research paper format chicago manual style

Chicago Research Paper Formatting

Chicago manual of style (cmos - 17th edition).

• Finding Sources for Your Paper
• Additional Resources
• Sample Papers

You are going to love this! Save this template somewhere safe or e-mail it to yourself. Then resave it immediately with the name of your new document. This will keep your template safe and ready to reuse again for future assignments.

The templates provided will be sufficient for most student Chicago Style papers. For more information on formatting, please check out The Chicago Manual of Style Online Resources for Students page at  https://www.chicagomanualofstyle.org/help-tools/Resources-for-Students.html . 

• Purdue Owl Author Date Sample Paper Sample paper is downloadable.
• Purdue Owl Notes Bibliography Sample Paper Sample paper is downloadable.
• Turabian: Student Paper-Writing Tip Sheets Official Chicago style, in easy-to-use, printable PDF paper-writing tip sheets for students, teachers, and librarians. Guidelines are per Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations (9th ed.) and are fully compatible with The Chicago Manual of Style (17th ed.).
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• URL: https://libguides.polk.edu/chicago

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How to Format Your Research Paper

• APA 7 Paper Format
• MLA Paper Format

Writing Your Paper: Chicago

Chicago style papers.

• Hanging Indents
• Ask a Librarian

Chicago Style Resources

• How Do I Format My Class Paper in Chicago Style? If your instructor has specific requirements for the format of your research paper, check with them before preparing your final draft. The most common formatting is presented here.

Things to know before you begin:

• Font:  Times New Roman  
• Font Size:  12 point
• Margins:  1 inch
• Paragraphs: All paragraphs should be indented.
• Spacing: All of the text in the body of your paper should be double-spaced.

Typical Chicago style papers have three sections:

• Bibliography

See the tabs below for a breakdown of how each portion should be formatted.

• Sample Papers

Below you will find an example of an accurately formatted CMOS paper. 

• Sample Paper Chicago Style - PDF Click here to see a sample of an accurately formatted CMOS paper.
• Sample Paper Chicago Style - Word Click here to see a sample of an accurately formatted CMOS paper.

• Your title should be centered and place a third of the way down the page. Use Times New Roman 12-point font.
• Capitalize all the words in your title. If there is a subtitle, place it on the second line.
• Place your course name first, then your name, then the due date of the paper. This should be double-spaced and placed in the bottom third of your paper. 

• Start the body of your paper on the first line of a new page.
• Insert the page number in the top right corner of the page using the header function.
• CMS uses footnotes. Place the footnote after any punctuation. Each number must have an entry at the bottom of the page.

• Center the word "Bibliography" on the first line of a new page.
• Your citations should be alphabetical.
• Each entry is single-spaced with one blank line separating entries.
• Be sure to use a hanging indent for any citations that require more than one line.

Need help formatting your Chicago/Turabian style citations using the 17th edition of the  Chicago Manual of Style ? Click the image or link below to go to the citation guide.

• Chicago Style Citations

Need help learning what hanging indents are and how to create them using Google Docs or Microsoft Word? 

• Hanging Indents This page gives a brief description of what they are, where to find information on when and how to properly use them, and also video tutorials on how to create them.

Need help learning what footnotes are and  how to create them  using Google Docs or Microsoft Word? 

• Footnotes This page gives a brief description of what they are, where to find information on when and how to properly use them, and also video tutorials on how to create them.
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• Last Updated: Jul 19, 2024 3:41 PM
• URL: https://necc.mass.libguides.com/formatting

To cite this LibGuide use the following templates:

APA : Northern Essex Community College Library. (Date updated). Title of page . Title of LibGuide. URL

MLA : Northern Essex Community College Library. "Title of Page." Title of LibGuide, Date updated, URL.

Generate accurate Chicago citations for free

• Knowledge Base
• Chicago Style

Chicago Style Citation Guide | Templates & Citation Examples

Notes and bibliography is the most common type of Chicago style citation, and the main focus of this article. It is widely used in the humanities. Citations are placed in footnotes or endnotes , with a Chicago style bibliography listing your sources in full at the end.

Author-date style is mainly used in the sciences. It uses parenthetical in-text citations , always accompanied by a reference list at the end.

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Table of contents

Citing sources with notes (notes and bibliography), chicago note citation examples (notes and bibliography), creating a chicago style bibliography (notes and bibliography), chicago author-date style, frequently asked questions about chicago style citation.

To cite sources in Chicago notes and bibliography style, place a superscript number at the end of a sentence or clause, after the punctuation mark, corresponding to a numbered footnote or endnote .

Footnotes appear at the bottom of each page, while endnotes appear at the end of the text. Choose one or the other and use it consistently.

Most word-processing programs can automatically link your superscript numbers and notes.

Full notes vs. short notes

Citations can take the form of full notes or short notes. Full notes provide complete source information, while short notes include only the author’s last name, the source title, and the page number(s) of the cited passage. The usual rule is to use a full note for the first citation of each source, and a short note for subsequent citations of the same source.

Guidelines can vary across fields, though; sometimes you might be required to use full notes every time, or conversely to use short notes every time, as long as all your sources are listed in the bibliography. It’s best to check with your instructor if you’re unsure which rule to follow.

