the process of writing a research paper

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How to Write a Research Paper: The Ultimate Step-by-Step Guide

Writing a research paper can seem daunting, but breaking it down into clear steps can make the process manageable and even enjoyable. An essential part of this process is data collection , which involves gathering information systematically to support your thesis or inquiry. This guide will walk you through each stage of writing a research paper, from understanding what a research paper is to choosing an engaging topic, conducting preliminary research, crafting a thesis statement, and more. By following these steps, you will be well-equipped to produce a well-structured and compelling research paper.

Key Takeaways

Research papers are structured academic writings that rely on empirical evidence to articulate findings and differ from research proposals.

Choosing an engaging and specific research topic is vital, as it shapes the research process and the effectiveness of the resulting paper. A good research paper involves not only presenting one's interpretation and conducting thorough research but also requires adherence to a structured format that includes essential components like an abstract and accurate reference. This highlights the importance of organization and credibility in the writing process, ensuring that the paper effectively communicates its insights to the academic community.

Proper citation and adherence to formatting guidelines are essential for academic integrity and professionalism in research writing.

Understanding What a Research Paper Is

Academic research papers are essential pieces of scholarly writing that focus on scrutinizing, interpreting, or discussing a particular subject based on empirical evidence and statistical analysis . These documents diverge from informal or non-scholarly compositions in that they require a formal tone free from bias while presenting outcomes systematically and rigorously. They play a pivotal role within the academic community as they enable the circulation of new insights and foster knowledge growth across various fields.

There is an important distinction between research proposals and actual research papers: whereas the former aims to procure financial support by detailing proposed studies, the latter relies on concrete findings derived from already-concluded investigations. This crucial difference dictates each document’s format and development strategy. To establish legitimacy and precision in their discourse, authors of academic research papers draw extensively from peer-reviewed literature sources alongside empirical data.

These scholarly articles are marked by their conventional composition style, which includes several key components—an introductory section with a precise thesis statement, followed by an extensive  literature review and  methodically arranged main sections reinforced through evidential backing. Culminating with conclusions that coherently consolidate all discerned results—thereby distinguishing them clearly from other varieties of writing endeavors. Grasping these fundamentals constitutes an imperative step for anyone aiming to excel at composing effective scientific inquiries through meticulous research documentation.

Grasping Assignment Requirements

Before embarking on the writing process, it is crucial to have a comprehensive grasp of the task at hand. Understanding these parameters will guide your work and dictate how you approach your research paper. Every scholarly document is subject to its own set of exacting standards, including word count, formatting requirements, and referencing techniques—all of which are essential for compliance and achieving high marks.

Reexamining the assignment brief thoroughly while allocating sufficient time for crafting your work is vital in adhering to deadlines and meeting academic expectations. Scrutinize elements such as typography, title placements, and overall design according to what has been outlined by your instructors. By meticulously following these instructions during each stage of composition, you ensure that not only does your research paper adhere strictly to scholarly criteria but also maintains an appearance that reflects attention to detail and professionalism.

Choosing an Engaging Research Paper Topic

Selecting a topic for your research paper is pivotal as it lays the foundation for all subsequent work. Opting for a subject that captivates you will not only make conducting research more enjoyable but also infuse vitality into your writing. Techniques to come up with a research paper topic include brainstorming sessions, unfettered free writing, engaging in discussions with colleagues or mentors, and analyzing existing research papers.

It’s imperative to select a research topic rich enough to sustain depth in your document while steering clear of themes that are excessively broad. Instead, focus on uniqueness and particularity, which aligns with the requirements of your assignment. You should consider both its pertinence within your academic domain and practical considerations about thoroughness and feasibility when undertaking a comprehensive investigation of this theme.

Initial stages of exploration may prompt adjustments to your chosen theme based on new insights gained from preliminary inquiry efforts. Crafting an incisive question related to the theme can sharpen both investigative direction and composition, enhancing overall efficiency and pleasure throughout the journey of research. Considering various angles regarding your selected matter enriches critical examination, leading to crafting an extensively examined scholarly article.

Conducting Preliminary Research

Commencement with a chosen topic, it is imperative to embark on preliminary research as an initial step in the evolution of your paper. This foundational stage is instrumental for cultivating an informed and perceptive body of work. The act of conducting early research serves to refine your topic, paving the way toward developing a robust thesis statement.

To ensure reliability in your groundwork, seek out reputable resources such as online databases, scholarly periodicals, and books from university libraries. As you accumulate information, take meticulous notes and categorize them by themes or arguments. This organization is vital for subsequently crafting a structured research paper outline.

Guide your exploratory phase with well-considered research questions targeting specific elements within the subject matter. Formulate inquiries starting with phrases like ‘I wish to uncover how/what/why…’ which can not only enhance comprehension but also steer you through a focused inquiry process. Spotting gaps in existing academic works may lead to innovative questions that instigate unique discussions.

Keep in mind that diligent preliminaries are key to establishing strong foundations and concentrated direction for constructing your thesis statement later on.

Crafting a Concise Thesis Statement

The thesis statement is the backbone of your research paper, aligning your research and analysis around a central idea. It introduces the topic to the reader and aids other researchers in assessing the paper’s usefulness. A strong thesis statement should be concise, contentious, and coherent, condensing the main argument into one or two sentences.

To formulate a strong thesis statement, ensure it is specific and argumentable, avoiding vague language. If you’re struggling, try phrasing your topic as a question and then answering it.

Every paragraph in your paper should aim to support and develop the central claim established by the thesis statement. This coherence ensures that your paper remains focused and persuasive throughout.

Creating a Detailed Research Paper Outline

Creating an outline for your research paper is critical as it forms a robust base for the entirety of your research and provides clear direction in showcasing results. A meticulously devised outline ensures you have a sturdy framework to build upon, presenting arguments cohesively while systematically weaving in supporting evidence. It should feature major themes, points of argumentation, and data sectioned appropriately.

Incorporating key categories along with specific subtopics that align with corresponding evidence into an outline is crucial. This alignment maintains the rational progression of ideas within your discourse, fostering unity across the document. The process of outlining serves not just to pinpoint central concepts but also to crystallize intended pathways—essentially serving as a navigational guide throughout the writing endeavor.

Structuring your outline by individual paragraphs assists in preserving orderliness and guiding gradual advancements within your manuscript. This approach boosts efficacy during drafting phases by keeping writers attentive to structural integrity and logical development from one point to another. With such detailed preparation, you can ensure that each segment contributes effectively towards an organized exposition and coherent delivery of investigative insights.

Writing a Compelling Introduction

Begin the introduction of your research paper by engaging the reader’s curiosity with an arresting hook. This could be a thought-provoking question, an intriguing fact, or a bold assertion that grabs the audience’s attention. It is beneficial to outline briefly what the paper will cover, giving readers insight into its structure and preparing them for what lies ahead.

It is critical that you clearly state your thesis statement at the conclusion of your introductory section. This thesis serves as a beacon throughout your work, illuminating your central argument while providing just enough information on study outcomes and relevance to whet the reader’s appetite without delving into too much detail prematurely.

Crafting an impactful introduction lays down a foundational framework for an organized and persuasive entire research paper, guiding both writer and reader through the impending exploration laid out in subsequent sections.

Developing the Main Body with Supporting Evidence

Your research paper’s core should bolster your thesis with well-founded supporting evidence. Initiate each paragraph in the body with a clear topic sentence that conveys the primary notion it intends to discuss. These paragraphs must be crafted such that they reinforce your thesis, concentrating on individual assertions or concepts.

To effectively incorporate evidence, one must summarize and scrutinize sources as they pertain to the main idea of each paragraph. The MEAL plan is an approach that dictates including a Main idea, Evidence for backing it up, Analysis of this evidence, and finishing off a lead-out sentence within every paragraph. Utilizing transition sentences between paragraphs can significantly enhance logical flow and interconnectedness throughout your document.

Employing a reverse outline can greatly assist in demystifying how ideas are structured within your work. Investigating contrary perspectives during the preliminary stages of research could lend more weight to your argument by preemptively tackling potential counterarguments. Ultimately, constructing a solidly arranged body fortified by robust supporting evidence is indispensable for crafting an influential and convincing research paper.

Concluding Your Research Paper Effectively

In concluding your research paper, it’s essential to reaffirm your thesis statement and meld the principal elements of your study without bringing in fresh insights. By encapsulating the central assertions or discoveries, you highlight their connection to the problem at hand while underscoring how they uphold your thesis.

An effective conclusion not only recapitulates but also opens up potential paths for future investigation that stem from your results and recontextualizes the issue under scrutiny, reinforcing its relevance. Avoid using trite introductory phrases like ‘In conclusion’ to preserve a polished tone throughout.

A finely honed conclusion will etch itself into memory, thereby bolstering the stature of your research endeavor in readers’ minds.

