}}}}| \times l}\) , and a graph feature vector, \({{{{{{{\bf{g}}}}}}}}\in {{\mathbb{R}}}^{m}\) . The appropriate entries of these objects provide us with the input features for each node, edge, and graph. For example, \({{{{{{{{\bf{x}}}}}}}}}_{u}\in {{\mathbb{R}}}^{k}\) would provide attributes of an individual player \(u\in {{{{{{{\mathcal{V}}}}}}}}\) , such as position, height and weight, and \({{{{{{{{\bf{e}}}}}}}}}_{uv}\in {{\mathbb{R}}}^{l}\) would provide the attributes of a particular pair of players \((u,\, v)\in {{{{{{{\mathcal{E}}}}}}}}\) , such as their distance, and whether they belong to the same team. The graph feature vector, g , can be used to store global attributes of interest to the corner kick, such as the game time, current score, or ball position. For a simplified visualisation of how a graph neural network would process such an input, refer to Fig.  1 A.

To construct the input graphs, we first aligned the four data sources with respect to their game IDs and timestamps and filtered out 2517 invalid corner kicks, for which the alignment failed due to missing data, e.g., missing tracking frames or event labels. This filtering yielded 7176 valid corner kicks for training and evaluation. We summarised the exact information that was used to construct the input graphs in Table  2 . In particular, other than player heights (measured in centimeters (cm)) and weights (measured in kilograms (kg)), the players were anonymous in the model. For the cases in which the player profiles were missing, we set their heights and weights to 180 cm and 75 kg, respectively, as defaults. In total, we had 385 such occurrences out of a total of 213,246( = 22 × 9693) during data preprocessing. We downscaled the heights and weights by a factor of 100. Moreover, for each corner kick, we zero-centred the positions of on-pitch players and normalised them onto a 10 m × 10 m pitch, and their velocities were re-scaled accordingly. For the cases in which the pitch dimensions were missing, we used a standard pitch dimension of 110 m × 63 m as default.

We summarised the grouping of the features in Table  1 . The actual features used in different benchmark tasks may differ, and we will describe this in more detail in the next section. To focus on modelling the high-level tactics played by the attacking and defending teams, other than a binary indicator for ball possession—which is 1 for the corner kick taker and 0 for all other players—no information of ball movement, neither positions nor velocities, was used to construct the input graphs. Additionally, we do not have access to the player’s vertical movement, therefore only information on the two-dimensional movements of each player is provided in the data. We do however acknowledge that such information, when available, would be interesting to consider in a corner kick outcome predictor, considering the prevalence of aerial battles in corners.

Benchmark tasks construction

TacticAI consists of three predictive and generative models, which also correspond to three benchmark tasks implemented in this study. Specifically, (1) Receiver prediction, (2) Threatening shot prediction, and (3) Guided generation of team positions and velocities (Table  1 ). The graphs of all the benchmark tasks used the same feature space of nodes and edges, differing only in the global features.

For all three tasks, our models first transform the node features to a latent node feature matrix, \({{{{{{{\bf{H}}}}}}}}={f}_{{{{{{{{\mathcal{G}}}}}}}}}({{{{{{{\bf{X}}}}}}}},\, {{{{{{{\bf{E}}}}}}}},\, {{{{{{{\bf{g}}}}}}}})\) , from which we could answer queries: either about individual players—in which case we learned a relevant classifier or regressor over the h u vectors (the rows of H )—or about the occurrence of a global event (e.g. shot taken)—in which case we classified or regressed over the aggregated player vectors, ∑ u h u . In both cases, the classifiers were trained using stochastic gradient descent over an appropriately chosen loss function, such as categorical cross-entropy for classifiers, and mean squared error for regressors.

For different tasks, we extracted the corresponding ground-truth labels from either the event stream data or the tracking data. Specifically, (1) We modelled receiver prediction as a node classification task and labelled the first player to touch the ball after the corner was taken as the target node. This player could be either an attacking or defensive player. (2) Shot prediction was modelled as graph classification. In particular, we considered a next-ball-touch action by the attacking team as a shot if it was a direct corner, a goal, an aerial, hit on the goalposts, a shot attempt saved by the goalkeeper, or missing target. This yielded 1736 corners labelled as a shot being taken, and 5440 corners labelled as a shot not being taken. (3) For guided generation of player position and velocities, no additional label was needed, as this model relied on a self-supervised reconstruction objective.