Multiple authors in Chicago notes

When a source has multiple authors, list up to three in your note citations. When there are four or more, use “ et al. ” (Latin for “and others”).

Prevent plagiarism. Run a free check.

A Chicago footnote or endnote citation always contains the author’s name and the title of the source. The other elements vary by the type of source you’re citing.

Page number(s) should be included if you are referring to a specific part of the text. The elements of the citation are separated by commas , and the note always ends with a period. The page range is separated by an en dash .

Navigate through the Chicago citation examples using the tabs below.

• Book chapter
• Journal article

When citing a book , if an edition is specified, include it in abbreviated form (e.g., 2nd ed.). If the book was accessed online, add a URL.

When citing a chapter from a multi-authored book, start with details of the chapter, followed by details of the book.

To cite a journal article , you need to specify the volume and issue as well as the date. It’s best to use a DOI instead of a URL.

Web pages often have no author or date specified. If the author is unknown, start with the title in a full note, and use the website name as author in a short note. If the publication date is unknown, include the date you accessed the information (e.g., accessed on March 12, 2022).

The bibliography lists full references for all your sources. It appears at the end of your paper (before any appendices ).

Author names are inverted in the bibliography, and sources are alphabetized by author last name. Each source is listed on a new line, with a hanging indent applied to sources that run over onto multiple lines.

If a source has multiple authors, list up to 10 in the bibliography. If there are 11 or more, list the first seven followed by “et al.”

When to include a bibliography

It is not mandatory to include a bibliography if you have cited your sources with full notes. However, it is recommended to include one in most cases, with the exception of very short texts with few sources.

Check with your instructor if you’re not sure whether to include one.

Chicago style bibliography examples (notes and bibliography)

Bibliography entries vary in format according to source type. Formats and examples for some common source types are shown below.

In the (social) sciences, you may be told to use author-date style instead. In this style, citations appear in parentheses in the text.

Unlike note citations, author-date citations look the same for all source types .

Reference list

Author-date citations are always accompanied by a reference list. The reference list is similar to a bibliography: It appears at the end of your text and lists all your sources in full.

The only difference is that the publication year comes straight after the author name, to match with the in-text citations. For example, the book reference from above looks like this in author-date style.

Chicago Author-Date Quick Guide

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In a Chicago style footnote , list up to three authors. If there are more than three, name only the first author, followed by “ et al. “

In the bibliography , list up to 10 authors. If there are more than 10, list the first seven followed by “et al.”

The same rules apply in Chicago author-date style .

To automatically generate accurate Chicago references, you can use Scribbr’s free Chicago reference generator .

In a Chicago footnote citation , when the author of a source is unknown (as is often the case with websites ), start the citation with the title in a full note. In short notes and bibliography entries, list the organization that published it as the author.

In Chicago author-date style , treat the organization as author in your in-text citations and reference list.

When an online source does not list a publication date, replace it with an access date in your Chicago footnotes and your bibliography :

If you are using author-date in-text citations , or if the source was not accessed online, replace the date with “n.d.”

Page numbers should be included in your Chicago in-text citations when:

• You’re quoting from the text.
• You’re paraphrasing a particular passage.
• You’re referring to information from a specific section.

When you’re referring to the overall argument or general content of a source, it’s unnecessary to include page numbers.

In Chicago notes and bibliography style , the usual standard is to use a full note for the first citation of each source, and short notes for any subsequent citations of the same source.

However, your institution’s guidelines may differ from the standard rule. In some fields, you’re required to use a full note every time, whereas in some other fields you can use short notes every time, as long as all sources are listed in your bibliography . If you’re not sure, check with your instructor.

In Chicago author-date style , your text must include a reference list . It appears at the end of your paper and gives full details of every source you cited.

In notes and bibliography style, you use Chicago style footnotes to cite sources; a bibliography is optional but recommended. If you don’t include one, be sure to use a full note for the first citation of each source.

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How to Write and Format a Chicago Style Paper [With Examples]

• 3-minute read
• 18th August 2023

Are you working on a Chicago style project but struggling with the question, “just what is it?!”

Fear not, this post will walk you through Chicago style basics.

What Is Chicago Style?

The Chicago Manual of Style (CMoS) is a comprehensive style guide primarily used by professional writers, publishers, and researchers. It covers various forms of writing, including books, journals, magazines, and other publications. It’s often the go-to style for publishers and editors. CMoS is also known for its emphasis on scholarly writing and is suitable for a wide range of disciplines, including history, literature, the arts, and social sciences.

However, there’s an important distinction between Chicago style and Turabian style , which is essentially a simplified version of CMoS used in scholarly writing. Turabian omits some of the complexities and focuses on the needs of academic writers, especially those in the humanities and social sciences.

With either style, it’s essential to consult the relevant edition of the style guide specified by your institution or publication: either The Chicago Manual of Style or A Manual for Writers by Kate L. Turabian (currently in its ninth edition).

How Are Chicago Style Citations Formatted?

CMoS emphasizes two primary documentation systems : the notes and bibliography system (often used in the humanities) and the author–date system (preferred in the sciences and social sciences). When formatting a CMoS/Turabian paper, you’ll need to adhere to the guidelines associated with your chosen documentation system.