Revising and Refining Your Draft

The revision stage is an essential aspect of the writing process, designed to polish your manuscript and fortify your points. During this phase, it’s important to reassess and modify the structure and progression of your content for improved clarity. Such adjustments might include reorganizing sections or modifying parts of the text.

Engage in meticulous proofreading by printing out a copy of your document. Evaluating a hard copy often facilitates better recognition of errors. Employing strategies such as reading aloud at a measured pace can bring light to typographical errors and unnatural sentences. Utilize digital aids like Grammarly or Hemingway Editor for assistance with identifying spelling mistakes and grammatical issues while also receiving recommendations for more straightforward expressions that could refine clarity.

Incorporating peer feedback offers an indispensable viewpoint from someone other than yourself on what you have composed. Distancing oneself momentarily from one’s draft before initiating revisions may yield renewed insight into improving its substance upon return.

Editing and Proofreading Your Work

Editing and proofreading are crucial steps in the research paper writing process. These steps help refine your work, enhance its quality, and ensure that it is free of errors. Here are some tips to help you edit and proofread your research paper effectively:

• Revise for Structure and Flow: Start by revising the content for structure and flow, ensuring that each argument is clearly presented and logically follows from the last. This will help maintain coherence and make your research paper more compelling.
• Check Grammar and Spelling: Pay attention to grammar and spelling errors; these can distract readers and undermine the professionalism of your paper. Use tools like Grammarly or ProWritingAid to help identify and correct these errors.
• Use a Style Guide: Refer to a style guide, such as the Modern Language Association (MLA) or the American Psychological Association (APA), to ensure consistency in formatting, citations, and references. This will help maintain academic integrity and professionalism.
• Punctuation Matters: Check for punctuation errors, including commas, semicolons, and apostrophes. Proper punctuation is essential for clarity and readability.
• Read Aloud: Read your paper aloud to detect awkward phrasing, unclear sentences, and other errors that may have been missed. This technique can help you catch mistakes that are not immediately obvious when reading silently.
• Peer Review: Consider having a peer or mentor review your paper. A fresh set of eyes can provide valuable feedback and catch errors you might have overlooked.

By following these tips, you can ensure that your research paper is polished, professional, and ready for submission.

Properly Citing Sources and Avoiding Plagiarism

Acknowledging the work of others through proper citation is a cornerstone in academic writing, as it helps to avoid plagiarism and honors intellectual honesty. Incorrect or omitted citations are tantamount to plagiarism, which equates to academic dishonesty. Research papers must contain precise in-text references and a well-organized bibliography for accurate source attribution.

Ensuring that all sources are acknowledged according to the prescribed style guide is vital by rigorously reviewing citations. Mosaic plagiarism can occur when an author stitches together various pieces from different sources without properly paraphrasing or directly quoting them, thus falsely presenting them as original concepts.

It’s imperative for writers to diligently monitor their use of citations throughout the research paper process so as not to fall into unintentional acts of plagiarism. Accurately citing sources upholds the integrity and validity of your research paper’s findings and conclusions.

Formatting According to Guidelines

Adhering to formatting guidelines is a critical aspect of writing a research paper format. Common formatting styles include MLA, APA, CMOS, AMA, and IEEE, with the modern language association being one of the key styles. The IEEE style is particularly relevant to electrical and electronics engineers, emphasizing the importance of precise formatting rules in the scientific community. Each style has specific requirements, such as APA’s running head on each page intended for publication.

MLA format mandates the use of a header that includes your last name and page number on each page. All formats generally require 1-inch margins and double spacing throughout the document. Each new paragraph in both APA and MLA styles should be indented by half an inch.

Following these guidelines ensures that your paper meets academic standards and presents a professional appearance.

Finalizing the Paper

Once you have completed the editing and proofreading process, it’s time to finalize your research paper. Here are some steps to help you finalize your paper:

• Meet Length and Formatting Guidelines: Ensure that your paper meets the required length and formatting guidelines. Adhering to these guidelines is crucial for academic compliance and presentation.
• Include All Necessary Elements: Check that your paper includes all the necessary elements, such as an abstract, introduction, literature review, methodology, results, discussion, and conclusion. Each section plays a vital role in presenting your research comprehensively.
• Verify Citations and References: Verify that your citations and references are accurate and consistent. Proper citation is essential to avoid plagiarism and give credit to original sources.
• Check for Plagiarism: Make sure that your paper is free of plagiarism and that all sources are properly cited. Use a plagiarism detection tool, such as Turnitin or Quetext, to help identify any instances of plagiarism.
• Final Proofread: Finally proofread your paper one last time to ensure that it is error-free and polished. This final review can help catch any lingering mistakes and ensure your paper is of the highest quality.

By following these steps, you can ensure that your research paper is thoroughly prepared and ready for submission.

Using Tools and Resources for Research Papers

Numerous instruments and materials are available to support the research process. Google Scholar, which is a complimentary search engine specifically for academic papers, serves as an important tool in locating trustworthy sources. Zotero offers itself as a freemium open-source manager of research that can scour the internet for pertinent resources and distribute them.

Implementing these utilities can refine the procedure of researching by aiding in both the discovery and systematization of sources with greater effectiveness. To carry out comprehensive research and guarantee your work’s integrity, relying on academic databases and tools is crucial.

By capitalizing on these aids and assets, you have the potential to substantially elevate both the caliber and productivity of your scholarly paper.

Tips for Writing Academic Research Papers

Writing an academic research paper can be a challenging task, but with the right approach, you can produce a high-quality paper that showcases your knowledge and skills. Here are some tips to help you write an effective research paper:

• Select an Engaging Topic: Start by selecting a research paper topic that interests you and is relevant to your field of study. An engaging topic will make the research process more enjoyable and your paper more compelling.
• Conduct Extensive Research: Conduct extensive research on your topic using a variety of sources, including academic journals, books, and reputable websites. Thorough research provides a solid foundation for your paper.
• Develop a Concise Thesis Statement: Develop a concise thesis statement that clearly states the purpose and scope of your paper. A strong thesis statement guides your research and writing process.
• Create a Research Paper Outline: Create a research paper outline to help organize your thoughts and structure your paper. An outline ensures that your paper is well-organized and logically structured.
• Use Supporting Evidence: Use supporting evidence, such as statistics, quotes, and analysis, to back up your arguments and make your paper more convincing. Evidence-based research strengthens your paper’s credibility.
• Ensure Clarity and Organization: Ensure that your paper is well-organized, clearly written, and free of errors. Clear writing and logical organization make your paper easier to read and understand.
• Use a Style Guide: Use a style guide, such as the MLA or APA, to ensure consistency in formatting, citations, and references. Adhering to a style guide maintains academic standards and professionalism.
• Proofread Carefully: Finally, proofread your paper carefully to ensure that it is error-free and polished. A well-proofread paper reflects attention to detail and enhances the overall quality of your work.

By following these tips and guidelines, you can produce a high-quality research paper that showcases your knowledge and skills. Remember to always approach your research paper with a critical and analytical mindset and to use evidence-based research to support your arguments.

Throughout this manual, we have explored the fundamental stages involved in composing a research paper. This includes understanding the nature of what constitutes a research paper and utilizing various tools and resources for conducting your study. We emphasized how critical it is to fully understand the assignment requirements, select an intriguing subject matter, carry out preliminary investigations, formulate a succinct thesis statement, design an extensive outline, craft an engaging introductory section, construct the core content with corroborative evidence, and conclude in a meaningful way.

The process also involves critically reviewing and polishing your initial drafts while meticulously citing references according to established formatting standards, which are vital tasks that contribute significantly to elevating the caliber of your academic work. Adhering to these steps, as well as taking advantage of available support systems during your writing journey, can make navigating through complexities associated with drafting research papers both feasible and rewarding - culminating in top-tier scholarly output that truly shines. It’s essential not just to focus on reaching completion but rather embrace every aspect of crafting such scholarly works. Allow yourself to engage deeply throughout each step so that perseverance coupled with intellectual rigor is reflected within every page of your final manuscript.

Frequently Asked Questions

How do i choose a research paper topic.

Select a topic for your research paper by exploring areas of personal intrigue, seeking advice from colleagues or mentors, and examining scholarly works that currently exist.

Ensure the chosen subject offers ample scope for detailed investigation, holds significance within your domain of study, and is practical to delve into thoroughly.

What are the key elements of a strong thesis statement?

A strong thesis statement must be concise, specific, argumentable, and coherent, effectively introducing the topic while guiding the research and analysis around a central idea.

This foundation ensures clarity and direction in your writing.

How can I avoid plagiarism in my research paper?

To avoid plagiarism in your research paper, ensure you properly cite all sources with in-text citations and bibliography and adequately paraphrase or quote materials.

Maintaining accurate tracking of your citations throughout the writing process is also essential.

What are some useful tools for conducting research?

Zotero serves as a tool to organize and manage research sources, while Google Scholar offers entry to scholarly academic papers.