The entire dataset was split into training and evaluation sets with an 80:20 ratio through random sampling, and the same splits were used for all tasks.

Graph neural networks

The central model of TacticAI is the graph neural network (GNN) 9 , which computes latent representations on a graph by repeatedly combining them within each node’s neighbourhood. Here we define a node’s neighbourhood, \({{{{{{{{\mathcal{N}}}}}}}}}_{u}\) , as the set of all first-order neighbours of node u , that is, \({{{{{{{{\mathcal{N}}}}}}}}}_{u}=\{v\,| \,(v,\, u)\in {{{{{{{\mathcal{E}}}}}}}}\}\) . A single GNN layer then transforms the node features by passing messages between neighbouring nodes 17 , following the notation of related work 10 , and the implementation of the CLRS-30 benchmark baselines 18 :

where \(\psi :{{\mathbb{R}}}^{k}\times {{\mathbb{R}}}^{k}\times {{\mathbb{R}}}^{l}\times {{\mathbb{R}}}^{m}\to {{\mathbb{R}}}^{{k}^{{\prime} }}\) and \(\phi :{{\mathbb{R}}}^{k}\times {{\mathbb{R}}}^{{k}^{{\prime} }}\to {{\mathbb{R}}}^{{k}^{{\prime} }}\) are two learnable functions (e.g. multilayer perceptrons), \({{{{{{{{\bf{h}}}}}}}}}_{u}^{(t)}\) are the features of node u after t GNN layers, and ⨁ is any permutation-invariant aggregator, such as sum, max, or average. By definition, we set \({{{{{{{{\bf{h}}}}}}}}}_{u}^{(0)}={{{{{{{{\bf{x}}}}}}}}}_{u}\) , and iterate Eq. ( 2 ) for T steps, where T is a hyperparameter. Then, we let \({{{{{{{\bf{H}}}}}}}}={f}_{{{{{{{{\mathcal{G}}}}}}}}}({{{{{{{\bf{X}}}}}}}},\, {{{{{{{\bf{E}}}}}}}},\, {{{{{{{\bf{g}}}}}}}})={{{{{{{{\bf{H}}}}}}}}}^{(T)}\) be the final node embeddings coming out of the GNN.

It is well known that Eq. ( 2 ) is remarkably general; it can be used to express popular models such as Transformers 19 as a special case, and it has been argued that all discrete deep learning models can be expressed in this form 20 , 21 . This makes GNNs a perfect framework for benchmarking various approaches to modelling player–player interactions in the context of football.

Different choices of ψ , ϕ and ⨁ yield different architectures. In our case, we utilise a message function that factorises into an attentional mechanism, \(a:{{\mathbb{R}}}^{k}\times {{\mathbb{R}}}^{k}\times {{\mathbb{R}}}^{l}\times {{\mathbb{R}}}^{m}\to {\mathbb{R}}\) :

yielding the graph attention network (GAT) architecture 12 . In our work, specifically, we use a two-layer multilayer perceptron for the attentional mechanism, as proposed by GATv2 11 :

where \({{{{{{{{\bf{W}}}}}}}}}_{1},\, {{{{{{{{\bf{W}}}}}}}}}_{2}\in {{\mathbb{R}}}^{k\times h}\) , \({{{{{{{{\bf{W}}}}}}}}}_{e}\in {{\mathbb{R}}}^{l\times h}\) , \({{{{{{{{\bf{W}}}}}}}}}_{g}\in {{\mathbb{R}}}^{m\times h}\) and \({{{{{{{\bf{a}}}}}}}}\in {{\mathbb{R}}}^{h}\) are the learnable parameters of the attentional mechanism, and LeakyReLU is the leaky rectified linear activation function. This mechanism computes coefficients of interaction (a single scalar value) for each pair of connected nodes ( u ,  v ), which are then normalised across all neighbours of u using the \({{{{{{{\rm{softmax}}}}}}}}\) function.

