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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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25 Thesis Statement Examples

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Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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A thesis statement is needed in an essay or dissertation . There are multiple types of thesis statements – but generally we can divide them into expository and argumentative. An expository statement is a statement of fact (common in expository essays and process essays) while an argumentative statement is a statement of opinion (common in argumentative essays and dissertations). Below are examples of each.

Strong Thesis Statement Examples

1. School Uniforms

“Mandatory school uniforms should be implemented in educational institutions as they promote a sense of equality, reduce distractions, and foster a focused and professional learning environment.”

Best For: Argumentative Essay or Debate

Read More: School Uniforms Pros and Cons

2. Nature vs Nurture

“This essay will explore how both genetic inheritance and environmental factors equally contribute to shaping human behavior and personality.”

Best For: Compare and Contrast Essay

Read More: Nature vs Nurture Debate

3. American Dream

“The American Dream, a symbol of opportunity and success, is increasingly elusive in today’s socio-economic landscape, revealing deeper inequalities in society.”

Best For: Persuasive Essay

Read More: What is the American Dream?

4. Social Media

“Social media has revolutionized communication and societal interactions, but it also presents significant challenges related to privacy, mental health, and misinformation.”

Best For: Expository Essay

Read More: The Pros and Cons of Social Media

5. Globalization

“Globalization has created a world more interconnected than ever before, yet it also amplifies economic disparities and cultural homogenization.”

Read More: Globalization Pros and Cons

6. Urbanization

“Urbanization drives economic growth and social development, but it also poses unique challenges in sustainability and quality of life.”

Read More: Learn about Urbanization

7. Immigration

“Immigration enriches receiving countries culturally and economically, outweighing any perceived social or economic burdens.”

Read More: Immigration Pros and Cons

8. Cultural Identity

“In a globalized world, maintaining distinct cultural identities is crucial for preserving cultural diversity and fostering global understanding, despite the challenges of assimilation and homogenization.”

Best For: Argumentative Essay

Read More: Learn about Cultural Identity

9. Technology

“Medical technologies in care institutions in Toronto has increased subjcetive outcomes for patients with chronic pain.”

Best For: Research Paper

10. Capitalism vs Socialism

“The debate between capitalism and socialism centers on balancing economic freedom and inequality, each presenting distinct approaches to resource distribution and social welfare.”

11. Cultural Heritage

“The preservation of cultural heritage is essential, not only for cultural identity but also for educating future generations, outweighing the arguments for modernization and commercialization.”

12. Pseudoscience

“Pseudoscience, characterized by a lack of empirical support, continues to influence public perception and decision-making, often at the expense of scientific credibility.”

Read More: Examples of Pseudoscience

13. Free Will

“The concept of free will is largely an illusion, with human behavior and decisions predominantly determined by biological and environmental factors.”

Read More: Do we have Free Will?

14. Gender Roles

“Traditional gender roles are outdated and harmful, restricting individual freedoms and perpetuating gender inequalities in modern society.”

Read More: What are Traditional Gender Roles?

15. Work-Life Ballance

“The trend to online and distance work in the 2020s led to improved subjective feelings of work-life balance but simultaneously increased self-reported loneliness.”

Read More: Work-Life Balance Examples

16. Universal Healthcare

“Universal healthcare is a fundamental human right and the most effective system for ensuring health equity and societal well-being, outweighing concerns about government involvement and costs.”

Read More: The Pros and Cons of Universal Healthcare

17. Minimum Wage

“The implementation of a fair minimum wage is vital for reducing economic inequality, yet it is often contentious due to its potential impact on businesses and employment rates.”

Read More: The Pros and Cons of Raising the Minimum Wage

18. Homework

“The homework provided throughout this semester has enabled me to achieve greater self-reflection, identify gaps in my knowledge, and reinforce those gaps through spaced repetition.”

Best For: Reflective Essay

Read More: Reasons Homework Should be Banned

19. Charter Schools

“Charter schools offer alternatives to traditional public education, promising innovation and choice but also raising questions about accountability and educational equity.”

Read More: The Pros and Cons of Charter Schools

20. Effects of the Internet

“The Internet has drastically reshaped human communication, access to information, and societal dynamics, generally with a net positive effect on society.”

Read More: The Pros and Cons of the Internet

21. Affirmative Action

“Affirmative action is essential for rectifying historical injustices and achieving true meritocracy in education and employment, contrary to claims of reverse discrimination.”

Best For: Essay

Read More: Affirmative Action Pros and Cons

22. Soft Skills

“Soft skills, such as communication and empathy, are increasingly recognized as essential for success in the modern workforce, and therefore should be a strong focus at school and university level.”

Read More: Soft Skills Examples

23. Moral Panic

“Moral panic, often fueled by media and cultural anxieties, can lead to exaggerated societal responses that sometimes overlook rational analysis and evidence.”

Read More: Moral Panic Examples

24. Freedom of the Press

“Freedom of the press is critical for democracy and informed citizenship, yet it faces challenges from censorship, media bias, and the proliferation of misinformation.”

Read More: Freedom of the Press Examples

25. Mass Media

“Mass media shapes public opinion and cultural norms, but its concentration of ownership and commercial interests raise concerns about bias and the quality of information.”

Best For: Critical Analysis

Read More: Mass Media Examples

Checklist: How to use your Thesis Statement

✅ Position: If your statement is for an argumentative or persuasive essay, or a dissertation, ensure it takes a clear stance on the topic. ✅ Specificity: It addresses a specific aspect of the topic, providing focus for the essay. ✅ Conciseness: Typically, a thesis statement is one to two sentences long. It should be concise, clear, and easily identifiable. ✅ Direction: The thesis statement guides the direction of the essay, providing a roadmap for the argument, narrative, or explanation. ✅ Evidence-based: While the thesis statement itself doesn’t include evidence, it sets up an argument that can be supported with evidence in the body of the essay. ✅ Placement: Generally, the thesis statement is placed at the end of the introduction of an essay.

Try These AI Prompts – Thesis Statement Generator!

One way to brainstorm thesis statements is to get AI to brainstorm some for you! Try this AI prompt:

💡 AI PROMPT FOR EXPOSITORY THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTUCTIONS]. I want you to create an expository thesis statement that doesn’t argue a position, but demonstrates depth of knowledge about the topic.

💡 AI PROMPT FOR ARGUMENTATIVE THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTRUCTIONS]. I want you to create an argumentative thesis statement that clearly takes a position on this issue.

💡 AI PROMPT FOR COMPARE AND CONTRAST THESIS STATEMENT I am writing a compare and contrast essay that compares [Concept 1] and [Concept2]. Give me 5 potential single-sentence thesis statements that remain objective.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single
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• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 21 Montessori Homeschool Setups
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Hidden Talents Examples

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Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

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

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

Related CollegeVine Blog Posts

Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

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Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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150+ Food Research Paper Topics Ideas for Students

When writing a research paper on food, there are many angles to explore to choose great research topics about food. You can write argumentative essay topics on food processing methods or search for social media research topics . Moreover, the food industry is advancing, and food styles are changing – another inspiration for an outstanding research topic about food. In other words, if you are looking for your ideal topic for food research , there are many places to look.