Employing these instruments can substantially boost the effectiveness of your research process.

What are the common formatting styles for research papers?

The common formatting styles for research papers include MLA, APA, CMOS, AMA, and IEEE. Each style has distinct requirements, such as APA’s running head and MLA’s header with the author’s last name and page number.

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Writing a Research Paper

This page lists some of the stages involved in writing a library-based research paper.

Although this list suggests that there is a simple, linear process to writing such a paper, the actual process of writing a research paper is often a messy and recursive one, so please use this outline as a flexible guide.

Discovering, Narrowing, and Focusing a Researchable Topic

• Try to find a topic that truly interests you
• Try writing your way to a topic
• Talk with your course instructor and classmates about your topic
• Pose your topic as a question to be answered or a problem to be solved

Finding, Selecting, and Reading Sources

You will need to look at the following types of sources:

• library catalog, periodical indexes, bibliographies, suggestions from your instructor
• primary vs. secondary sources
• journals, books, other documents

Grouping, Sequencing, and Documenting Information

The following systems will help keep you organized:

• a system for noting sources on bibliography cards
• a system for organizing material according to its relative importance
• a system for taking notes

Writing an Outline and a Prospectus for Yourself

Consider the following questions:

• What is the topic?
• Why is it significant?
• What background material is relevant?
• What is my thesis or purpose statement?
• What organizational plan will best support my purpose?

Writing the Introduction

In the introduction you will need to do the following things:

• present relevant background or contextual material
• define terms or concepts when necessary
• explain the focus of the paper and your specific purpose
• reveal your plan of organization

Writing the Body

• Use your outline and prospectus as flexible guides
• Build your essay around points you want to make (i.e., don’t let your sources organize your paper)
• Integrate your sources into your discussion
• Summarize, analyze, explain, and evaluate published work rather than merely reporting it
• Move up and down the “ladder of abstraction” from generalization to varying levels of detail back to generalization

Writing the Conclusion

• If the argument or point of your paper is complex, you may need to summarize the argument for your reader.
• If prior to your conclusion you have not yet explained the significance of your findings or if you are proceeding inductively, use the end of your paper to add your points up, to explain their significance.
• Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction.
• Perhaps suggest what about this topic needs further research.

Revising the Final Draft

• Check overall organization : logical flow of introduction, coherence and depth of discussion in body, effectiveness of conclusion.
• Paragraph level concerns : topic sentences, sequence of ideas within paragraphs, use of details to support generalizations, summary sentences where necessary, use of transitions within and between paragraphs.
• Sentence level concerns: sentence structure, word choices, punctuation, spelling.
• Documentation: consistent use of one system, citation of all material not considered common knowledge, appropriate use of endnotes or footnotes, accuracy of list of works cited.

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Writing a Research Paper

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The Research Paper

There will come a time in most students' careers when they are assigned a research paper. Such an assignment often creates a great deal of unneeded anxiety in the student, which may result in procrastination and a feeling of confusion and inadequacy. This anxiety frequently stems from the fact that many students are unfamiliar and inexperienced with this genre of writing. Never fear—inexperience and unfamiliarity are situations you can change through practice! Writing a research paper is an essential aspect of academics and should not be avoided on account of one's anxiety. In fact, the process of writing a research paper can be one of the more rewarding experiences one may encounter in academics. What is more, many students will continue to do research throughout their careers, which is one of the reasons this topic is so important.

Becoming an experienced researcher and writer in any field or discipline takes a great deal of practice. There are few individuals for whom this process comes naturally. Remember, even the most seasoned academic veterans have had to learn how to write a research paper at some point in their career. Therefore, with diligence, organization, practice, a willingness to learn (and to make mistakes!), and, perhaps most important of all, patience, students will find that they can achieve great things through their research and writing.

The pages in this section cover the following topic areas related to the process of writing a research paper:

• Genre - This section will provide an overview for understanding the difference between an analytical and argumentative research paper.
• Choosing a Topic - This section will guide the student through the process of choosing topics, whether the topic be one that is assigned or one that the student chooses themselves.
• Identifying an Audience - This section will help the student understand the often times confusing topic of audience by offering some basic guidelines for the process.
• Where Do I Begin - This section concludes the handout by offering several links to resources at Purdue, and also provides an overview of the final stages of writing a research paper.

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The Process of Writing a Research Paper

202.448-7036

Planning the Research Paper

The goal of a research paper is to bring together different views, evidence, and facts about a topic from books, articles, and interviews, then interpret the information into your writing. It’s about a relationship between you, other writers, and your teacher/audience.

A research paper will show two things: what you know or learned about a certain topic, and what other people know about the same topic. Often you make a judgment, or just explain complex ideas to the reader. The length of the research paper depends on your teacher’s guidelines. It’s always a good idea to keep your teacher in mind while writing your paper because the teacher is your audience.

The Process There are three stages for doing a research paper. These stages are:

While most people start with prewriting, the three stages of the writing process overlap. Writing is not the kind of process where you have to finish step one before moving on to step two, and so on. Your job is to make your ideas as clear as possible for the reader, and that means you might have to go back and forth between the prewriting, writing and revising stages several times before submitting the paper.

» Prewriting Thinking about a topic

The first thing you should do when starting your research paper is to think of a topic. Try to pick a topic that interests you and your teacher — interesting topics are easier to write about than boring topics! Make sure that your topic is not too hard to research, and that there is enough material on the topic. Talk to as many people as possible about your topic, especially your teacher. You’ll be surprised at the ideas you’ll get from talking about your topic. Be sure to always discuss potential topics with your teacher.

Places you can find a topic: newspapers, magazines, television news, the World Wide Web, and even in the index of a textbook!

Narrowing down your topic

As you think about your topic and start reading, you should begin thinking about a possible thesis statement (a sentence or two explaining your opinion about the topic). One technique is to ask yourself one important question about your topic, and as you find your answer, the thesis can develop from that. Some other techniques you may use to narrow your topic are: jot lists; preliminary outlines; listing possible thesis statements; listing questions; and/or making a concept map. It also may be helpful to have a friend ask you questions about your topic.

For help on developing your thesis statement, see the English Center Guide to Developing a Thesis Statement .

Discovery/Reading about your topic

You need to find information that helps you support your thesis. There are different places you can find this information: books, articles, people (interviews), and the internet.

As you gather the information or ideas you need, you need to make sure that you take notes and write down where and who you got the information from. This is called “citing your sources.” If you write your paper using information from other writers and do not cite the sources, you are committing plagiarism . If you plagiarize, you can get an “F” on your paper, fail the course, or even get kicked out of school.

CITING SOURCES

There are three major different formats for citing sources. They are: the Modern Language Association (MLA) , the American Psychology Association (APA) , and the Chicago Turabian style . Always ask your teacher which format to use. For more information on these styles, see our other handouts!

ORGANIZING INFORMATION

After you’ve thought, read, and taken notes on your topic, you may want to revise your thesis because a good thesis will help you develop a plan for writing your paper. One way you can do this is to brainstorm — think about everything you know about your topic, and put it down on paper. Once you have it all written down, you can look it over and decide if you should change your thesis statement or not.

If you already developed a preliminary map or outline, now is the time to go back and revise it. If you haven’t developed a map or outline yet, now is the time to do it. The outline or concept map should help you organize how you want to present information to your readers. The clearer your outline or map, the easier it will be for you to write the paper. Be sure that each part of your outline supports your thesis. If it does not, you may want to change/revise your thesis statement again.

» Writing a research paper follows a standard compositional (essay) format. It has a title, introduction, body and conclusion. Some people like to start their research papers with a title and introduction, while others wait until they’ve already started the body of the paper before developing a title and introduction. See this link for more information about writing introductions and conclusions .

Some techniques that may help you with writing your paper are:

• start by writing your thesis statement
• use a free writing technique (What I mean is…)
• follow your outline or map
• pretend you are writing a letter to a friend, and tell them what you know about your topic
• follow your topic notecards

If you’re having difficulties thinking of what to write about next, you can look back at your notes that you have from when you were brainstorming for your topic.

» Revising The last (but not least) step is revising. When you are revising, look over your paper and make changes in weak areas. The different areas to look for mistakes include: content– too much detail, or too little detail; organization/structure (which is the order in which you write information about your topic); grammar; punctuation; capitalization; word choice; and citations.

It probably is best if you focus on the “big picture” first. The “big picture” means the organization (paragraph order), and content (ideas and points) of the paper. It also might help to go through your paper paragraph by paragraph and see if the main idea of each paragraph relates to the thesis. Be sure to keep an eye out for any repeated information (one of the most common mistakes made by students is having two or more paragraphs with the same information). Often good writers combine several paragraphs into one so they do not repeat information.