Through early-stage experimentation, we have ascertained that GATs are capable of matching the performance of more generic choices of ψ (such as the MPNN 17 ) while being more scalable. Hence, we focus our study on the GAT model in this work. More details can be found in the subsection “Ablation study” section.

Geometric deep learning

In spite of the power of Eq. ( 2 ), using it in its full generality is often prone to overfitting, given the large number of parameters contained in ψ and ϕ . This problem is exacerbated in the football analytics domain, where gold-standard data is generally very scarce—for example, in the English Premier League, only a few hundred games are played every season.

In order to tackle this issue, we can exploit the immense regularity of data arising from football games. Strategically equivalent game states are also called transpositions, and symmetries such as arriving at the same chess position through different move sequences have been exploited computationally since the 1960s 22 . Similarly, game rotations and reflections may yield equivalent strategic situations 23 . Using the blueprint of geometric deep learning (GDL) 10 , we can design specialised GNN architectures that exploit this regularity.

That is, geometric deep learning is a generic methodology for deriving mathematical constraints on neural networks, such that they will behave predictably when inputs are transformed in certain ways. In several important cases, these constraints can be directly resolved, directly informing neural network architecture design. For a comprehensive example of point clouds under 3D rotational symmetry, see Fuchs et al. 24 .

To elucidate several aspects of the GDL framework on a high level, let us assume that there exists a group of input data transformations (symmetries), \({\mathfrak{G}}\) under which the ground-truth label remains unchanged. Specifically, if we let y ( X ,  E ,  g ) be the label given to the graph featurised with X ,  E ,  g , then for every transformation \({\mathfrak{g}}\in {\mathfrak{G}}\) , the following property holds:

This condition is also referred to as \({\mathfrak{G}}\) -invariance. Here, by \({\mathfrak{g}}({{{{{{{\bf{X}}}}}}}})\) we denote the result of transforming X by \({\mathfrak{g}}\) —a concept also known as a group action. More generally, it is a function of the form \({\mathfrak{G}}\times {{{{{{{\mathcal{S}}}}}}}}\to {{{{{{{\mathcal{S}}}}}}}}\) for some state set \({{{{{{{\mathcal{S}}}}}}}}\) . Note that a single group element, \({\mathfrak{g}}\in {\mathfrak{G}}\) can easily produce different actions on different \({{{{{{{\mathcal{S}}}}}}}}\) —in this case, \({{{{{{{\mathcal{S}}}}}}}}\) could be \({{\mathbb{R}}}^{| {{{{{{{\mathcal{V}}}}}}}}| \times k}\) ( X ), \({{\mathbb{R}}}^{| {{{{{{{\mathcal{V}}}}}}}}| \times | {{{{{{{\mathcal{V}}}}}}}}| \times l}\) ( E ) and \({{\mathbb{R}}}^{m}\) ( g ).

It is worth noting that GNNs may also be derived using a GDL perspective if we set the symmetry group \({\mathfrak{G}}\) to \({S}_{| {{{{{{{\mathcal{V}}}}}}}}}|\) , the permutation group of \(| {{{{{{{\mathcal{V}}}}}}}}|\) objects. Owing to the design of Eq. ( 2 ), its outputs will not be dependent on the exact permutation of nodes in the input graph.

Frame averaging

A simple mechanism to enforce \({\mathfrak{G}}\) -invariance, given any predictor \({f}_{{{{{{{{\mathcal{G}}}}}}}}}({{{{{{{\bf{X}}}}}}}},\, {{{{{{{\bf{E}}}}}}}},\, {{{{{{{\bf{g}}}}}}}})\) , performs frame averaging across all \({\mathfrak{G}}\) -transformed inputs:

This ensures that all \({\mathfrak{G}}\) -transformed versions of a particular input (also known as that input’s orbit) will have exactly the same output, satisfying Eq. ( 5 ). A variant of this approach has also been applied in the AlphaGo architecture 25 to encode symmetries of a Go board.