How to Choose the “Ideal” Food Research Topics

150+ ideas of experimental research titles about food, research title about food processing.

• Interesting Research Topics on Fast Food

Research Title about Food Industry

Research title about cookery strand brainly, trending experimental food research topics, research title about food safety, research title about food innovation for college students, thesis title about food safety for an a+ paper, attention-grabbing research title about baking, fascinating research topic about cookery, research topic about cookery strand for presentation, fun-to-write research topics related to food, example of thesis title about food and beverage, example of experimental research about food, contemporary food processing research topics.

Nevertheless, it can be hard to decipher what characterizes a good example of a thesis title for food. Hence, this article will briefly explain what factors to look for in a research title about food so-to-speak. Then, we will provide up to 150 food topics you can explore.

Personal interest is a vital factor to consider when sourcing the best thesis title about food . If you’re choosing a research title about cookery, you want to ensure it is something you’re interested in. If you’re unsure where your interest lies, you can check out social issues research topics .

Also, the availability of information on the topic of food is important in any research, whether it’s a thesis statement about social media or nutrition topics . Furthermore, choose several food topics to have options if one thesis about food doesn’t work out. Last but not least, ensure your chosen topic about food is neither too broad nor too narrow.

If you are unsure what title about food to work on for your research paper, here we are. Below are some of the best examples of thesis titles or professional thesis writers about food for students and researchers.

• Plant sterols in treating high cholesterol
• Is skipping breakfast healthy?
• Macrobiotic diet: advantages
• Food trendmakers
• Chocolates and emotions: the connection
• Are trans fats carcinogenic?
• Does green tea burn calories?
• Humble lentil: a superfood?

Interesting Research Topics Fast Food

• Fast foods: impact on living organisms
• Food court restaurants
• Misconceptions about fast foods
• Is McDonald’s healthy?
• Fast food: a social problem?
• National cuisine
• Fast food: effect on the liver
• Fast food education
• Students’ nutrition
• Fast food in children’s diet
• Food and 3D virtual reality
• The contemporary hotel industry
• Food and fashion
• Food in different cultures
• Can food be used for cultural identification?
• Trends in food box consumption
• Information innovation in the food industry
• The food industry in developing countries
• Proper nutrition
• History and origin of food traditions
• Can dietary supplements increase bone density?
• Why nutrition science matters
• Organic food: impact on nutrition
• Antimicrobial resistance
• Services ensuring food safety in the US
• Food safety violations in the workplace
• pH balance impacts flavor
• Animal testing should be abolished
• Does overeating suppress the immune system?
• Lifestyle-related chronic diseases
• Food justice
• Government’s involvement in food justice
• Dietary deficiencies
• Spice rack organization
• Nutrients for body development
• Milk for kids: more or less?
• Organic food and health
• Animal-sourced foods: beneficial or dangerous?
• Continental dishes
• Continental dishes vs. Indian spices
• Food factor in national security
• Junk food vs. healthy food
• Environmental food safety
• Safety and control of food colors in the food industry today
• Criteria and scope of food security
• Ensuring food security
• Cooking technology
• Food quality of agricultural raw materials
• Problems and solutions to food safety
• Food security: the theory and methodology
• Recent labeling food innovations
• Health benefits of genetically modified foods
• The vegetarian diet
• Caloric foods
• Fast food affects on health
• Food allergies
• Fast foods: nutritional value
• Food in the 21st century
• The Slow Food movement
• Doughnut’s history
• Food safety: role in gene pool preservation
• Controlling synthetic colors used in food
• Food assessment and control
• Food: its influence on pharmacotherapy’s effectiveness
• Human rights to balanced nutrition
• Quality of food products in urban areas
• Food in rural areas vs. urban areas
• Food security in Uganda
• Food safety: developed vs. developing countries
• Food factor in biopolitics
• Corn starch in baking: the importance
• Bacteria concerns in baking: Clostridium botulinum
• Normal butter vs. brown butter
• Matcha in Japanese pastry
• Sweet in baked desserts
• Effect of flour type on cake quality
• Sugar vs. stevia
• Why so much sugar in packed cakes?
• Carob is use in baking
• Coca-Cola baking: is it safe?
• Cooking schools
• Protein food preservation
• Food preservation techniques
• Vegan vs. non-vegan
• Caffeine in drinks
• Plastic and food quality
• History of carrot cake
• Turmeric: health properties
• Japanese tea ceremonies
• Healthy sugar substitutes
• The popularity of plant-based diet
• Food steaming: history
• CBD-infused foods
• Achieving the umami flavor in cooking
• Climate and diet
• Quick-service restaurants: impact on life expectancy
• Drinking and Judaism
• Chinese tea: a historical analysis
• Meat canning
• Resistance of meat to antimicrobials
• Eliminating botulism
• Reducing food allergies
• Avian influenza
• Vitamin D nutrition: the worldwide status
• Nutritional supplements are available for the poor
• Food science: importance in human nutrition
• Amino acids and muscle growth
• Poor nutrition and bone density
• Women and diet
• Tea vs. coffee
• Is tea addictive?
• Cholesterol: myths
• Sugar vs. sweeteners
• Keto diet: effect on health
• Food sensitivities in children
• African superfoods
• Spirulina: the properties
• Wine in French cuisine
• Garlic and onions
• Stored foods
• Preventing food poisoning
• Food addiction
• How to fight against food waste
• Aqueous environment: the toxicity
• Fast food in hospitals
• The risks associated with junk
• Food culture and obesity
• The link between fast food and obesity
• Burgers: are they sandwiches?
• Food additives
• History of curry
• Freezing dough: impact on quality
• Best pizza Margherita recipe
• Making low-calorie food tasty
• Jamaica and British cuisine
• Picked food in India
• How to eat eggs
• Egg poaching
• Italian pasta: types

From food innovation research titles to food sustainability research topics , there are many areas of the food industry to explore. With the list of topics and tips for choosing a topic provided here, finding your ideal topic should be easier.

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Impact of cooking and home food preparation interventions among adults: outcomes and implications for future programs

Marla reicks.

Department of Food Science and Nutrition, University of Minnesota

Amanda C. Trofholz

Division of Epidemiology and Community Health, University of Minnesota

Jamie S Stang

Division of Epidemiology & Community Health, University of Minnesota School of Public Health

Melissa N. Laska

Cooking programs are growing in popularity; however an extensive review has not examined overall impact. Therefore, this study reviewed previous research on cooking/home food preparation interventions and diet and health-related outcomes among adults and identified implications for practice and research.

Literature review and descriptive summative method.

Main outcome measures

Dietary intake, knowledge/skills, cooking attitudes and self-efficacy/confidence, health outcomes.

Articles evaluating effectiveness of interventions that included cooking/home food preparation as the primary aim (January 1980 through December 2011) were identified via OVID MEDLINE, Agricola and Web of Science databases. Studies grouped according to design and outcomes were reviewed for validity using an established coding system. Results were summarized for several outcome categories.