Notes and Bibliography System:

●  In this system, you’ll use footnotes or endnotes to cite sources within the text.

●  A corresponding bibliography is included at the end of the paper, listing all sources in alphabetical order.

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●  Citations typically include author names, titles, publication details, and page numbers.

Author–Date System:

●  In the author–date system, you’ll incorporate in-text citations within parentheses.

●  A reference list is included at the end of the document, providing full details for each cited source.

●  Citations include author’s last names, publication year, and page numbers (if applicable).

What Does Turabian Style Formatting Look Like?

A well-structured Turabian Style paper should adhere to the following formatting guidelines :

•   Title page : Include the title of your paper, your name, the course name/number, instructor’s name, and the date on a separate page, starting a third of the page down. Alternatively, write the title on the first page.
•   Margins : Apply one-inch margins on all sides.
• Indentation and spacing : Indent paragraphs and double-space the main text.
• Font : Use a legible 12-point font (e.g., Times New Roman).
• Page numbers : Number all pages consecutively in the top right corner, starting with the first page. Alternatively, page numbers may be placed at the bottom center of the page.
• Headings and subheadings : Use headline-style capitalization for headings and subheadings, with different levels distinguished.
• Footnotes or in-text citations: Implement your chosen citation system consistently throughout the paper.
• Bibliography or reference list : Include a comprehensive list of all sources used, following Chicago style citation guidelines for your chosen system.

How Should I Choose Which Chicago Style Documentation to Use?

It’s crucial to find out which specific CMoS system is preferred by your institution, publisher, or field of study. Always consult your assignment guidelines or style manual to determine whether you should use the notes and bibliography system or the author–date system. This choice will significantly impact how you format your citations and references.

Remember that mastering CMoS takes practice. By following these guidelines, you’ll be well on your way to crafting polished, professionally formatted papers that meet the expectations of your academic or professional audience.

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Chicago Style (17th ed.): Citation Guide

• Getting Started with Chicago

Formatting a Paper in Chicago Style

Chicago paper visual guide.

• Citing Sources in Chicago Style
• Chicago Style Citation Examples
• Additional Chicago Style Resources
• Citation Guides Homepage

Sample Student Paper

• Sample Chicago Paper

Ask A Librarian

• Paper Formatting
• Bibliography

Chicago Basic Formatting Rules

The following guidelines are the basic formatting rules outlined in the  Chicago Manual of Style  17th edition. If your instructor sets different requirements, always use your instructor's guidelines first.

• readable serif font, regular-sized
• example: 12pt Times New Roman
• double space the body of the paper
• 1-inch margins on all sides
• indent the first line of each paragraph by 1/2-inch (tab)
• left-justified for the body of the paper

Page Numbers:

• count the title page as page one, but don't include a page number
• include the page number in the top right corner of all pages except the title page

Formatting Notes:

• Format note numbers as superscripts in the text of your paper
• single space each note (footnote or endnote) but double space between notes

Chicago Title Page

The following guidelines are the basic formatting rules outlined in the Chicago Manual of Style  17th edition. If your instructor sets different requirements, always use your instructor's guidelines first.

Page Number:

• do not include the page number on the title page (but it counts as page 1)

Title Page Heading:

• Paper Title
• Date (Month Day, Year)

Bibliography Formatting

The following guidelines are the basic formatting rules outlined in the Chicago Manual of Style 17th edition. If your instructor sets different requirements, always use your instructor's guidelines first.

• needs to start on a new page following the end of your paper
• include the title Bibliography  centered on the first line of the page
• everything after the title is left-justified
• listed in alphabetical order by the first part of the citation (usually the author)
• each entry is single spaced with a double space between each entry
• Each entry should have a hanging indent- or it should start at the left margin and then have all lines after it indented by 1/2-inch

Click on the information circles for tips on how to use Microsoft Word to format your paper in Chicago Style.

• << Previous: Getting Started with Chicago
• Next: Citing Sources in Chicago Style >>
• Last Updated: Jun 10, 2024 3:32 PM
• URL: https://lonestar-online.libguides.com/chicago

Libraries | Research Guides

Chicago style explained, chicago style manual & complements, chicago style background information, your librarian.

Chicago Manual of Style Online - a selection of sections linked below

• Grammar and Usage - finer points of grammar, punctuation, syntax, and bias free language.
• Punctuation -
• Notes and Bibliography - when, why, and how of footnotes, bibliographies, and citation format for different source types
• Author-Date References
• Chicago Style Q&A - review answers to questions submitted, or ask a question yourself!
• Chicago Manual of Style Online - Resources for Students (Turabian) - incudes paper formatting tip sheets, Chicago Style basics, tip sheets on crafting a paper (shaping your writing and research around a research question) and much more.

Allen, M. (2017). Chicago Style , IN The sage encyclopedia of communication research methods (Vols. 1-4). Thousand Oaks, CA: SAGE Publications, Inc doi: 10.4135/9781483381411

This encyclopedia entry provides an overview of Chicago Style, including general style guidelines, formatting a paper, and both the Notes-Bibliography system (used largely in the humanities) and Author-Date system (used largely in the social sciences) .