In our specific implementation, we set \({\mathfrak{G}}={D}_{2}=\{{{{{{{{\rm{id}}}}}}}},\leftrightarrow,\updownarrow,\leftrightarrow \updownarrow \}\) , the dihedral group. Exploiting D 2 -invariance allows us to encode quadrant symmetries. Each element of the D 2 group encodes the presence of vertical or horizontal reflections of the input football pitch. Under these transformations, the pitch is assumed completely symmetric, and hence many predictions, such as which player receives the corner kick, or takes a shot from it, can be safely assumed unchanged. As an example of how to compute transformed features in Eq. ( 6 ), ↔( X ) horizontally reflects all positional features of players in X (e.g. the coordinates of the player), and negates the x -axis component of their velocity.

Group convolutions

While the frame averaging approach of Eq. ( 6 ) is a powerful way to restrict GNNs to respect input symmetries, it arguably misses an opportunity for the different \({\mathfrak{G}}\) -transformed views to interact while their computations are being performed. For small groups such as D 2 , a more fine-grained approach can be assumed, operating over a single GNN layer in Eq. ( 2 ), which we will write shortly as \({{{{{{{{\bf{H}}}}}}}}}^{(t)}={g}_{{{{{{{{\mathcal{G}}}}}}}}}({{{{{{{{\bf{H}}}}}}}}}^{(t-1)},\, {{{{{{{\bf{E}}}}}}}},\, {{{{{{{\bf{g}}}}}}}})\) . The condition that we need a symmetry-respecting GNN layer to satisfy is as follows, for all transformations \({\mathfrak{g}}\in {\mathfrak{G}}\) :

that is, it does not matter if we apply \({\mathfrak{g}}\) it to the input or the output of the function \({g}_{{{{{{{{\mathcal{G}}}}}}}}}\) —the final answer is the same. This condition is also referred to as \({\mathfrak{G}}\) -equivariance, and it has recently proved to be a potent paradigm for developing powerful GNNs over biochemical data 24 , 26 .

To satisfy D 2 -equivariance, we apply the group convolution approach 13 . Therein, views of the input are allowed to directly interact with their \({\mathfrak{G}}\) -transformed variants, in a manner very similar to grid convolutions (which is, indeed, a special case of group convolutions, setting \({\mathfrak{G}}\) to be the translation group). We use \({{{{{{{{\bf{H}}}}}}}}}_{{\mathfrak{g}}}^{(t)}\) to denote the \({\mathfrak{g}}\) -transformed view of the latent node features at layer t . Omitting E and g inputs for brevity, and using our previously designed layer \({g}_{{{{{{{{\mathcal{G}}}}}}}}}\) as a building block, we can perform a group convolution as follows:

Here, ∥ is the concatenation operation, joining the two node feature matrices column-wise; \({{\mathfrak{g}}}^{-1}\) is the inverse transformation to \({\mathfrak{g}}\) (which must exist as \({\mathfrak{G}}\) is a group); and \({{\mathfrak{g}}}^{-1}{\mathfrak{h}}\) is the composition of the two transformations.

Effectively, Eq. ( 8 ) implies our D 2 -equivariant GNN needs to maintain a node feature matrix \({{{{{{{{\bf{H}}}}}}}}}_{{\mathfrak{g}}}^{(t)}\) for every \({\mathfrak{G}}\) -transformation of the current input, and these views are recombined by invoking \({g}_{{{{{{{{\mathcal{G}}}}}}}}}\) on all pairs related together by applying a transformation \({\mathfrak{h}}\) . Note that all reflections are self-inverses, hence, in D 2 , \({\mathfrak{g}}={{\mathfrak{g}}}^{-1}\) .