Of 28 studies identified, 12 included a control group with six as non-randomized and six as randomized controlled trials. Evaluation was done post-intervention for five studies, pre- and post-intervention for 23 and beyond post-intervention for 15. Qualitative and quantitative measures suggested a positive influence on main outcomes. However, non-rigorous study designs, varying study populations, and use of non-validated assessment tools limited stronger conclusions.

Conclusions and Implications

Well-designed studies are needed that rigorously evaluate long-term impact on cooking behavior, dietary intake, obesity and other health outcomes.

INTRODUCTION

The importance of away-from-home meals and convenience foods in the American diet may relate to a lack of time to plan and prepare meals at home. 1 A recent review also implicates a lack of cooking skills and food preparation knowledge as barriers to preparing home-cooked meals. 2 The percentage of total household food dollars spent on food eaten away from home is now higher compared to 30 years ago (33% in 1970 to 47% in 2010). 3

Consumption of fast food and food from away-from-home locations is associated with lower diet quality and obesity among adults. 4 – 8 National dietary intake data from 1994–1996 and 2003–2004 shows that each meal away from home is related to an increase in calories by 130 per day and a reduction in diet quality by two points on the Healthy Eating Index scale. 9 Food prepared at home provides fewer calories per eating occasion, and on a per-calorie basis, provides less total and saturated fat, cholesterol and sodium, and more fiber, calcium and iron compared to food prepared away from home. 10 Among low-income women, increased frequency of consuming foods prepared from scratch over a three-day period is associated with an increase in fruit and vegetable, protein, vitamin C, iron, zinc and magnesium intakes. 11

Furthermore, time usage data shows that time spent in food preparation and cleanup is less for the average household compared to 30 years ago. In 1995 time spent on food preparation and clean-up is about half (41 minutes/day) that spent in 1965 (85 minutes/day) by working women in the U.S. 12 – 13 More recent time usage data (2003–2004) also shows that time spent in food preparation decreases as time spent working outside the home increases, 14 with a greater number of women in the U.S. workforce (an increase of 44% from 1984 to 2009). 15 This rise in working women, an amplified perception of time scarcity 1 and increased availability of convenience foods based on technological advances and societal demands contributes to the decline in cooking and home food preparation. An observational study of 64 home cooked dinner meals shows that most meals contain processed, commercial foods possibly because of limited cooking skills. 16

Several cross-sectional, observational studies show a relationship between food preparation skills among adults and associated outcomes. Among mothers of school-aged children, confidence in the ability to prepare a healthy meal is positively associated with healthfulness of the meal. 17 A survey of German adults indicates that readymeal consumption (i.e., consumption of complete, main-course meals prepared externally) is inversely associated with cooking skills. 18 A high perceived value of food preparation is associated with greater intakes of fruits and vegetables among women in Australia, 19 and when the main home cook is confident in preparing vegetables, households buy a greater variety of vegetables. 20

Given the potential positive outcomes related to cooking skills, nutritionists and public health professionals are promoting cooking interventions as a way to improve health. For example, one large-scale cooking initiative known as Cooking Matters is underway in at least 35 states. Through the program, local chefs partner with community organizations to teach cooking skills. 21 Even though the programs are becoming more popular and well-established, an extensive review of the literature that examines the short and long-term impact of cooking interventions for adult populations is not available. A review of this type can provide information to improve the effectiveness of current programs and inform the development of new programs. The purpose of this study is to review previous research on cooking/home food preparation interventions and diet and health-related outcomes among adults. Relevant studies include interventions that focus primarily on home food preparation/cooking as the primary aim. Studies are also reviewed to identify implications for practice and future research.

Relevant research studies published between January 1980 and December 2011 were identified via searches of OVID MEDLINE, Agricola, and Web of Science databases. The following keywords were used in various combinations to perform searches: intervention, demonstration, health promotion, education or class; and food preparation, home food preparation, cooking or cookery; and food habits, food intake, eating patterns, diet, dietary intake, dietary outcomes or skills. The search was limited to those studies published in the English language and those involving adults (i.e., primarily 18 years of age or older), including college students.

A total of 373 journal articles and 85 educational materials were retrieved. Educational materials included mostly books as well as visual aids (slide sets, filmstrips, videos, transparencies), teaching kits and government publications. Of the 373 journal articles, 54 were repeated in two or three databases, leaving 319 for further review. Abstracts for all articles were reviewed and studies were excluded if they were not intervention studies (n=209, those having a cross sectional design with qualitative and quantitative methods such as dietary assessment, attitude and behavioral surveys; focus group and individual interviews; case studies). Articles were not included if they reported on studies that involved children as the target group, were reports or commentaries on recommendations or resources, or review articles. Articles were also not included if they were intervention studies that did not have cooking or food preparation as the primary aim, or if only formative development of programs that involved cooking or food preparation was described without evaluation measures. After these exclusions (n=306), thirteen applicable studies that had cooking or home food preparation as their primary aim were included for further review. Other potentially relevant studies were identified from bibliographies of these applicable studies. This study was exempt from Institutional Review Board review because it involved a review of previously completed, published studies.

Twenty-eight studies meeting the inclusion criteria were identified through this search strategy. 22 – 49 Intervention studies included cooking or home food preparation through cooking assignments, 22 – 23 cooking classes/demonstrations in community or clinical settings, 24 – 44 , 46 – 49 and viewing a cooking TV show. 45 Studies were grouped according to design (intervention without control groups, non-randomized control trials (RCT) and RCTs) and intended outcomes. One author extracted information from studies into a standardized table ( Table 1 ) structured to provide objective information about the population, intervention duration, measures and measurement tools and outcomes. Information extraction was checked independently by a second author to ensure that consistent detailed information was included for each study.

Study characteristics, intervention methods, evaluation measures and summary of outcomes regarding diet and health

FV = fruit and vegetable, FFQ = food frequency questionnaire, NCI=National Cancer Institute, NDSR=Nutrient Data System for Research, WHEL=Women’s Healthy Eating and Living, RCT=randomized controlled trial

The validity questions from a quality criteria checklist were used to critically appraise the validity of each study included in this review with respect to research design and implementation. The checklist was available as part of the Evidence Analysis process of the Academy of Nutrition and Dietetics Evidence Analysis Library (EAL) and allowed for rating of primary research studies as positive (“clearly addressed issues of inclusion/exclusion, bias, generalizability, data collection and analysis”), negative (“these issues have not been adequately addressed”) or neutral (“neither exceptionally strong nor exceptionally weak”). 50 The process to appraise study validity involved several steps where an external reviewer first used the checklist to generate responses to all the validity questions for 26 of the 28 studies (two based on primarily qualitative evaluation methods were not included in this process 24 , 38 ). Next, authors generated responses to all validity questions for two to six studies each for a total of 13 of the 26 studies. Lastly, one author reviewed responses to the validity questions for all papers reviewed by the external reviewer and other authors and generated an overall rating of positive, negative or neutral for each study. Inter-rater reliability was determined for ratings of the 13 papers by the external reviewer and multiple authors based on a simple Kappa coefficient (0.71) and percentage agreement of 84.6%.