Revision Guidelines

• The audience understands your paper.
• The sentences are clear and complete.
• All paragraphs relate to the thesis.
• Each paragraph explains its purpose clearly.
• You do not repeat large blocks of information in two or more different paragraphs.
• The information in your paper is accurate.
• A friend or classmate has read through your paper and offered suggestions.

After you are satisfied with the content and structure of the paper, you then can focus on common errors like grammar, spelling, sentence structure, punctuation, capitalization, typos, and word choice.

Proofreading Guidelines

• Subjects and verbs agree.
• Verb tenses are consistent.
• Pronouns agree with the subjects they substitute.
• Word choices are clear.
• Capitalization is correct.
• Spelling is correct.
• Punctuation is correct.
• References are cited properly.

For more information on proofreading, see the English Center Punctuation and Grammar Review .

After writing the paper, it might help if you put it aside and do not look at it for a day or two. When you look at your paper again, you will see it with new eyes and notice mistakes you didn’t before. It’s a really good idea to ask someone else to read your paper before you submit it to your teacher. Good writers often get feedback and revise their paper several times before submitting it to the teacher.

Source: “Process of Writing a Research Paper,” by Ellen Beck and Rachel Mingo with contributions from Jules Nelson Hill and Vivion Smith, is based on the previous version by Dawn Taylor, Sharon Quintero, Robert Rich, Robert McDonald, and Katherine Eckhart.

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The Process of Research Writing

(20 reviews)

Steven D. Krause, Eastern Michigan University

Copyright Year: 2007

Publisher: Steven D. Krause

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Thomas Kneeland, Assistant Professor of English (Tenure-Track), Anderson University on 11/7/24

This book covers a wide range of material for better understanding the process of research writing. From contextual backing to theoretical framework, this text is one of the most comprehensive texts I've used to teach Rhetoric Composition and... read more

Comprehensiveness rating: 5 see less

This book covers a wide range of material for better understanding the process of research writing. From contextual backing to theoretical framework, this text is one of the most comprehensive texts I've used to teach Rhetoric Composition and Research courses.

Content Accuracy rating: 5

Due to the nature of the content, which is pretty black-and-white, there isn't much room for a biased approach. That said, I maintain that the contents of this text are thorough, accurate, and unbiased.

Relevance/Longevity rating: 5

This book will last for years because the writing process, while an evolutionary experience for the individual writer, will remain the same for the most part, especially in terms of research. I don't believe that there's anything in this collection that would suggest the probability of obsolescence.

Clarity rating: 5

While a relatively difficult read, because the author has taken great care to be detailed, it is clear enough to grasp the concepts and best practices for research writing. My students are able to have classroom discussions and pose questions when they do not feel confident in understanding the material.

Consistency rating: 5

Compared to other books on research writing, I find this one to be complete and consistent in terms of terminology and overall framework. It wasn't anything that I hadn't seen before, but it did feel more dense than others.

Modularity rating: 4

Compared to other titles, I think this text does a good job of being modular. I can tell when we're moving to a new section, chapter, or idea. My only critique is that I wish it was more visually appealing in terms of the graphic presence. I feel that more students would internalize the information more if it were more visually digestible.

Organization/Structure/Flow rating: 5

For the most part, I'd agree that the topics are presented logically. I saw no issues with navigating based on the topics.

Interface rating: 5

No issues regarding interface.

Grammatical Errors rating: 5

No grammatical errors identified.

Cultural Relevance rating: 5

I don't look at this book as whether it is culturally relevant, because these are basic principles for writing that can be applied to just about every discipline of study.

Reviewed by Kevin Kennedy, Adjunct Professor, Bridgewater State University on 12/2/22

I think this book would make an excellent supplement to other class material in a class focused on writing and research. It helps a lot with the "why"s of research and gives a high-level overview. read more

Comprehensiveness rating: 3 see less

I think this book would make an excellent supplement to other class material in a class focused on writing and research. It helps a lot with the "why"s of research and gives a high-level overview.

The book is accurate, and talks a lot about different ways to view academic writing

This would be quite relevant for a student early on the college journey who is starting to complete research-based projects.

Clarity rating: 4

The text is clear and concise, though that conciseness sometimes leads to less content than I'd like

The book is consistent throughout

I could use the first chapters of this book very easily, but the later ones get into exercises that my classes wouldn't necessarily use

Organization/Structure/Flow rating: 4

The book is organized from the high level (what is academic writing with research) to the more specific (here are some specific exercises)

Interface rating: 3

I don't like the flow from contents to chapters, and they feel distinctly text-based. This is a no-frills text, but that's ok.

Grammatical Errors rating: 3

I didn't note anything glaringly obvious

I think that this text stays away from the cultural and focuses mostly on the cognitive. This prevents offensive material, though it may make it less appealing to students.

Reviewed by Julie Sorge Way, Instructional Faculty, James Madison University on 11/23/21

Overall, I think this book’s strongest suits are its organization, clarity, and modularity. It is useful and adaptable for a wide range of courses involving a research component, and as the book itself argues, research is a part of most learning... read more

Comprehensiveness rating: 4 see less

Overall, I think this book’s strongest suits are its organization, clarity, and modularity. It is useful and adaptable for a wide range of courses involving a research component, and as the book itself argues, research is a part of most learning at the university level, whether or not a single traditional “research paper” is the end goal of a course. This is a great book with adaptable and useful content across a range of disciplines, and while it is low on “bells and whistles,” the content it provides seems to be relevant, helpful, and also fill a gap among other OER texts that focus more on rhetoric and less on research.

Because this is a book on research writing rather than cutting edge science, etc. it is unlikely to be made inaccurate by the passing of time.

In a desire to move past the simple “Comp II” textbook, Krause’s work here is relevant to a variety of fields. In creating a course with a major-specific research component, many parts of this text are relevant to what I’m doing, and due to its modularity and organization (see below) I am able to make use of it easily and draw students’ attention to the parts that will help them most with our learning objectives.

Krause’s writing style is uncomplicated and direct. His examples are ones I think most students could relate to or at least connect with reasonably well.

While the book is internally consistent in its tone, level of detail, and relevance to Krause’s original writing goals, in the process of applying it to different courses (as almost inevitably happens with OER materials) it is inconsistently useful for the course I in particular am planning. This is certainly no fault of the book’s. One example would be that it presents MLA and APA format for citing sources, but not Chicago/Turabian.

Modularity rating: 5

Certainly, its modularity is a real strong suit for Krause’s book overall – individual instructors planning different types of coursework that involve writing and research can easily adapt parts that work, and its Creative Commons license makes this even better.

Clear and direct organization is another strong suit in Krause’s text. The information is presented in an orderly and easy to navigate way that allows instructors and students alike to hone in on the most useful information for their writing and research task without spending undue amounts of time searching. This is much appreciated especially in an open access text where instructors are more likely to be “picking and choosing” relevant content from multiple texts and resources.

Interface rating: 4

Simple but clear – basic HTML and PDF navigation by chapter and section. Like many OER texts it is a bit short on visual engagement – the colorful infographics and illustrations many people are used to both in printed textbooks and interacting with internet content.

No errors noted.

Widely relevant (at least in the North American context I have most experience with) but as always, instructors should preview and adapt all material for the needs and context of their own classes and students.

Reviewed by Li-Anne Delavega, Undergraduate Research Experience Coordinator, Kapiolani Community College on 5/1/21

This textbook builds a good foundation for first-year students with topics such as developing a thesis, how to find sources and evaluate them, creating an annotated bibliography, audience, and avoiding plagiarism. While the content is explained... read more

This textbook builds a good foundation for first-year students with topics such as developing a thesis, how to find sources and evaluate them, creating an annotated bibliography, audience, and avoiding plagiarism. While the content is explained well and students are slowly walked through the research process, the textbook ends abruptly ends with a quick overview of the elements of a research essay after students organize their evidence and create an outline. A part two textbook that covers the rest of the writing process, such as structuring paragraphs, how to write an introduction and conclusion, and revising drafts, is needed to help students get to a finished product. As a composition-based textbook, I also felt it could have used a section on building arguments. The true gem of this textbook is its activities/exercises and comprehensive but accessible explanations.

Content Accuracy rating: 4

Aside from outdated citations and technology-related content, the process-based writing instruction is accurate and answers common questions from students about research and basic writing. I feel like the questions, checklists, and activities posed are helpful for students to really think through their writing process, and the author explains things without judgment. While students can benefit, I feel that faculty would also benefit from using this as a teaching manual to plan their classes.

Relevance/Longevity rating: 3

The writing instruction is solid and is still used in many textbooks today. Obviously, the sections on technology and citation are outdated, but some sections still have good reliable advice at their core. For example, search language, unreliable web sources, and collaborating online have evolved, but the concepts remain the same. I would cut those sections out and just take what I needed to give to students. The author has no plans to update this book, and someone would need to rewrite many sections of the book, which is not easy to implement.