It is worth noting that both the frame averaging in Eq. ( 6 ) and group convolution in Eq. ( 8 ) are similar in spirit to data augmentation. However, whereas standard data augmentation would only show one view at a time to the model, a frame averaging/group convolution architecture exhaustively generates all views and feeds them to the model all at once. Further, group convolutions allow these views to explicitly interact in a way that does not break symmetries. Here lies the key difference between the two approaches: frame averaging and group convolutions rigorously enforce the symmetries in \({\mathfrak{G}}\) , whereas data augmentation only provides implicit hints to the model about satisfying them. As a consequence of the exhaustive generation, Eqs. ( 6 ) and ( 8 ) are only feasible for small groups like D 2 . For larger groups, approaches like Steerable CNNs 27 may be employed.

Network architectures

While the three benchmark tasks we are performing have minor differences in the global features available to the model, the neural network models designed for them all have the same encoder–decoder architecture. The encoder has the same structure in all tasks, while the decoder model is tailored to produce appropriately shaped outputs for each benchmark task.

Given an input graph, TacticAI’s model first generates all relevant D 2 -transformed versions of it, by appropriately reflecting the player coordinates and velocities. We refer to the original input graph as the identity view, and the remaining three D 2 -transformed graphs as reflected views.

Once the views are prepared, we apply four group convolutional layers (Eq. ( 8 )) with a GATv2 base model (Eqs. ( 3 ) and ( 4 )) as the \({g}_{{{{{{{{\mathcal{G}}}}}}}}}\) function. Specifically, this means that, in Eqs. ( 3 ) and ( 4 ), every instance of \({{{{{{{{\bf{h}}}}}}}}}_{u}^{(t-1)}\) is replaced by the concatenation of \({({{{{{{{{\bf{h}}}}}}}}}_{{\mathfrak{h}}}^{(t-1)})}_{u}\parallel {({{{{{{{{\bf{h}}}}}}}}}_{{{\mathfrak{g}}}^{-1}{\mathfrak{h}}}^{(t-1)})}_{u}\) . Each GATv2 layer has eight attention heads and computes four latent features overall per player. Accordingly, once the four group convolutions are performed, we have a representation of \({{{{{{{\bf{H}}}}}}}}\in {{\mathbb{R}}}^{4\times 22\times 4}\) , where the first dimension corresponds to the four views ( \({{{{{{{{\bf{H}}}}}}}}}_{{{{{{{{\rm{id}}}}}}}}},\, {{{{{{{{\bf{H}}}}}}}}}_{\leftrightarrow },\, {{{{{{{{\bf{H}}}}}}}}}_{\updownarrow },\, {{{{{{{{\bf{H}}}}}}}}}_{\leftrightarrow \updownarrow }\in {{\mathbb{R}}}^{22\times 4}\) ), the second dimension corresponds to the players (eleven on each team), and the third corresponds to the 4-dimensional latent vector for each player node in this particular view. How this representation is used by the decoder depends on the specific downstream task, as we detail below.

For receiver prediction, which is a fully invariant function (i.e. reflections do not change the receiver), we perform simple frame averaging across all views, arriving at

and then learn a node-wise classifier over the rows of \({{{{{{{{\bf{H}}}}}}}}}^{{{{{{{{\rm{node}}}}}}}}}\in {{\mathbb{R}}}^{22\times 4}\) . We further decode H node into a logit vector \({{{{{{{\bf{O}}}}}}}}\in {{\mathbb{R}}}^{22}\) with a linear layer before computing the corresponding softmax cross entropy loss.

For shot prediction, which is once again fully invariant (i.e. reflections do not change the probability of a shot), we can further average the frame-averaged features across all players to get a global graph representation:

and then learn a binary classifier over \({{{{{{{{\bf{h}}}}}}}}}^{{{{{{{{\rm{graph}}}}}}}}}\in {{\mathbb{R}}}^{4}\) . Specifically, we decode the hidden vector into a single logit with a linear layer and compute the sigmoid binary cross-entropy loss with the corresponding label.