Table 2 presents information about the evaluation tools used to measure quantitative outcomes, literature sources and pilot testing. A wide variety of outcomes (either qualitative or quantitative dietary outcomes and health outcomes such as weight or blood lipids) across studies was reported based on a variety of evaluation measures.

Description of the evaluation tools used to measure quantitative outcomes regarding dietary intake, cooking behaviors, knowledge and attitudes; literature sources and pilot testing information

To better describe the type of cooking/food preparation studies conducted from 1980–2011, the number of studies was quantified based on study design (inclusion of a control group and randomization of participants), and the type and timing of evaluation to assess effectiveness (post-assessment only, pre- and post-assessment, and whether follow-up was completed after post-assessment). Outcomes based on study objectives were summarized based on several categories including dietary change, knowledge/cooking skills, self-efficacy and intentions, and changes in health outcomes such as metabolic biomarkers or weight. Overall findings were highlighted and examples were provided to further illustrate the type of studies and participants used to generate the findings for each outcome category.

Study Type and Outcome Measures

Of the 28 studies, 16 did not include a control group. Of these, four utilized post-assessment measures only, 22 – 24 , 34 while 12 had pre and post-intervention assessments. 25 – 33 , 35 – 37 Of the 12 studies including a control group, six did not randomize group assignment 38 – 43 and six did. 44 – 49 The total number of sessions in each intervention varied widely, from three, 35 four, 33 – 44 six, 26 – 28 , 30 eight, 31 – 32 , 36 12–13 29 , 37 to 38 sessions. 25 Some studies also contained additional components, such as refresher sessions six months after intervention completion. 37 Across all 28 studies identified in this review, 15 assessed potential impacts of the intervention beyond the immediate post-intervention assessment, including five that did not include a control group 25 – 27 , 33 – 34 and 10 that did. 39 – 43 , 45 – 49 These follow-up assessments ranged from one to 48 months after the intervention concluded.

Studies varied with respect to type of participant, intervention activities and duration, and expected outcomes. Most studies involved adults, however several targeted parents because of the role they play in promoting healthful diets and prevention of chronic disease among children. 42 , 44 The majority of the 28 studies focused on changing outcomes that could be measured quantitatively. Table 2 presents information about quantitative tools used to assess dietary outcomes and outcomes related to nutrition or cooking knowledge, attitudes and practices. Diet-related assessment tools ranged from questionnaires regarding frequency of dietary behaviors (e.g., eating fruits and vegetables, drinking low-fat milk) to standard dietary intake data collection methods (e.g., 24-hour dietary recalls). For some studies, little or no information was provided about the source of some evaluation tools or whether they had been validated. 25 , 32 , 34 Other studies described a process whereby content validity, internal consistency and/or test-retest reliability were assessed. 26 , 39 , 45 – 46 Still other studies referenced previous research from which tools were drawn directly, with or without modification, 29 – 30 , 43 or research from which tools had been adapted for use in the intervention. 35 – 36 , 39 , 45 Some studies used qualitative interviews alone or in conjunction with other measures to assess outcomes 22 – 24 , 34 , 38 or physical and laboratory measures for outcomes, such as change in blood pressure or serum cholesterol. 36 – 37 Only 4 studies examined effects on body weight. 36 , 37 , 43 , 49

Process Evaluation

Process measures were not reported for some studies and varied widely for studies that included this type of evaluation. Most studies reported the number of participants recruited and the number in the final sample, but few discussed the differences in these samples brought about by attrition. Some studies reported attendance at intervention sessions or completion of intervention activities, 25 – 27 , 29 , 33 , 37 differences in outcomes according to attendance, 27 and preferences for follow-up methods. 26 Other studies explored opinions and feedback about programs and participant experiences. 28 , 32 – 34 , 38 , 44 – 45 Reasons for not completing intervention sessions were presented in several studies, 39 , 47 – 49 and only a few studies provided information about program cost. 43 , 46

Evidence Analysis Library Process of Validity Ratings

Based on the EAL validity questions, a positive rating was assigned to 11 studies, a neutral rating to one study, and a negative rating to 13 studies. A “no” response to more than six validity questions resulted in a negative rating. Most often these questions were related to specification of inclusion/exclusion criteria, handling of withdrawals, use of standard, valid and reliable data collection instruments, and adequate description of statistical analysis. Not applicable responses to questions were not considered in the rating. Most often these questions were related to comparability of study groups and blinding for studies without a control group.

Outcome Evaluation: Dietary Intake

Nineteen of the 28 studies evaluated the impact of a cooking intervention on dietary intake, assessed in various ways. Despite varying study designs and measurement tools, 16 studies reported a positive impact on food intake. Ten of these were interventions without a control group; all showed beneficial changes in intake of various nutrients, food groups, and specific foods following the intervention, each using different measurement tools. 24 – 27 , 29 – 31 , 33 , 35 – 36 Using dietary questionnaires, one of which was a previously tested Eating Styles Questionnaire, 30 an intervention aimed at members of a South Asian community in the United Kingdom 25 and an intervention aimed at African American faith community members 30 resulted in reported improvements rather than significant improvements in intakes of dietary sources of fat, fiber, sugar or sodium. 25 , 30 The intervention arm of the Women’s Healthy Eating and Living (WHEL) Study included 12 monthly cooking lessons for women previously treated for breast cancer. 29 Increased cooking class attendance was significantly associated with improvement in participants’ WHEL Adherence Score, an index measuring achievement of dietary targets, such as fruit, vegetable and fiber intakes and percentage of energy from fat.

Of the interventions including a control group (n=12), five showed that intervention participants’ dietary intakes improved to a greater degree than those of the control group. 39 , 41 , 43 , 47 , 49 For example, a multiple-pass, 24-hour recall was used to assess outcomes of a healthy eating class for men with prostate cancer versus a control group receiving usual treatment. 49 A significant reduction in the consumption of saturated fat and animal proteins and increased vegetable protein consumption was observed for the intervention group compared to the control group.