The book is largely free of jargon and terms are clearly explained. The author's tone is casual and conversational when compared to other textbooks, which makes it more accessible to students and acts as a guide through the research process. However, it does lend itself to longer sections that could use heavy editing and it does sound like a mini-lecture, but I liked the way he thoroughly explains and sets up concepts. His tone and style are a bit inconsistent as others have noted.

The book is very consistent since research and writing terminology is the same across most disciplines. If you're a composition instructor, you'll find the framework is just common writing pedagogy for academic writing: focus on the writing process, freewriting, peer review, audience, revision, etc.

This book was intended to be modular and chapters are mostly self-contained, so it is easy to use individual chapters or change the sequence. There are unusable hyperlinks in each chapter that refer to other sections, but those are additional resources that could be replaced with a citation guide or other common resources. Sections, activities, examples, and key ideas are clearly labeled and can be used without the rest of the chapter. However, some writing concepts, such as a working thesis, are mentioned again in later chapters.

Organization/Structure/Flow rating: 3

Parts of the book are easily identifiable and the content within the chapter flows easily from one concept to the next. I felt that some of the chapters should have appeared earlier in the textbook. Students would have to wait until chapter 10 to learn about the research essay. Revising a working thesis comes before categorizing and reviewing your evidence. The peer-review chapter that advises students to read sections of their writing aloud to catch mistakes comes before brainstorming a topic. However, the sequence will depend on the instructor's preference. An index or a complete, searchable text would have helped so you don't need to guess which chapter has the content you need.

The PDF is the more polished and easier to read of the two versions. Overall, the PDF was well laid out, with clear headers and images. I found the colored boxes for the exercises helpful, though a lighter color would make the text easier to see for more students. The text uses different styles to create organization and emphasis, which made some pages (especially in the beginning) hard to read with the bolded and italicized clutter. I would have loved a complied version with all the chapters.

The HTML version is difficult to read as it is one long block of text and the callouts and images are not well spaced. There is, unfortunately, no benefit to reading the web version: no clickable links, dynamic text flow, or navigational links within each page so you will need to go back to the TOC to get the next section.

Grammatical Errors rating: 4

The book has grammatical and mechanical errors throughout but does not impact content comprehension. Other reviewers here identified more notable errors.

Cultural Relevance rating: 2

The language, examples, and references were generally ok, but the overall textbook felt acultural. Some consideration was taken with pronouns (relies on they/them/their) and gender roles. As others pointed out, there are many areas that could have used diversified sources, topics, references, examples, and students. Some of the textbook's activities assume able-bodied students and sections such as peer collaboration would benefit from a more nuanced discussion when he brought up resentment over non-contributing members, being silenced, and access to resources. There are a few red flags, but one glaring example is on page 5 of chapter 10. An excerpt from an article titled “Preparing to Be Colonized: Land Tenure and Legal Strategy in Nineteenth-Century Hawaii”(which includes the sentence, "Why did Hawaiians do this to themselves?") was used to show students when to use "I" in writing.

Overall, this is a good resource for writing instructors. As this book was written in 2007, faculty will need to cut or adapt a fair amount of the text to modernize it. It is not a textbook to assign to students for the semester, but the textbook's core content is solid writing pedagogy and the focus on using activities to reflect and revise is wonderful. Those outside of composition may find the basic exercises and explanations useful as long as students are primarily working out of a more discipline-specific (e.g., sciences) writing guide.

Reviewed by Milena Gueorguieva, Associate Teaching Professor, University of Massachusetts Lowell on 6/28/20

This is a process based research writing textbook, a rarity among composition textbooks. It is often the case that foundational writing courses are supposed to cover process and then, very often, instructors, students and textbook authors all... read more

This is a process based research writing textbook, a rarity among composition textbooks. It is often the case that foundational writing courses are supposed to cover process and then, very often, instructors, students and textbook authors all forget that process is important when they have to dive into the technical aspects of conducting and writing about and from research, usually in a 'second course' in the first year writing sequence. This is not the case with this book: it is a thoughtful, comprehensive exploration of writing from research as a multi-step recursive process. This approach can help students solidify the knowledge and skills they have acquired in prior courses, especially the multi-step recursive nature of writing as a process while developing a set of strong writing from research skills.

The foundations of research writing are presented in an accessible yet rigorous way. The book does away with the myth of research writing as something you do after you think about and research a topic. The author articulated this idea very well, when he wrote, ”We think about what it is we want to research and write about, but at the same time, we learn what to think based on our research and our writing.”

Relevance/Longevity rating: 4

Overall, an excellent handbook (it can be used non-sequentially); however, some of the information on database searches and working with popular internet sources as well as collaborative writing (especially as it relates to the use of technology) needs updating.

The appropriately conversational tone translates complex academic concepts into easy to access ideas that students can relate to. The same is true for the many activities and exercises that demonstrate a variety of real life applications for the research skills presented in the book, which helps students see that research and research based writing happen everywhere, not just on campuses , where students seem to write for an audience of one: the professor who assigned the paper.

The material presented is rigorously and consistently presented in various modes: text, activities and exercises.

It can be used in a variety of ways; it has excellent modular stucture.

Excellently organized: reviews and expands on what students might already know about academic writing as a process; introduces the fundamentals of research and research writing and then uses both of these sets of skills in various research projects.

Although it has some very useful and appropriate visuals , the text could have been more user friendly; it is difficult to follow.

Excellently proof-read,

the book is culturally sensitive and contains appropriate examples and/or references.

An overall excellent composition text that provides useful exercises and assignments (such as the antithesis essay) that can help students build complex and nuanced arguments based on research. Highly recommend!

Reviewed by Valerie Young, Associate Professor, Hanover College on 3/29/20

This text is both general and specific. General enough for use in a variety of courses and disciplines, specific enough to garner interest for faculty who want to teach students the fundamentals and more nuanced aspects of research writing. The... read more

This text is both general and specific. General enough for use in a variety of courses and disciplines, specific enough to garner interest for faculty who want to teach students the fundamentals and more nuanced aspects of research writing. The basics are here. The text could be assigned in specific modules. The text will benefit from an update, especially in regards to references about collaborative writing tools and internet research. The text is missing a chapter on reading research and integrating research into the literature review process. This is a relevant skill for research writing, as student writers often struggle with reading the work of others to understand the body of literature as a foundation for their own assertions.

The content and information seems like it could be helpful for any undergraduate course that has a research writing project. The unique aspects of this book are its features of collaborative and peer review writing practices and all of the exercises embedded in the text. The author gives examples and writing exercises throughout the chapters. These examples could serve inexperienced students quite well. They could also annoy advanced students.

There are some references to the World Wide Web and the Internet, and library research that seem a bit outdated. There isn't much advanced referencing of commonly used internet research options, such as Google Scholar, citation apps, etc.

Clarity rating: 3

Some points are clear and concise. Other pieces go into too much detail for one chapter page. Because the pages are long, and not all content will be relevant to all readers, the author could consider using "collapsible" sections. This could be especially relevant in the APA & MLA sections, offering a side-by-side comparison of each or offering overviews of style basics with sections that open up into more details for some interested readers.

Consistency rating: 4

no issues here

Modularity rating: 3

The chapters are relatively concise and each starts with an overview of content. The web format does not allow for much navigational flow between chapters or sections. It would be great to hyperlink sections of content that are related so that readers can pass through parts of the text to other topics. It does look like the author intended to hyperlink between chapters, but those links (denoted "Hyperlink:" in the text) are not functional.

Overall flow is appropriate for an interdisciplinary lens. Readers can move through as many or as few sections as needed. The chapter topics and subtopics are organized fairly comprehensively, and often by questions that students might ask.

Interface rating: 2

The long blocks of text in each chapter aren't very reader friendly. Also, once the reader gets to the end of the long page / chapter, there is no navigation up to the top of the chapter or laterally to previous or next content. Text doesn't adjust to screen size, so larger screens might have lots of white space.

no issues noticed. Some examples could be updated to be more inclusive, culturally diverse, etc.

This book has some good lessons, questions, and suggestions for topics relevant to research writing. The text could benefit from a more modern take on research writing, as some of the topics and phrases are dated.

Reviewed by Jennifer Wilde, Adjunct instructor, Columbia Gorge Community College on 12/13/18

The text is a wonderful guidebook to the process of writing a research essay. It describes the steps a college writer should take when approaching a research assignment, and I have no doubt that if students followed the steps outlined by the... read more

The text is a wonderful guidebook to the process of writing a research essay. It describes the steps a college writer should take when approaching a research assignment, and I have no doubt that if students followed the steps outlined by the text, they would be sure to succeed in generating a quality thesis statement and locating appropriate sources. It is not comprehensive in that it has very little to say regarding composition, clarity and style. It does not contain an index or glossary.

Sections on MLA and APA format are inaccurate in that they are outdated. It would be preferable for the text to refer students to the online resources that provide up to date information on the latest conventions of APA and MLA.