Chicago style that has been modified for students is known as Turabian style and is documented in A Manual for Writers, originally by Kate L.Turabian, now in its 8th edition.

Gump, S. (2019). Kate L. Turabian. A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers. Journal of Scholarly Publishing, 51(1), 99-104.

Gump's review for the 9th edition of Turabian's  A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers includes a helpful history of the origins and editions of this book, along with its role as in intermediate-level guide in relation to the begin ner guide, Student’s Guide to Writing College Papers (also by Turabian), and the Chicago Manual of Style itself.

What follows are a selection of additional articles in the encyclopedia explaining the writing and citing processes.  Use links at the bottom of each article to continue exploring.

• Allen, M. (2017). Citations to Research, IN The sage encyclopedia of communication research methods (Vols. 1-4). Thousand Oaks, CA: SAGE Publications, Inc doi: 10.4135/9781483381411
• Allen, M. (2017).   Acknowledging the Contribution of Others , IN The sage encyclopedia of communication research methods (Vols. 1-4). Thousand Oaks, CA: SAGE Publications, Inc doi: 10.4135/9781483381411
• Allen, M. (2017). Writing Process, The, IN The sage encyclopedia of communication research methods (Vols. 1-4). Thousand Oaks, CA: SAGE Publications, Inc doi: 10.4135/9781483381411
• Allen, M. (2017). Publication Style Guides , IN The SAGE Encyclopedia of Communication Research Methods . 4 vols. Thousand Oaks, CA: SAGE Publications, Inc, 2017. SAGE Research Methods. Web. 24 Jun. 2020, doi: 10.4135/9781483381411.
• Last Updated: May 26, 2022 8:07 AM
• URL: https://libguides.northwestern.edu/chicagostyle

Chicago Style Guide - 17th Edition

• Chicago Style
• Title Page and Pagination
• Quotations and Signal Phrases
• Bibliography
• Chicago's Citation Parts
• Articles - Online
• Articles - Print
• Blogs and Social Media
• Government Publications
• Elders & Knowledge Keepers
• Other Sources
• Secondary Sources
• Generative AI Tools (e.g., ChatGPT, DALL·E 2)
• Author/Date (Scientific) System
• Need More Help?

Useful Links

• Chicago Manual of Style Online - Quick Guide
• Douglas College Library - Chicago Style Guide (PDF)
• Purdue OWL - Chicago Manual of Style (17th ed.)
• SFU Library - Chicago/Turabian (17th ed.) Citation Guide

Avoid Plagiarism

• Camosun Academic Integrity Guide
• Camosun Plagiarism Guide
• Douglas College Learning Centre - Paraphrasing Without Plagiarizing
• Purdue OWL - Avoiding Plagiarism
• SFU Library - Plagiarism Tutorial

Chicago Style Sample Research Paper

Formatting and Sample Paper

The formatting guidelines listed on this page, provide general best practices for formatting your work using the Chicago style. Detailed information about formatting your title page , using quotes and signal phrases , and creating a bibliography , can be found by navigating to various sub-pages of this "Formatting Your Paper" page.

Learning how to correctly format your research paper into Chicago style can seem overwhelming, especially if the style is new to you. One of the best ways to help visualize what your paper needs to look like is by checking out an example of a paper that has already been formatted correctly.

View this  sample Chicago style research paper   ( notes and bibliography/humanities system ) from Purdue OWL for examples on how to format:

• A title page
• Headers and page numbers
• A bibliography

For a sample paper in the Chicago author/date style , visit the "Author/Date (Scientific) System" page in this guide.

Paragraphs and Spacing

The first line of all new paragraphs should begin with an indent . You can use either the tab key or your word processor's indentation tool to make your indentations–just be sure to be consistent and use the same process throughout your paper.

Your paper should be double spaced throughout its main body , with the following exceptions: 

• Block quotations , table titles , and figure captions should be single-spaced . 
• ​An extra line of space should be inserted both before and after a block quotation. 

Entries in the bibliography and footnotes/ endnotes are single spaced within entries , but double-spaced between entries (unless your instructor prefers double-spacing throughout).​

Footnotes and Endnotes

• Notes can be either  footnotes   (placed at the  foot   (bottom) of the same page  as the referenced text) or  endnotes   (listed on a  separate sheet at the end  of the essay, before the bibliography).
• Other than placement in your document, footnotes and endnotes are  structured in exactly the same way .
• Notes are  numbered consecutively  throughout the paper. Most word processing programs (such as MS Word) handle footnotes automatically.
• Follow your instructors’ directions when deciding whether to use footnotes or endnotes.

To insert a footnote in a Microsoft Word document:

• Place the cursor after the text you want to cite.
• Click on the " References "   tab.
• In the " Footnotes " section , click on the " In sert Footnote " button.
• A superscript number 1 will appear after the text you want to cite.
• A superscript number 1 will also appear at the bottom of page.
• At the bottom of the page next to the superscript number, enter the citation information for your resource (see the citation examples in this guide for how to create footnotes).
• Repeat these steps to insert and consecutively number your footnotes.

Some instructors may ask you to use endnotes, instead of footnotes. For information on inserting endnotes, see the  Microsoft Office Tutorial .