Two of the non-randomized trials showed mixed results for the intervention group compared to the control group, as measured by Food Frequency Questionnaire (FFQ) or food diaries. 39 , 41 Cooking class intervention participants significantly increased consumption of grains compared to the control group that received no intervention, but their intakes of dairy, fruits and meats were not significantly different. 41 Adults living in areas of social deprivation in Scotland who were exposed to a nutrition education and cooking class intervention significantly increased their intake of fruit pre- to post-intervention, but this was not maintained at the six-month follow-up. 39

Outcome Evaluation: Knowledge/Skills

Using qualitative measurements/tools, three cooking class interventions assessed cooking knowledge/skills. 24 , 32 , 38 Participants of all three interventions reported an improved understanding of healthy food preparation and healthier cooking strategies. Four studies reported effects on nutrition and fruit and vegetable knowledge. 35 , 38 , 40 , 45 For example, using theory-based knowledge questions adapted from a questionnaire used in an existing program, a diabetes education and cooking demonstration intervention resulted in an increase in nutrition knowledge pre- to post-intervention. 35

Outcome Evaluation: Cooking Self-Efficacy/Confidence, Intention/Behavior, and Attitudes

Three cooking class interventions, 32 , 34 , 39 two aimed specifically at men, resulted in an increase in cooking confidence. Two of these studies also showed an increase in cooking activity at post-intervention 32 and at four or six week follow-up. 34 A third study found a significant increase in confidence in following a recipe between baseline and six-month follow-up, as measured by an untested cooking skills questionnaire. 39 Two cooking class interventions reported positive results with respect to participants’ cooking attitudes and enjoyment, 32 , 41 although the findings were either not significant or significance was not reported. Attitudes were determined by various surveys, one of which had been evaluated for test-retest reliability 41 and another by key informant interviews. 32

Outcome Evaluation: Health Outcomes

Four studies reported positive health outcomes, 36 – 37 , 43 , 48 and two of these involved positive changes in serum cholesterol. 36 – 37 Other studies addressed improvement in parameters associated with conditions/diseases. For example, patients with rheumatoid arthritis significantly improved a variety of rheumatoid arthritis measures when compared to the control group, which received only healthy eating information. 43 More patients with chronic kidney disease improved in parameters such as urinary protein, urinary sodium, and blood pressure in an experimental group receiving cooking and exercise classes compared to a standard care control group. 48 Men with biopsy-confirmed prostate cancer who completed a cooking class intervention showed a significant increase in quality of life compared to the control group but no impact on body weight was observed. 49 Similarly, BMI did not change from pre to post intervention among hypercholesterolemic individuals. 36 , 37

This review indicates that interventions involving home food preparation and/or cooking may result in favorable dietary outcomes, food choices, and other health-related outcomes among adults. However, the results should be interpreted with caution based on weaknesses in study design, varying study populations and lack of rigorous assessment.

Findings related to changes in dietary intake and health outcomes

Dietary behavior change for an individual may be based on a progression of tasks involving food selection/acquisition, preparation and consumption. Given this progression, food preparation knowledge and skills are critical components that can facilitate dietary change. As expected, the majority of interventions in the current study that targeted changes in food preparation knowledge and skills produced positive effects on dietary intake. Previous cross-sectional studies have suggested a relationship between food preparation knowledge or skills and consumption of particular foods. 51 – 52 For example, among adult WIC participants, the likelihood of consuming fruits and vegetables was strongly related to knowing how to prepare most fruits and vegetables 51 and barriers to long term intake of whole grain foods was related to cooking skills among adults in the UK. 52 Several calls have been made recently for culinary skills education programs for children, 53 – 54 based on the likelihood that these skills would persist into adulthood. However if adults lack these skills and the confidence that might accompany their development as observed in several studies reviewed, 32 , 34 , 39 programs to educate adults with respect to food preparation knowledge and skills are also important.

Several studies in this review identified barriers to dietary changes based on implementing practices encouraged by the cooking intervention. 24 , 40 Primary barriers were family food norms/preferences and resistance to change, as well as financial constraints. Cooking programs have the unique ability to help parents address resistance to dietary change by including family members in the instruction or by providing information about ways to make dietary change more palatable and acceptable. Studies included in this review expanded the intervention’s breadth in such ways as providing professional support and including budgeting sessions alongside cooking instruction. It may not be practical to target all cooking barriers (e.g., a deficit of cooking skills, nutrition knowledge, cooking facilities, and food accessibility) in a single intervention. Furthermore, if these barriers were addressed through an intervention, it is unlikely long-term positive outcomes would result unless the removal of barriers was sustained. Multiple cooking barriers are an opportunity for researchers to creatively partner with organizations working on such issues as food access. Interventions that target multiple cooking barriers are also an opportunity to demonstrate the need for comprehensive community responses to food environment issues.

Certain promising strategies emerged from intervention studies designed for community programs interested in implementing cooking programs. Several studies used peer leaders to guide cooking, nutrition and budgeting sessions, and demonstrated positive outcomes. 25 , 33 In addition to positive outcomes for the participants, peer advisors of one intervention indicated positive dietary intake changes four years after the completion of the intervention. 33 Four additional studies were successful in tailoring healthy cooking interventions to populations with specific health concerns, specifically hypercholesterolemia, 37 rheumatoid arthritis, 43 prostate cancer, 49 and myocardial infarction. 47 In addition to having a significantly positive impact on dietary intake, these interventions positively affected rheumatoid arthritis measurements and blood pressure, 43 serum cholesterol, 37 and quality of life for men with prostate cancer. 49

Interpretation of results based on study design

Study design differences make it challenging to draw conclusions about the potential benefits of interventions. More than half of the studies included in the review (16 of 28) did not include a control group and of the 12 studies that did include a concurrent control group(s) only six involved randomization of group assignment. The limited number of studies with longer-term follow-up assessments (15 of 28) imposes further restrictions on the ability to draw conclusions about effectiveness. While some exceptions exist, the majority of longer-term follow-up assessments demonstrated maintenance of positive dietary and health outcomes. However, the length of time between post-intervention and follow-up assessment varied widely. Although the measured outcomes for most interventions were primarily positive, little consistency existed among the intervention programs with respect to method of delivery (i.e., cooking class, cooking show, etc.), number of participants, type of participant (i.e., men, college students, low-income women), or the time passed between post-intervention and the final assessment.

Community programs almost certainly suffer from selection bias, where participants interested in cooking are naturally drawn to a cooking intervention, resulting in a higher likelihood that positive outcomes will be found. Selection bias can be moderated by conducting interventions among preformed groups (e.g., senior housing complexes) where there is a wider range of interest in cooking because participants do not self-select to participate. Small sample sizes and a small number of intervention sessions also yield concerns about representativeness, generalizability, and intervention dose in many intervention studies.

Interpretation of results based on evaluation/outcome assessment

A wide assortment of measurement tools were used to evaluate effectiveness of the cooking/home food preparation interventions, many of which were neither validated nor well-established measures of dietary intake, such as the 24-hour dietary recall. The wide range of non-validated, unique surveys and questionnaires makes it difficult to compare results across studies. Few validated instruments exist for measurement of cooking intervention outcomes including cooking knowledge, self-efficacy and skills. For example, only recently has the validation/testing of several measures of cooking self-efficacy been reported. 55 – 56

For many studies reviewed, consistent process evaluation was absent. While several studies addressed participant withdrawals, discussion of program implementation and expected output is noticeably absent from most studies. Process evaluation measures are particularly important as cooking programs are being implemented more widely. Process evaluation is important in measuring the degree to which interventions are implemented as planned. 57 Without these measures, it is difficult to assess the efficiency of a cooking program or how well the program is being implemented.