For guided generation (position/velocity adjustments), we generate the player positions and velocities with respect to a particular outcome of interest for the human coaches, predicted over the rows of the hidden feature matrix. For example, the model may adjust the defensive setup to decrease the shot probability by the attacking team. The model output is now equivariant rather than invariant—reflecting the pitch appropriately reflects the predicted positions and velocity vectors. As such, we cannot perform frame averaging, and take only the identity view’s features, \({{{{{{{{\bf{H}}}}}}}}}_{{{{{{{{\rm{id}}}}}}}}}\in {{\mathbb{R}}}^{22\times 4}\) . From this latent feature matrix, we can then learn a conditional distribution from each row, which models the positions or velocities of the corresponding player. To do this, we extend the backbone encoder with conditional variational autoencoder (CVAE 28 , 29 ). Specifically, for the u -th row of H id , h u , we first map its latent embedding to the parameters of a two-dimensional Gaussian distribution \({{{{{{{\mathcal{N}}}}}}}}({\mu }_{u}| {\sigma }_{u})\) , and then sample the coordinates and velocities from this distribution. At training time, we can efficiently propagate gradients through this sampling operation using the reparameterisation trick 28 : sample a random value \({\epsilon }_{u} \sim {{{{{{{\mathcal{N}}}}}}}}(0,1)\) for each player from the unit Gaussian distribution, and then treat μ u  +  σ u ϵ u as the sample for this player. In what follows, we omit edge features for brevity. For each corner kick sample X with the corresponding outcome o (e.g. a binary value indicating a shot event), we extend the standard VAE loss 28 , 29 to our case of outcome-conditional guided generation as

where h u is the player embedding corresponding to the u th row of H id , and \({\mathbb{KL}}\) is Kullback–Leibler (KL) divergence. Specifically, the first term is the generation loss between the real player input x u and the reconstructed sample decoded from h u with the decoder p ϕ . Using the KL term, the distribution of the latent embedding h u is regularised towards p ( h u ∣ o ), which is a multivariate Gaussian in our case.

A complete high-level summary of the generic encoder–decoder equivariant architecture employed by TacticAI can be summarised in Supplementary Fig.  2 . In the following section, we will provide empirical evidence for justifying these architectural decisions. This will be done through targeted ablation studies on our predictive benchmarks (receiver prediction and shot prediction).

Ablation study

We leveraged the receiver prediction task as a way to evaluate various base model architectures, and directly quantitatively assess the contributions of geometric deep learning in this context. We already see that the raw corner kick data can be better represented through geometric deep learning, yielding separable clusters in the latent space that could correspond to different attacking or defending tactics (Fig.  2 ). In addition, we hypothesise that these representations can also yield better performance on the task of receiver prediction. Accordingly, we ablate several design choices using deep learning on this task, as illustrated by the following four questions:

Does a factorised graph representation help? To assess this, we compare it against a convolutional neural network (CNN 30 ) baseline, which does not leverage a graph representation.

Does a graph structure help? To assess this, we compare against a Deep Sets 31 baseline, which only models each node in isolation without considering adjacency information—equivalently, setting each neighbourhood \({{{{{{{{\mathcal{N}}}}}}}}}_{u}\) to a singleton set { u }.

Are attentional GNNs a good strategy? To assess this, we compare against a message passing neural network 32 , MPNN baseline, which uses the fully potent GNN layer from Eq. ( 2 ) instead of the GATv2.

Does accounting for symmetries help? To assess this, we compare our geometric GATv2 baseline against one which does not utilise D 2 group convolutions but utilises D 2 frame averaging, and one which does not explicitly utilise any aspect of D 2 symmetries at all.

Each of these models has been trained for a fixed budget of 50,000 training steps. The test top- k receiver prediction accuracies of the trained models are provided in Supplementary Table  2 . As already discussed in the section “Results”, there is a clear advantage to using a full graph structure, as well as directly accounting for reflection symmetry. Further, the usage of the MPNN layer leads to slight overfitting compared to the GATv2, illustrating how attentional GNNs strike a good balance of expressivity and data efficiency for this task. Our analysis highlights the quantitative benefits of both graph representation learning and geometric deep learning for football analytics from tracking data. We also provide a brief ablation study for the shot prediction task in Supplementary Table  3 .

Training details

We train each of TacticAI’s models in isolation, using NVIDIA Tesla P100 GPUs. To minimise overfitting, each model’s learning objective is regularised with an L 2 norm penalty with respect to the network parameters. During training, we use the Adam stochastic gradient descent optimiser 33 over the regularised loss.