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• Next: Title Page and Pagination >>
• Last Updated: Jun 11, 2024 10:55 AM
• URL: https://camosun.libguides.com/Chicago-17thEd

Chicago-Style Citation Quick Guide

Chicago-style source citations come in two varieties: (1) notes and bibliography and (2) author-date. If you already know which system to use, follow one of the links above to see sample citations for a variety of common sources. If you are unsure about which system to use, or how the two systems are related, read on.

Notes and Bibliography or Author-Date?

In the notes and bibliography system, sources are cited in numbered footnotes or endnotes. Each note corresponds to a raised (superscript) number in the text. Sources are also usually listed in a separate bibliography. The notes and bibliography system, Chicago’s oldest and most flexible, can accommodate a wide variety of sources, including unusual ones that don’t fit neatly into the author-date system. For this reason, it is preferred by many working in the humanities, including literature, history, and the arts.

In the author-date system, sources are briefly cited in the text, usually in parentheses, by author’s last name and year of publication. Each in-text citation matches up with an entry in a reference list, where full bibliographic information is provided. Because it credits researchers by name directly in the text while at the same time emphasizing the date of each source, the author-date system is preferred by many in the sciences and social sciences.

Aside from the use of numbered notes versus parenthetical references in the text, the two systems share the same style for authors’ names, titles of works, and other cited components. Follow the links at the top of this page to see examples of some of the more common source types cited in both systems.

Most authors choose the system used by others in their field or required by their publisher. Students should check with their instructor before deciding which system to use.

For a more comprehensive overview of Chicago’s two systems of source citation, see chapter 13 of The Chicago Manual of Style . For many more examples organized by type of source, consult chapter 14 .

Chicago Manual of Style (CMS) /Turabian Citation Style: Chicago Manual of Style 17th Edition Sample Papers

• Chicago/Turabian Citation Style
• Chicago Manual of Style 17th Edition Sample Papers
• Researching in History
• Copyright Information
• Basic Research Strategies
• Evaluating Sources
• Primary and Secondary Sources
• Using the Library's Catalog
• Using the Library's Ebooks
• Contact Information & Feedback

CMS Sample Papers

Cms 17th edition changes, part iii: source citations and indexes.

Note:  In previous editions of the  Manual , source citations were referred to as  documentation .

Chapter 14: Notes and Bibliography

• The use of  ibid.  is now discouraged in favor of shortened citations. ( 14.34 )

Source: https://www.chicagomanualofstyle.org/help-tools/what-s-new.html

• Chicago Manual of Style 17th Edition Sample Paper
• << Previous: Chicago/Turabian Citation Style
• Next: Tutorials >>
• Last Updated: Sep 25, 2023 2:24 PM
• URL: https://tuskegee.libguides.com/c.php?g=546110

College-wide Chicago Manual of Style, 17th Edition

• CHICAGO RESEARCH PAPER
• CITING BOOKS
• CITING ARTICLES
• CITING WEBSITES

Chicago Manual of Style Guides

The chicago manual of style's website.

Chicago Manual of Style , 17th Edition, is available at EFSC campus Libraries

Ask A Librarian

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Service available from Other Florida Librarians:

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An EFSC Librarian will respond within 48 hours . 

CHICAGO MANUAL OF STYLE 17TH Ed, Research Paper

The Chicago Style offers two types of citations: bibliography style and reference list style. This guide assists with the bibliography style. Please consider your instructor's assignment requirements.

Your Chicago-style research paper should have the following components:

1. Chicago-style title page

2. The body of the paper with correct margins, in-text citations, etc.

3. Endnotes or footnotes

4. Bibliography 

Paper-Formatting Tip Sheets   (Margins, Title page, Citations, Crafting a paper & more)

Please contact an Eastern Florida State College Librarian if you experience any barriers to accessing these materials or need research help. Cocoa 321-433-7662 Melbourne 321-433-5576 Palm Bay 321-433-5275 Titusville 321-433-5036

"College-wide Chicago Manual of Style, 17th Edition" by Marian Smith.  CC by 4.0 .

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• Last Updated: Aug 18, 2024 3:00 PM
• URL: https://libguides.easternflorida.edu/ChicagoStyle

Chicago Manual of Style - How to Cite Your Sources

• Overview & Citation Guide Portal

Formatting the Paper

Online formatting guides, youtube: how to format papers in cms.

• Author-Date
• Notes and Bibliography
• Citing Electronic Resources
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When writing a paper using CMS, you must adhere to very specific style rules. A few of them are:

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• Subheadings must be included

Here is a more in-depth look at the CMS Guidelines . 

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Chicago-style outline

Published February 16, 2021. Updated August 15, 2021.

This guide covers what an outline is and how to create one in Chicago style. It follows the guidance given in the 17th edition of The Chicago Manual of Style , but this guide is not linked to the CMOS .

Here’s what you’ll find on this page:

What is an outline?

Chicago style–outline basics.

• sample outline

For help writing your essay, research paper , or other project, check out these writing tips .

Your instructor might ask you to develop an outline before you begin writing. An outline helps you to organize your paper and see how all the elements in your paper interact. It will give an idea of how your paper will look in its final form, but you do not need to strictly follow the outline once you’ve made it. You might decide to reorder elements in your paper or add new sections. You can always update your outline to reflect your new structure. Ultimately, the outline is a writing aid.