IMPLICATIONS FOR RESEARCH AND PRACTICE

Regardless of the lack of definitive evidence to support a relationship between cooking instruction and long-term cooking behavior or health outcomes, public health professionals have aggressively moved forward with cooking initiatives. Many programs exist at the national, state and community levels that promote cooking as a necessary and appropriate response to overweight/obesity and food insecurity, such as the Cooking Matters program. 21 To enhance the impact of these types of popular programs, additional research is needed regarding the needs of non-cooking individuals and the most effective methods of delivering and evaluating cooking interventions. The most pertinent and essential recommendation for future studies is the necessity for stronger study designs, such as those utilizing control groups. Recruitment strategies and sampling biases should also be considered. The use of standard, valid and reliable data collection instruments and adequate description of statistical analysis is necessary to move this research area forward with rigor. Additional validated evaluation tools may become available as more studies are published with respect to cooking intervention outcomes. Research teams should also incorporate process evaluation measures to report recruitment and retention of study participants, exposure to the intervention, and fidelity of program implementation to the study design. Reporting inclusion/exclusion criteria and handling of withdrawals has become more common in recent studies, but should be a priority to address validity of studies in the future.

Despite imperfections, public excitement over cooking programs is an opportunity for public health professionals to harness this energy and discover the most beneficial approaches to affecting long-term dietary changes and subsequent health outcomes. What is essential is the continued conversation about the direction of cooking initiatives, and the implementation of these initiatives alongside inter-related measures such as increasing food accessibility and affordability. Given the current rates of overweight and obesity in the United States, strong public enthusiasm for cooking classes provide a rare public health opportunity to engage the community while working to affect dietary outcomes, overweight and obesity and related health conditions.

Acknowledgements

Salary support was provided in part by Award Number K07CA126837 from the National Cancer Institute. The content of the present manuscript is solely the responsibility of the authors and does not necessarily represent the official views of NCI. NCI did not play a role in designing the study, collecting the data or analyzing/interpreting the results. Lori Roth-Yousey, PhD, MPH, RD, Postdoctoral Research Associate, University of Minnesota served as the external reviewer for the Evidence Analysis process to rate the validity of studies included in this review.

Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

Contributor Information

Marla Reicks, Department of Food Science and Nutrition, University of Minnesota.

Amanda C. Trofholz, Division of Epidemiology and Community Health, University of Minnesota.

Jamie S Stang, Division of Epidemiology & Community Health, University of Minnesota School of Public Health.

Melissa N. Laska, Division of Epidemiology and Community Health, University of Minnesota.

178 Best Research Titles about Cookery & Food

If you think about it carefully, most of our lives are spinning around food. We talk about it all the time: planning what to eat next, recalling the delicious dishes we had before, and even watching culinary shows.

The cookery and food industry is the largest one, among others. And it gives unlimited career opportunities for those interested in the art of cooking. Custom-writing.org experts prepared the ultimate collection of 178 interesting food topics for research. They are accommodating for students who want to write a paper related to food.

• 🔢 Quantitative Research Titles
• 🔬 Qualitative Research Titles
• 🍳 Cookery & Food Topics
• 🍪 Baking Topics
• 🍔 Fast Food
• 🍝 Restaurants
• 🔝 Research Questions

👋 Conclusion

☑️ how to choose an interesting food topic to research.

If you are not sure how to choose a food research topic, here is a short guide for you.

First thing first, look into quantitative and qualitative research types. A quantitative approach is all about collecting and analyzing numerical data. A qualitative research method, on the other hand, aims to understand why people think and behave a certain way.

Both types can be used to start exciting research. However, if you don’t want to waste your time looking for the best topic, this article is for you!

There is a list of food-related topics for a research paper below. You can choose between the approaches or move to the bakery, fast food, and restaurant topics.

🔢 Quantitative Research Titles about Cookery & Food

It is so easy to make a first writing step. Just pick a quantitative research title about cookery from the list below!

• The impact of the development of Best Cooking Schools Around the World
• Cooking schools on the job market. Here you can compare the number of cooking schools opening, for example in France, and the number of outstanding chefs looking for a job. No doubt, the number of schools affects the job market.
• Protein foods preservation: statistical analysis. For this topic, you can choose any protein food from any region in the world you like. Collecting the data might be challenging, though. So you can look into something local.
• Quantitative analysis of the most popular food preservation techniques . Once again, this quantitative research title about food should be narrowed down to specific food and location. For instance, studying how often people use a chosen fish preservation technique.
• Vegan vs. non-vegan customers: statistical analysis. Each year the number of people who don’t consume animal products is growing. Compare the data from different years to see the tendency. Then contrast the proportion of vegans to the rest of the customers.
• The impact of fast food development on obesity: WHO
• Obesity. It seems like the new chains of fast food keep spreading around the globe that don’t help the healthy lifestyle. You can study the relationship between the number of fast-food restaurants and the percentage of obesity cases in recent years.
• Caffeine in different drinks: quantitative analysis.
• The impact of using plastic for preserving on the food quality.
• Eating disorders and beauty standards: a quantitative evaluation.
• A correlation between the climate and diet.
• Nutrition and bone density: quantitative analysis.
• The impact of the quick-service restaurants on the speed of life.
• Salmonella cases in port cities: a quantitative evaluation.
• The amount of fats children and adults need: statistical analysis.
• A correlation between organic food and health.
• The impact of a visual representation of a dish on a customer’s review.

🔬 Qualitative Research Titles about Cookery & Food

If you are more interested in a practical qualitative approach, here is a great list of qualitative research titles about cookery:

• Carrot cake: a historical analysis. Such a simple, yet so popular dessert. It appears that due to the lack of sweeteners, carrots were used as a substitute. Digging deep and analyzing the development of the recipe throughout history might come out as exciting research!
• Health properties of turmeric in Indian cuisine: a case study. One of the best research titles about cookery so far! It brings up the question of medical cooking. People from the East have been using spices, such as turmeric, to boost their immune system for the longest time.

• Food safety regulations in India: a qualitative research. Here is India once again! And it is because the issue of hygiene and street food production is very controversial in this country. How is food safety being regulated in a place where people live side by side with cows.
• California wine: a historical analysis. A perfect topic for wine lovers! California is not only the biggest supplier of wine for Americans, but it is also well known all around the world. But what makes it so great? Look into the origins of the California wine.
• Drinking and Judaism: ethnographic research. Jews have an unusual perception of alcohol. Wine is considered an essential part of rituals. However, overdrinking (aka alcoholism) is prohibited. You would do ethnographic research to shed some light on the situation.
• Tea ceremonies in Japan as an art: ethnographic research.
• A historical analysis of Chinese tea.
• Why do people prefer organic milk: qualitative research?
• Canning and preserving meat: a case study.
• Qualitative analysis of natural nutritional supplements.
• French chocolate: a historical analysis.
• Caffeine dependency in Italy: ethnographic research.
• Is caffeine in coffee and tea the same?
• Vegetarianism: a new trend or philosophy?
• Food regulations: a case study of food allergens.

🍳 Research Topics about Cookery & Food

Food and cookery is a wide area, which means it includes all the issues related to food. This collection of research titles about culinary consists of every topic from food poisoning to preservation methods.