All models, including baselines, have been given an equal hyperparameter tuning budget, spanning the number of message passing steps ({1, 2, 4}), initial learning rate ({0.0001, 0.00005}), batch size ({128, 256}) and L 2 regularisation coefficient ({0.01, 0.005, 0.001, 0.0001, 0}). We summarise the chosen hyperparameters of each TacticAI model in Supplementary Table  1 .

Data availability

The data collected in the human experiments in this study have been deposited in the Zenodo database under accession code https://zenodo.org/records/10557063 , and the processed data which is used in the statistical analysis and to generate the relevant figures in the main text are available under the same accession code. The input and output data generated and/or analysed during the current study are protected and are not available due to data privacy laws and licensing restrictions. However, contact details of the input data providers are available from the corresponding authors on reasonable request.

Code availability

All the core models described in this research were built with the Graph Neural Network processors provided by the CLRS Algorithmic Reasoning Benchmark 18 , and their source code is available at https://github.com/google-deepmind/clrs . We are unable to release our code for this work as it was developed in a proprietary context; however, the corresponding authors are open to answer specific questions concerning re-implementations on request. For general data analysis, we used the following freely available packages: numpy v1.25.2 , pandas v1.5.3 , matplotlib v3.6.1 , seaborn v0.12.2 and scipy v1.9.3 . Specifically, the code of the statistical analysis conducted in this study is available at https://zenodo.org/records/10557063 .

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Acknowledgements

We gratefully acknowledge the support of James French, Timothy Waskett, Hans Leitert and Benjamin Hervey for their extensive efforts in analysing TacticAI’s outputs. Further, we are thankful to Kevin McKee, Sherjil Ozair and Beatrice Bevilacqua for useful technical discussions, and Marc Lanctôt and Satinder Singh for reviewing the paper prior to submission.

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These authors contributed equally: Zhe Wang, Petar Veličković, Daniel Hennes.

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Google DeepMind, 6-8 Handyside Street, London, N1C 4UZ, UK

Zhe Wang, Petar Veličković, Daniel Hennes, Nenad Tomašev, Laurel Prince, Michael Kaisers, Yoram Bachrach, Romuald Elie, Li Kevin Wenliang, Federico Piccinini, Jerome Connor, Yi Yang, Adrià Recasens, Mina Khan, Nathalie Beauguerlange, Pablo Sprechmann, Pol Moreno, Nicolas Heess & Demis Hassabis

Liverpool FC, AXA Training Centre, Simonswood Lane, Kirkby, Liverpool, L33 5XB, UK

William Spearman

Liverpool FC, Kirkby, UK

University of Alberta, Amii, Edmonton, AB, T6G 2E8, Canada

Michael Bowling

Google DeepMind, London, UK

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Contributions

Z.W., D. Hennes, L.P. and K.T. coordinated and organised the research effort leading to this paper. P.V. and Z.W. developed the core TacticAI models. Z.W., W.S. and I.G. prepared the Premier League corner kick dataset used for training and evaluating these models. P.V., Z.W., D. Hennes and N.T. designed the case study with human experts and Z.W. and P.V. performed the qualitative evaluation and statistical analysis of its outcomes. Z.W., P.V., D. Hennes, N.T., L.P., M. Kaisers, Y.B., R.E., L.K.W., F.P., W.S., I.G., N.H., M.B., D. Hassabis and K.T. contributed to writing the paper and providing feedback on the final manuscript. J.C., Y.Y., A.R., M. Khan, N.B., P.S. and P.M. contributed valuable technical and implementation discussions throughout the work’s development.

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Correspondence to Zhe Wang , Petar Veličković or Karl Tuyls .

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The authors declare no competing interests but the following competing interests: TacticAI was developed during the course of the Authors’ employment at Google DeepMind and Liverpool Football Club, as applicable to each Author.

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Wang, Z., Veličković, P., Hennes, D. et al. TacticAI: an AI assistant for football tactics. Nat Commun 15 , 1906 (2024). https://doi.org/10.1038/s41467-024-45965-x

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