Outlines can be simple notes or have extremely detailed entries. If your instructor has not specified how detailed your outline should be, do what works best for you. You may prefer the freedom of brief bullet points or you might write better with a more detailed outline.

An outline typically groups the main ideas of your paper into groups and sub-groups that are related to your primary topic. You might have points and sub-points for your groups and sub-groups.

Chicago’s guidelines for creating an outline are fairly flexible. One key requirement for an outline in Chicago is consistency. This means that you should make sure your numbering and formatting are consistent throughout your outline.

Chicago also has a few recommendations for formatting your outline. You may use both numbers and letters as divisions in your outline (just be consistent!). If your divisions contain two digits, align the element vertically by the second digit.

If a line runs over, you should align the runover lines with the first word following the number or letter used as a dividing element. Levels within an outline are often distinguished by both indentation and punctuation.

Sample outline

While outlines can vary in format depending on your topic and how complicated your argument is, the outline for a basic, five-paragraph essay might look something like this:

I. Introduction

II. First Paragraph

A. First Point

• First Sub-Point of First Point
• Second Sub-Point of First Point

B. Second Point

• First Sub-Point of Second Point
• Second Sub-Point of Second Point

III. Second Paragraph

IV. Third Paragraph

V. Conclusion

Here’s an example of what the start of an outline might look like for a short paper on why college students should have houseplants:

I. Introduction: College students should keep houseplants

II. Houseplants can help reduce stress

A. Houseplants create a feeling of well-being

• Houseplants help make the atmosphere relaxed
• Houseplants help make rooms look nicer

B. Houseplants can be calming

• Houseplants remind students of being outdoors
• Houseplants help to minimize distractions and anxiety

Works Consulted:

The Chicago Manual of Style , 17th ed. Chicago: University of Chicago Press, 2017. https://doi.org/10.7208/cmos17.

Chicago Style Guides

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A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition: Chicago Style for Students and Researchers (Chicago Guides to Writing, Editing, and Publishing) Ninth Edition

• Bestselling, trusted, and time-tested advice for writing research papers
• The best interpretation of Chicago style for higher education students and researchers
• Definitive, clear, and easy to read, with plenty of examples
• Shows how to compose a strong research question, construct an evidence-based argument, cite sources, and structure work in a logical way
• Essential for anyone interested in learning about research
• Everything any student or teacher needs to know concerning paper writing
• ISBN-10 022643057X
• ISBN-13 978-0226430577
• Edition Ninth
• Publisher University of Chicago Press
• Publication date April 16, 2018
• Part of series Chicago Guides to Writing, Editing, and Publishing
• Language English
• Dimensions 8.9 x 6 x 1.1 inches
• Print length 464 pages
• See all details

From the Publisher

Editorial Reviews

About the author, excerpt. © reprinted by permission. all rights reserved., a manual for writers of research papers, theses, and dissertations, chicago style for students and researchers, the university of chicago press.

What Research Is and How Researchers Think about It

1.1 What Research Is

1.2 How Researchers Think about Their Aims

1.3 Conversing with Your Readers

Whenever we read about a scientific breakthrough or a crisis in world affairs, we benefit from the research of others, who likewise benefited from the research of countless others before them. When we walk into a library, we are surrounded by more than twenty-five centuries of research. When we go on the internet, we can read the work of millions of researchers who have posed questions beyond number, gathered untold amounts of information from the research of others to answer them, and then shared their answers with the rest of us. We can carry on their work by asking and, we hope, answering new questions in turn. Governments spend billions on research, businesses even more. Research goes on in laboratories and libraries, in jungles and ocean depths, in caves and in outer space, in offices and, in the information age, even in our own homes. Research is in fact the world's biggest industry.

So what, exactly, is it?

You already have a basic understanding of research: answering a question by obtaining information. In this sense, research can be as simple as choosing a new phone or as complex as discovering the origin of life. In this book we use research in a specific way to mean a process of systematic inquiry to answer a question that not only the researcher but also others want to solve. Research thus includes the steps involved in presenting or reporting it. To be a true researcher, as we are using the term, you must share your findings and conclusions with others.

If you are new to research, you may think that your paper will add little to the world's knowledge. But done well, it will add a lot to your knowledge and to your ability to communicate that knowledge. As you learn to do your own research, you also learn to use and judge that of others. In every profession, researchers must read and evaluate the work of others before they make a decision. This is a job you will do better after you have learned how others judge yours.

This book focuses on research in the academic world, but every day we read or hear about research that affects our lives. Often we get news of research secondhand, and it can be difficult to know what reasoning and evidence support a claim. But research doesn't ask for our blind trust or that we accept something on the basis of authority. It invites readers to think critically about evidence and reasoning.

That is how research-based writing differs from other kinds of persuasive writing: it must rest on shared facts that readers accept as truths independent of your feelings and beliefs. Your readers must be able to follow your reasoning from evidence they accept to the claim you draw from it. Your success as a researcher thus depends not just on how well you gather and analyze data but also on how clearly you report your reasoning so that your readers can test and judge it before making your claims part of their knowledge and understanding.