• Food adulteration and law. Producers often add some substances to food to increase its quantity. It harms the quality and safety, though. This example of the research title about food is too general and should be narrowed down to a specific country or even state of your liking.
• The most effective methods of detecting adulterated food. Since the law can’t control everything, some adulterated food still makes it to the market. Therefore, the practices of identifying it were created. You can look into the high tech lab approaches or study how people can test the products at home.
• The development of the health movement in the US. The first waves of healthy movements go back to the 19th century. Study how and why it has started, as well as the most popular healthy diets . You should also include the opinion of modern dietitians on those trends.
• Vegetarianism: when good is bad? People are amazed by how their lives improved after going vegetarian. However, some claim that their bodies can’t function properly without meat. Is it true that a vegetarian diet is not for everyone? You will need to find independent professionals to do objective research on it.

• Interval fasting: a modern cure. Social media have exploded with the new trend – fasting. Users say that after fasting for a specific period, their illnesses disappeared. But there is not enough research done to support it.
• Is tea the most addictive daily beverage? People would think of alcohol as the most addictive beverage, which is true. However, not everybody knows that green and black tea contain caffeine. That is why tea is not an apparent addiction.
• The truth about calcium deficiency and milk. We were raised on the belief that milk is a necessary part of a healthy diet . We think that going dairy-free can cause calcium deficiency. There have been studies that debunk this belief.
• Calcium sources for dairy allergic people. Even though someone goes vegan because it’s trendy, some of us develop severe reactions to dairy. In these cases, the question about calcium sources rises. It is one of the food research topics for college students who want to show their vast knowledge of nutrition and cookery!
• Good & bad cholesterol: myths. Contrary to popular belief, cholesterol is not bad for you. That’s true that high levels of it can cause heart disease, but don’t forget that there are two types of cholesterol. Bad and good cholesterol have different functions.
• Sweeteners vs. sugar: effects on health. You might have heard that it is healthier to use sweeteners to lower the intake of sugar. However, not all substitutes are beneficial for your health. It is one of the topics that would require quite a lot of data analysis.
• What are the most recent food labeling innovations? Consumers are becoming more and more aware of what they eat. Therefore, the labeling system must be clean and precise, which is regulated by specific requirements. You can go through each innovation to show how it affects the area.
• The most effective ways of reducing food waste. We can see how imbalanced food distribution is in the world. Some countries are suffering from famine, while others are throwing away enormous amounts of food leftovers. The ways to optimize it is one of the most relevant topics now.
• Food safety: workplace sanitation guidelines. You can compare and contrast how the workplace sanitation guidelines differ from country to country. However, you might as well research the most effective regulations that keep food safety on the highest level.
• Long term ketogenic (keto) diet: impacts on health. Keto diet has proved itself as the best weight loss diet in recent years. Low-carb, high-fat food also helps to gain higher levels of energy thanks to switching your body to a ketosis state. However, how does this diet affect your body in long periods?
• School meals in different states (countries): compare & contrast. School meals need to be nutritious and tasty at the same time. Feel free to study the school menus around the US or even the international level. Compare the nutrient density of the meals.
• The types of food that can cause abdominal obesity.
• Food sensitivities in children: nuts.
• Eco-friendly packaging and its issues .
• Antioxidant-rich foods in Africa.
• Medical food and superfoods from Africa.
• Properties of spirulina as a superfood.
• Anti-inflammatory foods: nuts and oils.
• The features of olive oil during frying.
• What are the best oils for frying: saturated fat issue?
• Types of cheeses to use for fondue.
• The historical analysis of fondue.
• Alaska natives diet .
• Is it healthy to skip breakfast?
• Coffee for breakfast: a destructive habit for women’s health.
• Low-glycemic index diet to treat diseases.
• Making school lunches healthier and more affordable .
• How do different types of wood for smoking affect the taste of meat?
• How to use wines for cooking French cuisine properly?
• Garlic and onions: Ayurveda point of view.
• Is vegetarianism OK for teens?
• Why should people with diabetes avoid mass-production sauces?
• Genetically modified food: debunking myths.
• Healthy eating habits
• Italian culinary world: the art of matching wine to the meals.
• Are carbohydrates in fruit bad for you?
• Diet routine analysis
• Why should fruit be eaten separately?
• Diets: the root cause of binge eating.
• Healthy food: the impact of the vegetarian diet
• The impact of reheating on food properties.
• The Thanksgiving dinner adaptation around the world.
• The historical analysis of Caesar salad.
• Pressure baking technique: home cooking.
• The types of Italian pasta.
• How to cook meat substitutes: soy?
• The art of poaching an egg.
• The historical analysis of eggs Benedict.
• Nutrition and food security within the aboriginal and remote communities of Australia
• How to eat your eggs: royale vs. Florentine?
• Are beans enough to substitute meat proteins?
• Food safety: a policy issue in agriculture today.
• Healthy street food in the US.
• The secrets of airplane meals: what affects its taste?
• Food additives
• Why are cereals becoming the breakfast of the past?
• The variety of picked food in India.
• Low calorie diet & life longevity .
• The impact of freezing the dough on its quality.
• The historical analysis: how have Asian hot pots become popular in the US?
• The historical analysis: the real birthplace of curry.
• Binge drinking in the United Kingdom .
• Dairy products: the change in consumption over the past decade.
• The best ingredient for pizza Margherita: Italian chefs’ overview.
• The reasons why people still eat scorpions in China.
• How can low-calorie food be tasty?
• The impact of the size of the plate on our level of hunger.
• The Jamaican influence on British cuisine.

🍪 Baking Research Paper Topics & Ideas

Let’s get more specific! Bread and pastry is part of our everyday life. Therefore, baking research paper topics are always relevant.

• Bread dough and high temperatures. Ambient temperature affects the quality of the future bread just as much as the choice of the ingredients. Bakers try different temperatures and humidity levels to find the optimal combination. Dough making is a more complicated process than it may seem.

• The importance of starch in baking. It may be one of the baking research topics that need thorough analysis. You would have to research how and starch is used in baking. However, to make it easier, you might narrow it down to one type of starch, for example, corn starch.
• Is egg protein necessary in baking? There are more and more people going vegan. They don’t see an issue in replacing animal products in baking with plant-based ones. For instance, eggs are replaced with flaxseed. However, how does it affect the quality and taste of the final product?
• Reducing salt in bread: health vs. production. Since bread is a part of most people’s diets, food standards are against adding salt to it. However, the producers are concerned that the consistency of dough suffers from the lack of salt.
• Clostridium botulinum and baking. It is one of the most recent bread and pastry research topics. Manufacturers are concerned that these bacteria can become an issue. Therefore, before it happens, research in aerobic and anaerobic conditions needs to be done.
• New enzymes in processed food.
• The use of buttermilk in baking in India.
• Brown butter vs. usual butter in baking.
• Savory and sweet in baked desserts.
• Ruby chocolate as a new cake trend.
• The use of matcha in pastry in Japan.
• How do different types of flour affect the quality of the cake?
• Stevia vs. sugar: compare and contrast.
• The usage of kefir in homemade baked products.
• Gluten-free flours and food allergies.
• Sugar in the packed cakes: why so much?
• How is carob used in baking in Greece?
• “Mini pastry,” a new party trend?
• Is baking with Coca Cola safe?
• Electric vs. gas oven: the effect on baked products.