The bulk of the chapters are timeless and filled with wisdom about using research to write a paper. However, the book should contain links or otherwise refer students to the web sources that would tell them how to use current MLA/APA format. There are some passages that feel anachronistic, as when the author recommends that students consider the advantages of using a computer rather than a word processor or typewriter. The sections on computer research and "netiquette" feel outdated. Finally, the author describes the differences between scholarly sources and periodicals but does not address the newer type of resources, the online journal that is peer-reviewed but open access and not associated with a university.

The writing is strong and clear. Dr. Krause does not indulge in the use of jargon.

The different sections open with an explanation of what will be covered. Then, the author explains the content. Some chapters are rather short while others are long, but generally each topic is addressed comprehensively. In the last several chapters, the author closes with a sample of student work that illustrates the principles the chapter addressed.

The text is divisible into sections. To some extent the content is sequential, but it is not necessary to read the early chapters (such as the section on using computers, which millenials do not need to read) in order to benefit from the wisdom in later chapters. I used this text in a writing 121 course, and I did not assign the entire text. I found some chapters helpful and others not so relevant to my particular needs. Students found the chapters useful and discrete, and they did not feel like they had to go back and read the whole thing. The section on writing an annotated bibliography, for instance, could be used in any writing class.

The topics are presented in the order in which a student approaches a writing assignment. First, the author asks, why write a research essay, and why do research? Next, the author addresses critical thinking and library/data use; quoting, summarizing and paraphrasing; collaboration and writing with others; writing a quality thesis statement; annotating a bibliography; categorizing sources; dealing with counterarguments, and actually writing the research essay. It's quite intuitive and logical. It seems clear that this author has had a lot of experience teaching students how to do these steps.

The interface is straightforward, but I could not locate any hyperlinks that worked. Navigation through the book was no problem.

The book is well written overall. The writer's style is straightforward and clear. There are occasional typos and words that feel misplaced, as in the following sentence: "The reality is though that the possibilities and process of research writing are more complicated and much richer than that." There should be commas around the word "though", and the tone is fairly conversational. These are extremely minor issues.

The examples feel inclusive and I was not aware of any cultural insensitivity in the book overall.

The book is really helpful! I particularly appreciate the sections on how to write an annotated bib and a good thesis statement, and I think the sections on writing a category/evaluation of sources, working thesis statement, and antithesis exercise are unique in the large field of writing textbooks. The book contains no instruction on grammatical conventions, style, clarity, rhetoric, how to emphasize or de-emphasize points, or other writing tips. In that sense, it is not a great text for a composition class. But I think it's extremely useful as a second resource for such a class, especially for classes that teach argumentation or those that require an analytic essay. I feel it is most appropriate for science students - nursing, psychology, medicine, biology, sociology. It is less likely to be useful for a general WR 121 class, or for a bunch of English majors who largely use primary sources.

Reviewed by Jess Magaña, Assistant Teaching Professor, University of Missouri-Kansas City on 6/19/18

This is a comprehensive introduction to planning and writing research papers. The suggested activities seem helpful, and the lack of an index or glossary does not interfere with understanding. read more

This is a comprehensive introduction to planning and writing research papers. The suggested activities seem helpful, and the lack of an index or glossary does not interfere with understanding.

The information is accurate and straightforward.

Some information is out of date, such as the section regarding email, but the main concepts are well explained and relevant. An instructor could easily substitute a lecture or activity with updated information.

The clarity is excellent.

There are no inconsistencies.

The text is organized in a way that lends itself to changing the order of chapters and adding and subtracting topics to suit the needs of each class.

The progression of chapters is logical.

The "hyperlinks" helpfully direct readers to related topics (although these are not actual links in the online version), which contributes to the modularity of the text.

There are a few errors, but none that significantly obscure meaning.

Cultural Relevance rating: 4

This text could use updated examples showing greater diversity in authors and work. I recommend instructors find supplementary examples relevant to their classes.

I intend to use this text in my courses, supplemented with a few activities and more diverse examples to suit my students' needs.

Reviewed by Sheila Packa, Instructor, Lake Superior College on 2/1/18

The text is a comprehensive guide to research for students in College Composition courses. The text is concise and interesting. Critical thinking, research and writing argument are integrated into his suggested assignments. The author covers... read more

The text is a comprehensive guide to research for students in College Composition courses. The text is concise and interesting. Critical thinking, research and writing argument are integrated into his suggested assignments.

The author covers the research question, library resources, how to paraphrase and use quotes, and collaborative writing projects. There are suggested exercises in the process of research, such as a topic proposal, a guide to developing a strong thesis statement, a full exploration of refutation (called the antithesis), the critique or rhetorical analysis, the annotated bibliography, and a guide to help students to accumulate a good assortment of sources. MLA and APA documentation is covered. Note that this text is published in 2007. Therefore, I recommend the use of MLA 8 Handbook for up-to-date guidelines for correct documentation. The Research Paper is full explained. In the chapter, Alternate Ways to Present Research, the author focuses on a Portfolio. He discusses web publication of research and poster sessions.

I value the clarity of ideas. The text is error-free, and I like the example essays written by students that will serve to inspire students.

The content is relevant. The author guides students through the process in a way that is easy to understand and also academically rigorous. The MLA 8 Handbook is a needed supplement (and that is affordable).

The writing is clear and concise. The organization of the chapters is logical and leads the students through steps in the process of research, writing a reasoned argument, and professional presentation of the research.

Terminology is clear and the framework for research is clear and sensible.

The book's modularity is definitely a strength. It's possible to use chapters of the text without using the entire book and to omit chapters that are not a focus of the instructor.

This book has a logical arrangement of chapters and the assignments are valuable.

The interface is great. It's readable online or in pdf form.

No grammatical errors. There is one detail that reflects changing rules of documentation. In MLA, titles of books, magazines, and journals are now italicized instead of underlined. In this text, they are underlined.

The text is free of bias or stereotypes.

Reviewed by Jennie Englund, Instructor, Composition I & II, Rogue Community College, Oregon on 8/15/17

Twelve chapters are broken into multiple parts. On Page 3 of the Introduction, the text emphasizes its purpose as an "introduction to academic writing and research." The following chapters present more than substantial information to give... read more

Twelve chapters are broken into multiple parts.

On Page 3 of the Introduction, the text emphasizes its purpose as an "introduction to academic writing and research." The following chapters present more than substantial information to give introductory (even well into master) research writers a foundation of the basics, as well as some detail. It differentiates itself as "Academic" research writing through thesis, evidence, and citation. Two of these concepts are revisted in the conclusion. The third (thesis) has its own section, which this reviewer will use in class.

I'm grateful to have reviewed an earlier electronic text. This provided the ability to compare/contrast, and note that this particular text was more comprehensive and in-depth than the guide I had previously reviewed (which was more of a framework, good in its own right.)

Had the guide contained a thorough section on revision, I'd give it a perfect score! Thus, the book very very nearly does what it sets out to do; it provides most of The Process of Research Writing.

Retrieval dates are no longer used on the APA References page. This reviewer would have preferred titles italicized instead of underlined.

The text opens with an introduction of the project, by its author. The project began in 2000 as a text for a major publishing house, but eventually landed via author's rights as an electronic text. Therefore, essentially, the book has already been around quite a while. This reviewer concludes that time, thought, and execution went into publishing the material, and predicts its popularity and usability will grow.

Timeless, the guide could have been used with small updates twenty years ago, and could be used with updates twenty years from now.

The guide could be used as the sole text in a composition course, supplemented by more formal (as well as APA) examples.

The text is organized into 12 chapters; it logically begins with "Thinking Critically about Research," and concludes with "Citing Your Research Using MLA or APA Style." The text includes most of what this reviewer uses to teach academic research writing. However, the book omits the editing/revising process.

The guide poses purposeful questions.

On Page 7 of the Introduction, the text reports being "organized in a 'step-by-step' fashion," with an invitation to the reader to use the book in any order, and revisit passages. The reviewer found the organization to be consistent and as systematic as the actual composition of an academic research paper.

The meat of the text begins with the definition and purpose of "Research." Immediately, a nod to working thesis follows, which is revisited in Chapter 5. Sources are examined and classified into a chart of "Scholarly Versus Non-scholarly or Popular Sources." The segment on "Using the Library" would complement a course or class period on library usage.

The Table of Contents is fluid and logical. Within the text, concepts are revisited and built upon, which the reviewer appreciates. Examples and exercises are given.

Chapter 10 contains an outline of a student research paper (which follows). The paper examines the problems with and solutions for university athletics. The paper is in MLA format. Tone is less formal than this reviewer would use as an example of academic research writing. The reviewer would have welcomed an example of an APA paper, as well.

The last chapter fully realizes instruction introduced at the beginning: citation defines academic writing, and academic writers credit their sources, and present evidence to their readers. I wish this last part emphasized thesis again, too, but in all, it is a very structured, reader-friendly guide.