All researchers collect information, what we're calling data. But researchers do not merely gather facts on a topic — stories about the Battle of the Alamo, for example. They look for specific data to test and support an answer to a question that their topic inspired them to ask, such as Why has the Alamo story become a national legend? In doing so, they also imagine a community of readers who they believe will share their interest and help them test and support an answer to that question.

Experienced researchers, however, know that they must do more than convince us that their answer is sound. They must also show us why their question was worth asking, how its answer helps us understand some bigger issue in a new way. If we can figure out why the Alamo story has become a national legend, we might then answer a larger question: how have regional myths shaped the American character?

You can judge how closely your thinking tracks that of an experienced researcher by describing your project in a sentence like this:

1. 1. Topic: I am working on X ( stories about the Battle of the Alamo )

2. Question: because I want to find out Y ( why its story became a national legend )

3. Significance: so that I can help others understand Z ( how such regional myths have shaped the American character ).

That sentence is worth a close look, because it describes not just the progress of your research but your personal growth as a researcher.

1. 1. Topic: "I am working on X ...": Those new to research often begin with a simple topic like the Battle of the Alamo. But too often they stop there, with nothing but a broad topic to guide their work. Beginning this way, they may pile up dozens or hundreds of notes but then can't decide what data to keep or discard. When it comes time to write, their papers become "data dumps" that leave readers wondering what all those data add up to.

2. Question: "... because I want to find out Y ...": More experienced researchers begin not just with a topic but with a research question, such as Why has the story of the Alamo become a national legend? They know that readers will think their data add up to something only when they serve as evidence to support an answer. Indeed, only with a question can a researcher know what information to look for and, once obtained, what to keep — and not just data that support a particular answer but also data that test or discredit it. With sufficient evidence to support an answer, a researcher can respond to data that seem to contradict it. In writing a paper, the researcher tests that answer and invites others to test it too.

3. Significance: "... so that I can help others understand Z": The best researchers understand that readers want to know not only that an answer is sound but also why the question is worth asking: So what? Why should I care why the Alamo story has become a national legend? Think of it this way: what will be lost if you don't answer your question? Your answer might be Nothing. I just want to know. Good enough to start but not to finish, because eventually your readers will want an answer beyond Just curious.

Answering So what? is tough for all researchers, beginning and experienced alike, because when you only have a question stemming from a topic of personal interest, it's hard to predict whether others will find its answer significant. Some researchers therefore work backwards: they begin not by following their own curiosity but by crafting questions with implications for bigger ones that others in their field already care about. But many researchers, including us, find that they cannot address that third step until they finish a first draft. So it's fine to begin your research without being able to answer So what?, and if you are a student, your teacher may even let you skip that last step. But if you are doing advanced research, you must take it, because your answer to So what? is what makes your research matter to others.

In short, not all questions are equally good. We might ask how manycats slept in the Alamo the night before the battle, but so what if we find out? It is hard to see how an answer would help us think about any larger issue worth understanding, so it's a question that's probably not worth asking (though as we'll see, we could be wrong about that).

How good a question is depends on its significance to some community of readers. Exactly what community depends on your field but also on how you frame your research. You can try to expand your potential readership by connecting Z to even broader questions: And if we can understand what has shaped the American character, we might understand better who Americans think they are. And when we know that, we might better understand why others in the world judge them as they do. Now perhaps political scientists will be as interested in this research as historians. On the other hand, if you try to widen your audience too much, you risk losing it altogether. Sometimes it's better to address a smaller community of specialists.

We can't tell you the right choice, but we can tell you two wrong ones: trying to interest everyone (some people just won't care no matter how you frame your research) or not trying to interest anyone at all.

When you can explain the significance of your research, you enter into a kind of conversation with your research community. Some people, when they think of research, imagine a lone scholar or scientist in a hushed library or lab. But no places are more crowded with the presence of others than these. When you read a book or an article or a report, you silently converse with its authors — and through them with everyone else they have read. In fact, every time you go to a written source for information, you join a conversation between writers and readers that began millennia ago. And when you report your own research, you add your voice and hope that other voices will respond to you, so that you can in turn respond to them. And so it goes.

Experienced researchers understand that they are participating in such conversations and that genuine research must matter not only to the researcher but also to others. That is why our formula — I am working on X to find out Y so that others can better understand Z — is so powerful: because it makes informing others the end of research.

But these silent conversations differ from the face-to-face conversations we have every day. We can judge how well everyday conversations are going as we have them, and we can adjust our statements and behavior to repair mistakes and misunderstandings as they occur. But in writing we don't have that opportunity: readers have to imagine writers in conversation with one another, as well as with themselves, and writers have to imagine their readers and their relationship to them. In other words, writers have to offer readers a social contract: I'll play my part if you play yours.

Doing this is one of the toughest tasks for beginning researchers: get that relationship wrong and your readers will think you are naive or, worse, won't read your work at all. Too many beginning researchers offer their readers a relationship that caricatures a bad classroom: Teacher, I know less than you. So my role is to show you how many facts I can dig up. Yours is to say whether I've found enough to give me a good grade. Do that and you turn your project into a pointless drill, casting yourself in a role exactly opposite to that of a true researcher. In true research, you must switch the roles of student and teacher. You must imagine a relationship that goes beyond Here are some facts I've dug up about fourteenth-century Tibetan weaving. Are they enough of the right ones?