🍕 Research Topics on Food Industry

The food industry is an enormous global machine that works non-stop to provide food to people all over the world. It includes all the businesses that produce most of the food supplies. However, private farming is not considered to be part of the food industry. This industry consists of every process connected to producing and selling food. Everything from agriculture and food processing to distribution and finances is included in the definition of the food industry.

Therefore, any of the topics mentioned above would fit perfectly for the task of picking research topics on the food industry. However, two subcategories make great research titles about the cookery strand: fast food and restaurants.

🍔 Fast Food Research Question

These fast food research questions are as relevant as never. People hate waiting for their food for too long, so the fast-food demand is growing.

• How do fast-food restaurants hide calories? Aiming for healthier choices, people would choose a fast food dish that has fewer calories than others. However, restaurants often lie about the number of calories. Moreover, even the salad dressing can have hidden calories.
• The truth about vegan options in the most popular fast-food chains. The biggest fast-food restaurant chains have already added vegetarian and vegan options to their menus. But how vegan are they? Do restaurants fry patties and nuggets separately from their meat counterparts? It is one of the top research topics about cookery.
• The secret of popularity of the fast-food giants. One of the most controversial fast food questions for a research paper. Their marketing strategies are highly effective. However, you would also have to look into the food ingredients that possibly make fast food so addictive.
• The connection between fast-food accessibility and obesity. Unfortunately, healthy food is becoming more like a luxury than an obvious choice. For busy people, it’s cheaper and more convenient to buy junk food, like a burger or pizza, than a salad. Find out if the price is the main reason why people opt for fast food.
• The development of fast food in the US. Every nation has come up with the idea of quick and cheap dishes at some point in time. However, it is the US that has launched the spread of fast-food chains, like McDonald’s and Burger King, across the globe.
• Fast food and childhood obesity .
• How do fast food advertisements work?
• The negative effects of fast food
• What are the most harmful ingredients in fast food burgers?
• What makes the process of fast food cooking so fast?
• Fast food in healthcare institutions.
• Monopoly and Monopolistic Competition in fast food industry.
• Fast food in American schools: should it be banned?
• How to avoid junk food?
• How has fast food changed the food culture in the US?
• The most harmful preservatives in fast food.
• The long-term effects of consuming fast food on health.
• Fast food vs. slow food: what will be the trend in the future?
• Healthy fast-food chains in the US: an overview.
• “Power bowls”: a new fast food trend?
• Fast food: the difference between reality and advertisement.
• Self-service kiosk in fast-food restaurants.
• The Impossible Meat in fast food restaurants.

🍝 Research Titles about Restaurants

The restaurant industry is the area related to food as much as the others. Therefore, a research title about a restaurant would be a perfect choice for someone who wants a career in this area.

• How do restaurants create balanced plant-based menus? Vegetarianism again! But only because it has been the top trend over the past years. This topic should include all the details about how restaurants should approach the issue of balanced vegan and vegetarian meals.
• Sustainable packaging & restaurants. People are becoming more aware of ecological issues, and they are getting more demanding. Restaurants need to keep up with the trends and take care of eco-friendly takeaway packaging. It is an excellent issue to look into for college students.
• What are the restaurants’ strategies to manage delivery options? Time is money. Customers don’t want to spend much time waiting on their order, so delivery is the optimal choice. However, restaurant chefs need to manage both delivery and walk-in customers at the same time. Look into the most effective management approaches.
• The development of global cuisine in the US. This research title about food and beverage services is all about international cuisine. Eating the same food every day is dreary, so visiting Asian, Mediterranean, and other restaurants is a great experience. But how were they introduced to the US market?
• Hyperlocal food in the restaurant industry. Hyperlocal food is the new trend that enables a sustainable way of life. Writing a paper on this topic would be extremely relevant. You can research how restaurants growing local food can make a change.
• Restaurant industry: smaller plates trend.
• How do restaurants create wine menus?
• Staff turnover in restaurants: causes and effects
• Is the atmosphere that important for restaurants?
• The menu standards for international hotels.
• The rise of zero-waste restaurants.
• Technology trends in the restaurant industry.
• How do restaurants fight employee turnover?
• The benefits of the all-day breakfast for the business.
• The examples of the healthy kids’ menu.
• How do restaurant services manage the Big 8 allergens?
• The benefits of seasonal restaurants.
• The “food halls” approach for starting businesses.
• Transparent windows – transparency for the customers.
• Local microgreens and herbs in the menu.
• How are robots used in the restaurant industry?

🔝 10 Food Research Questions

And, of course, the top 10 food research questions for your paper!

• Why is a plant-based diet getting more and more popular?
• What are the healthiest sugar substitutes?
• What are the advantages of the macrobiotic diet?
• Can plastic food packaging be banned?
• How to achieve the umami flavor in your cooking?
• How do the proportions of the ingredients affect the texture of baked products?
• What are the properties of CBD infused foods?
• What is the best plant milk for baking?
• Where did the idea of steaming food come from?
• Why can’t people stop eating fast food?

To sum up, this collection of food-related research topics is quite extensive. You can undoubtedly find a question you think is worth developing. Even if the issue has been researched, you can quickly narrow it down. For example, looking into only a particular country or area would make your paper more specific.

We have covered the main areas related to food and cookery. There are various topics in the general category about food processing and the historical background of some dishes. Next, we focused on the baking industry. Then, we moved on to the most relevant topics in our fast-paced world: fast-food and restaurants. Finally, we wrapped the list up with the best ten questions that can inspire you to start working on your research!

Feel free to alter any topic to your liking. There are no rules in this game! Of course, if your assignment doesn’t say otherwise…

Good luck and work hard!

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🔎 References

• Find a Topic Idea: Questia
• Nutrition Research Topics: Skyline College
• Suggested Topics for Student Research Papers: Janice Bluestein Longone Culinary Archive, University of Michigan
• Research & Trends: National Restaurant Association
• Recent applied research in baking at Campden BRI: New Food
• Food Timeline
• Understanding Quantitative vs. Qualitative Research: Medium.com
• Food Research International: Elsevier
• Open Access Food Science and Technology journals: Taylor & Francis
• Nutrition Research: Elsevier
• Nutrition Research News: ScienceDaily
• Nutrition Research: WHO
• Learning cooking skills at different ages: a cross-sectional study (International Journal of Behavioral Nutrition and Physical Activity)
• Impact of cooking and home food preparation interventions among adults: outcomes and implications for future programs: HHS Author Manuscripts
• Cookery: Academia
• Articles on Cooking: The Conversation
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Do you have to write a research proposal and can’t choose one from the professor’s list? This article may be exactly what you need. We will provide you with the most up-to-date undergraduate and postgraduate topic ideas. Moreover, we will share the secrets of the winning research proposal writing. Here,...

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1.compare and contrast background of the study and literature review? 2. what important components should be included in the background of the study?

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