Charts are integrated and understandable, though the majority of the book is text.

This review found some grammatical errors including capitalization. Book/journal/magazine/newspaper titles are underlined in lieu of italicized.

Student examples include Daniel Marvins, Ashley Nelson, Jeremy Stephens, Kelly Ritter, Stuart Banner, and Casey Copeman. Most examples of citations are from male authors. Text would benefit from multi-cultural authors. Examples/topics include The Great Gatsby,African-American Physicians and Drug Advertising, Cyberculture, ADHD, Diabetes, Student-athletes, and Drunk Driving.Examples are culturally appropriate and multi-disciplinary. Consistent pronoun used: he/him/his

Third-person narration is used; the author addresses the reader directly (and informally). While this perhaps makes a connection between the author and the reader, and adds to understanding, it does not reflect academic research writing, and may confuse beginning writers?

Chapter 5, "Writing a Working Thesis," is among the most clear, comprehensive, and straightforward instruction on the topic this reviewer has seen. I will use this section in my Composition I and II courses, as well as Chapters 1, 3, and 12. I wish this form had a place to rate usability. In that case, this guide would score highly. I commend Dr. Krause's execution and composition, and applaud his sharing this at no cost with the academic community.

Reviewed by Marie Lechelt, ESL/English Instructor and Writing Center Co-director, Riverland Community College on 6/20/17

"The Process of Research Writing" is a textbook that includes all of the major topics covered in most college research writing courses. The style of writing makes it easily understood by students. Depending on your focus in your writing class,... read more

"The Process of Research Writing" is a textbook that includes all of the major topics covered in most college research writing courses. The style of writing makes it easily understood by students. Depending on your focus in your writing class, you may want to supplement this text with more about argumentative writing. Other writing models, homework exercises, and classroom activities found by the instructor would also compliment the use of this text. While I would not use this textbook in my course from start to finish, I would jump around and use a variety of sections from it to teach research writing. This text could be used for a beginning writing class or a second semester writing course. Based on my students writing experiences and abilities, I would eliminate or include certain sections. There is no index or glossary included. The hyperlinks to other sections also do not work.

The content is accurate and error-free. I didn't detect any biased information either. The MLA and APA information have changed since this book was published. The peer review work, plagiarism, critiquing sources, and many more of the topics are almost exactly what I teach to my students. This format will work well for them.

While most research writing content does not change over time, there are many parts of this book that could be updated. These include examples (The Great Gatsby), hyperlinks, and references to technology. The technology aspect is especially important. Since technology is constantly changing, most textbooks (print and online) are out of date as soon as they are printed. Because of this, teachers are constantly having to use supplemental material, which is fine. Just like our class websites, we have to update this information every semester or even more often. If you choose to use this textbook, keep in mind that this will be necessary. The MLA/APA information is also out of date, but this is also to be expected.

Clarity is one of the benefits of this textbook. Although the style is somewhat informal, it included appropriate topics and terminology for students learning to write research essays. Students can understand the topics with one or two readings and discuss the topics in class. There were a few places that seemed like common knowledge for students at this level, like the library or using computers. Unfortunately, we do still have students who do not come to us having already learned this information. So, I don't think these sections would have a negative impact on other students. Students can also be given optional sections to read, or as I plan to do, the teacher can skip around and only assign some sections.

The majority of the terminology is common knowledge in research writing teaching. The text is fairly informal in writing style, which I believe is an advantage for students. Many times, students will read a text and then I will need to explain the terminology or ideas in depth in my lectures. Since I prefer to complete activities and work on students' writing in class, instead of lecturing, this book will work well. The chapter on the "Antithesis" was new to me. While I have taught these ideas, I have not used this term before. This is a chapter I may not use and instead include supplemental material of my own.

The chapters are divided clearly and could be separated quite easily to use as individual units in a writing class. If the hyperlinks worked though, they would be helpful. Exercises build upon one another, so one could not assign a later exercise without students first understanding the other sections of the text. I plan to use this text in a research writing class, and I will be skipping around and only using some sections. I do not believe there will be any problem with this. While students may at first feel that starting on Chapter 4 might be strange, they are very adaptive and should have no difficulties with this format.

The Table of Contents is clear and easily understood. Each chapter follows a logical sequence, and students will be able to transition from one topic to another without difficulty. The use of charts, headings, bold, highlighting, and some other visual aids help the reader to understand what is most important to remember. Although, this could be improved upon with the use of color and graphics. While the content is valuable, I would most likely skip around when using this book in the classroom. While the author begin with an introduction and then jumps right into research, I focus on topic selection and thesis writing before research begins. Of course, as the author mentions, students will go back to their thesis and research many times before finishing the writing process.

The text is easily navigated, and students would be able to follow the topics throughout. The lack of graphics and color is noticeable and detracts from the content. In a world of advanced technology where students click on hundreds of websites with amazing content each week, online textbooks need to meet this standard. This textbook is similar to a traditional textbook. Some links are also inactive.

There were some typos and small grammatical errors but no glaring instances. They also did not impact understanding.

This book contained no offensive language or examples. However, we have a lot of diversity in our classrooms, and this is not reflected in the book. Expanding the examples or including links to diverse examples would be helpful.

I will be using this text in a second semester writing class. It has valuable information about research writing. I believe it could also be used for a first semester writing class. As mentioned above, I will use sections of the text and skip around to accommodate the needs of my students. Supplemental materials will also be needed to meet current technology needs.

Reviewed by Betsy Goetz, English Instructor, Riverland Community College on 6/20/17

The text covers all subject areas appropriately. read more

The text covers all subject areas appropriately.

Overall, the text is accurate.

Relevant and current.

I liked the clarity of the text, especially the specific exercises for students to apply the theory they have learned.

This text is consistent -- good terminology!

Clear sections to focus on key points of research writing.

Well organized.

Not confusing

Overall, lacking grammatical errors.

Relevant -- research writing and thesis building are timeless.

Reviewed by Karen Pleasant, Adjunct Instructor, Rogue Community College on 4/11/17

The textbook covered the basics of writing a research paper (the term "essay"is preferred by the author) and would be appropriate for an introductory college writing course, such as WR 121 or WR 122. A table of content is provided, but there is... read more

The textbook covered the basics of writing a research paper (the term "essay"is preferred by the author) and would be appropriate for an introductory college writing course, such as WR 121 or WR 122. A table of content is provided, but there is no glossary. The textbook guides a student from exploring the initial topic selection through the finished product, although I would have liked the use of citations to be covered in more depth. If I chose this as the textbook for my class I would also need to add supplemental materials about thoroughly developing an argument as well as revising a paper.

The author presented the material in an unbiased manner and does so in a way that provides high readability for students with little to no background in writing a research paper. Excellent examples are provided to reinforce concepts and thoughtful, creative collaborative exercises round out each chapter to give practice in skill mastery. Both MLA and APA formatting styles are included, but the APA section needs to be updated. The book was published in 2007 and many of the APA guidelines have changed., including the preference for using italics versus underlining for book and journal titles.

Each chapter is self-contained and stands alone and , therefore, could easily be updated. Most of the information is relevant and could be used indefinitely. I like that Chapter 11 recommended alternate ways to present the research and suggested more contemporary technology based methods. Chapter 12, about APA and MLA citations, is the chapter that currently needs to be updated and would need to be checked for accuracy annually against the latest APA & MLA guidelines. As it reads, I would handout current materials for APA citation sessions and not use this chapter in the book.

The book is well organized and is very user friendly. I think students would enjoy reading it and be able to relate readily to the content. Examples given and exercises provided help to clarify the content and reinforce the concepts for students. The textbook flows well from selection of initial topic ideas to finished product and will help students to work through the process of writing a research paper.

New terms are thoroughly explained and are used consistently throughout the textbook. The knowledge students gain as they progress through the book feels logical and organized in a usable fashion.

The text is organized so that each chapter stands alone and the order the information is presented can be easily modified to fit the needs of an instructor. The book is that rare combination of being equally functional for both student and instructor.

The topics are presented as needed to guide students through the process of writing a research paper, but could be done in another order if desired. Bold and boxed items are used to emphasize key concepts and chapter exercises.

The textbook is visually appealing and easy to read with adequate use of white space and varied font sizes. I explored the textbook via the PDF documents, which were easy to download, although the hyperlinks were not accessible.

There were noticeable grammatical errors.

The textbook is inclusive and accessible to all and didn't have any content that could be deemed offensive. The approachable layout and writing style make the textbook relevant to college students from a variety of backgrounds.

I would definitely adopt this open textbook for my writing classes. The author provided some wonderful ideas for teaching about research papers and I found many chapter exercises that I would be willing to incorporate into my class . I am especially intrigued by the use of writing an antithesis paper as a lead in to adding opposition to the research paper and look forward to getting student input and feedback about some of the alternative ways to present their research. Compared to textbooks I have used or perused in the past, this book seems more inviting and user friendly for students new to writing college level research papers.