There are three better reasons to share what you've found. You could say to your reader, Here is some information that you may find interesting. This offer assumes, of course, that your reader wants to know. You could also say not just Here is something that should interest you but Here is something that will help you remedy a situation that troubles you. People do this kind of research every day in business, government, and the professions when they try to figure out how to address problems ranging from insomnia to falling profits to climate change. In chapter 2 we call such situations and their consequences practical problems. When academic researchers address such practical problems, we say they are doing applied research. Most commonly, though, academic researchers do pure research that addresses what we call conceptual problems — that is, not troubling situations in the world but the limitations of our understanding of it (again see chapter 2). In this case, you say to your readers, Here is something that will help you better understand something you care about. When you make this last sort of appeal, you imagine your readers as a community of receptive but also skeptical colleagues who are open to learning from you and even changing their minds — if you can make the case.

We now understand the goal of research, at least in its pure form: it is not to have the last word but to keep the conversation going. The best questions are those whose answers raise several more. When that happens, everyone in the research community benefits.

2 Defining a Project: Topic, Question, Problem, Working Hypothesis

2.1 Find a Question in Your Topic 2.1.1 Search Your Interests 2.1.2 Make Your Topic Manageable 2.1.3 Question Your Topic 2.1.4 Evaluate Your Questions 2.2 Understanding Research Problems 2.2.1 Understanding Practical and Conceptual Problems 2.2.2 Distinguishing Pure and Applied Research 2.3 Propose a Working Hypothesis 2.3.1 Beware the Risks in a Working Hypothesis 2.3.2 If You Can't Find an Answer, Argue for Your Question 2.4 Build a Storyboard to Plan and Guide Your Work 2.4.1 State Your Question and Working Hypotheses 2.4.2 State Your Reasons 2.4.3 Sketch in the Kind of Evidence You Should Look For 2.4.4 Look at the Whole 2.5 Join or Organize a Writing Group

A research project begins well before you search the internet or head for the library and continues long after you have collected all the data you think you need. Every project involves countless specific tasks, so it is easy to get overwhelmed. But in all research projects, you have just five general aims:

* Ask a question worth answering.

* Find an answer that you can support with good reasons.

* Find good data that you can use as reliable evidence to support your reasons.

* Draft an argument that makes a good case for your answer.

* Revise that draft until readers will think you met the first four goals.

You might even post those five goals in your workspace.

Research projects would be much easier if we could march straight through these steps. But you will discover (if you have not already) that the research process is not so straightforward. Each task overlaps with others, and frequently you must go back to an earlier one. The truth is, research is messy and unpredictable. But that's also what makes it exciting and ultimately rewarding.

2.1 Find a Question in Your Topic

Researchers begin projects in different ways. Many experienced researchers begin with a question that others in their field want to answer: What caused the extinction of most large North American mammals? Others begin with just basic curiosity, a vague intellectual itch that they have to scratch. They might not know what puzzles them about a topic, but they're willing to spend time to find out whether that topic can yield a question worth answering.

They realize, moreover, that the best research question is not one whose answer they want to know just for its own sake; it is one that helps them and others understand some larger issue. For example, if we knew why North American sloths disappeared, we might be able to answer a larger question that puzzles many historical anthropologists: Did early Native Americans live in harmony with nature, as some believe, or did they hunt its largest creatures to extinction? And if we knew that, then we might also understand ... ( So what? again. See 1.2.)

Then there are those questions that just pop into a researcher's mind with no hint of where they'll lead, sometimes about matters so seemingly trivial that only the researcher thinks they're worth answering: Why does a coffee spill dry up in the form of a ring? Such a question might lead nowhere, but you can't know that until you see its answer. In fact, the scientist puzzled by coffee rings made discoveries about the behavior of fluids that others in his field thought important — and that paint manufacturers found valuable. If you cultivate the ability to see what's odd in the commonplace, you'll never lack for research projects as either a student or a professional.

If you already have a focused topic, you might skip to 2.1.3 and begin asking questions about it. If you already have some questions, skip to 2.1.4 to test them using the criteria listed there. Otherwise, here's a plan to help you search for a topic.

2.1.1 Search Your Interests

Beginning researchers often find it hard to pick a topic or believe they lack the expertise to research a topic they have. But a research topic is an interest stated specifically enough for you to imagine becoming a local expert on it. That doesn't mean you already know a lot about it or that you'll know more about it than others, including a teacher or advisor. You just want to know more about it than you do now.

Product details

• Publisher ‏ : ‎ University of Chicago Press; Ninth edition (April 16, 2018)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 464 pages
• ISBN-10 ‏ : ‎ 022643057X
• ISBN-13 ‏ : ‎ 978-0226430577
• Item Weight ‏ : ‎ 1.35 pounds
• Dimensions ‏ : ‎ 8.9 x 6 x 1.1 inches
• #1 in Research Reference Books
• #11 in Words, Language & Grammar Reference
• #13 in Fiction Writing Reference (Books)

About the author

Kate l. turabian.

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