Reviewed by VINCENT LASNIK, Adjunct Professor, Rogue Community College on 4/11/17

This comprehensiveness is one of the strengths of The Process of Research Writing. The Table of Contents (TOC) is fine—and each separate chapter also reproduces the contents listing from high-lever through low-level subsections at the beginning... read more

This comprehensiveness is one of the strengths of The Process of Research Writing. The Table of Contents (TOC) is fine—and each separate chapter also reproduces the contents listing from high-lever through low-level subsections at the beginning of each chapter. This duplicate listing feature helps orient students to what is covered (and what is not) for every chapter in-context. Yes—It is a fair evaluation that there can generally be easy-to-fix, quickly recognizable updates, enhancements, and notable improvements to virtually any textbook 10-15 years after its initial publication date (particularly related to changing terminology and nomenclature within the dynamic English lexicon, technology applications (databases, websites, ‘search engines,’ current good ‘help sites’ for students learning the latest iteration of APA style for manuscript formatting, in-text citations, and end references, etc.)—and the Krause text is a prime candidate for such a thorough revision. For example, digital object identifiers (the doi was first introduced circa 2000) did not become widely/pervasively established until well into the first decade of the 21st century; the ‘doi’ is an ubiquitous standard today in 2017. Nevertheless, many of the basic (boilerplate) concepts are clearly noted and credibly, coherently explained. The text could use some effective reorganization (as I note elsewhere in my review)—but that is arguably a subjective/personalized perspective more related to the way we approach writing instruction and student academic development at Rogue Community College—and perhaps less of a global/universal criticism.

See my comments in other sections that impact this issue. Overall, Krause’s text appears, “accurate, error-free and unbiased.” There are no obvious problems with this observation/contention. Some of the ‘out-of-date’ specifics in the text need updating as I note in detail in my other comments.

Most of the text describes research-writing strategies that are fairly well-established if not generic to the undergraduate English composition content area; thus, the overall longevity of the existing text is good. I have suggested, however, that any such ‘how-to’ guide should be updated (as this particular version) after its first decade of publication. The content for online research, for example, reflects an early 2000s perspective of emerging technology terms (e.g., defining blogs as “web-logs” is easily 12-15 years behind the use of the term in 2017), and some of the online websites mentioned are no longer relevant. These types of ‘out-of-date’ past-referents/links, however, can be easily updated to 2017+ accuracy. I have made a few suggestions about such an update—including my offer to assist Steve Krause (gratis and pro bono) in this update should my collaboration be desired. Otherwise, Krause might go the more open ‘peer review’ route and assemble a set of active teachers, instructors, and adjunct professors (such as me) who are on the ‘frontlines’ of current praxis for research-based, critical thinking, problem-oriented writing courses across the 11th-12th grade and through the undergraduate and workforce education community.

The text is written is a clear, credible, and cogent prose throughout. This is one of the particular strengths of Krause’s text—and recursively provides an exemplar for well-written composition. On occasion, the clarity for students might be improved by additional ‘real-world examples’ (i.e., more ‘showing rather than mere abstract telling) explicating some obtuse concepts and numerous rules (e.g., for research strategy, proofreading/editing, using search engines and conducting library research, etc.)—but a similar constructive criticism could easily be made of nearly all similar sources.

The text wording, terminology, framework and process emphasis are highly consistent. There are overlaps and dovetailing (i.e., redundancy) in any/every college textbook—but Krause keeps these to a minimum throughout. Some updating of terminology would be appropriate, useful, and needed as I note throughout my OER review.

The text is superb in this regard. The chapters and exercises are highly modular—which supports the customized reorganization I apply myself in my own courses as noted in my other comments. Numerous subheads and special highlighted ‘key points’ textboxes augment this modularity and improve the narrowing of assigned readings, examples, and exercises for most writing courses. The Process of Research Writing is clearly not, “overly self-referential,” and can easily be, “reorganized and realigned with various subunits of a course without presenting much disruption to the reader” by any instructor.

One of the principal weaknesses of the set of chapters is that the given ‘table of contents’ structure is conceptually disjointed—at least insofar as my research writing course is designed. Therefore, to provide a more coherent, logical sequence congruent to the course organization of my Writing 122 (this is an intermediate/advanced-level English Composition II)—it was necessary to assign a completely different order of The Process of Research Writing (Krause, 2007) high-level chapters/pages for weekly course reading assignments as follows:

Week One: Table of Contents; Introduction: Why Write Research Projects?; and Chapter 1: Thinking Critically About Research; Week Two: Chapter 2: Understanding and Using the Library and the Internet for Research. These three starting chapters were reasonable to introduce in Krause’s original sequence. Continuing into Week Two, I also added Chapter 4: How to Collaborate and Write with Others (but I highlighted limited/specific passages only since WR122 does not emphasize collaborative prose composition activities and extensive group-writing projects using such apps as Google Docs). Week Three: I then assigned Chapter 10: The Research Essay—since it was important to orient students to the intrinsic, namesake umbrella concept of researching and writing the research essay—the essential focus of the course I teach. IMPORTANT NEED TO RESTRUCTURE THE OER as it exists: Viewed from a course rationale and content/skill acquisition conceptual level—I have no idea why Krause did not place ‘Writing The Research Essay’ as high as Chapter 2. It comes far too late in the book as Chapter 10. This is actually where the chapter belongs (in my view); the other topics in the remaining Chapters’ (2—12) would more cogently and effectively proceed after first exploring the high-level nature of the research essay task in the first place. The subsequent skills for conducting Online Library Research; Quoting, Paraphrasing, Avoiding Plagiarism, creating a testable ‘Working Thesis,’ producing an Annotated Bibliography (some courses also use a précis assignment), Evaluating and Categorizing Sources, etc.—are realistically supporting, scaffolding, and corroborating functional/operational skills designed to design, research, and produce the research-based essay project. Therefore—from a project-based and problem-oriented pedagogical strategy/approach—a sound argument could be proffered that putting Chapter 10 second in a reordered book would help students on many levels (not the least being engaging interest and promoting contextual understanding for why learning the content of the remaining chapters makes sense and can be critical/applicable to the research-writing process.

Continuing on my own WR122 course text-sequence customization—in Week Four—we move into the attribution phase of the writing process in Chapter 3: Quoting, Paraphrasing, and Avoiding Plagiarism. Logically, we then move (in Week Five) to Chapter 5: The Working Thesis so students can ask significant/original questions and determine a point of departure into their research essay. This seemed like a good time to add the concept of ‘opposition views’ (i.e., counter-claims, rejoinder and rebuttal) discussed in Chapter 8: The Antithesis. In Week Six—we moved into essay formatting, in-text citation and end references, so Chapter 12: Citing Your Research Using MLA or APA Style {(focusing on reading pp. 1-2 (brief overview), and pp. 18-33 about APA style)} was assigned. In addition, students also perused Chapter 7: The Critique preceding a related argumentative assignment (i.e., a movie review project). For Week Seven (concurrent with an annotated bibliography project for the main term paper—students read Chapter 6: The Annotated Bibliography, and Chapter 9: The Categorization and Evaluation (of sources) that was ostensibly/logically relevant to the annotated bibliography project. Concluding the course for Weeks Eight-Eleven—there were new required readings. Students were instructed to review previous readings in The Process of Research Writing (Krause, 2007)—time permitting. Also Note: Chapter 11: Alternative Ways to Present Your Research is completely optional reading. It is not particularly applicable to this course; there is a student’s self-reflection about the research process on pp. 3-11 that may have some nominal merit, but it notes MLA style (versus my course’s use of APA 6th edition style only) and is in any case not required.

The text is not fancy; standard black and white (high-contrast) font used throughout. For emphasis of key points, Krause does use special ‘highlight boxes’ with gray background, a thick black stroke on the outside of the rectangular textbox. While the gray level might be lowered (in the update) for improved contrast—the true-black, bulleted, bolded key-terms are easy to perceive/read. The only criticism I have is the distracting overuse of quotation mark punctuation for emphasis; this should be corrected in any updated version. Otherwise, most of the book’s interface presentation supports a good user (student) experience, good printability, and good accessibility per ADA and general disability (e.g., visually impaired learners) protocols.

There are no significant/glaring occurrences of grammatical errors in the text. I am not a ‘grammar snob’ in any case. The prose seems clear, cogent, thoughtful, well-written; it generally uses solid grammar, mechanics, and punctuation. The exception is the overuse of a somewhat casual/conversational tone combined with (what is more of a recognizable issue) a distracting overuse of quotation marks—many of which are simply neither needed nor helpful; most could be quickly removed with an immediate improvement to readability.

I do not see significant, relevant, or glaring faux pas pertaining to any biased disrespect for multiculturalism. All persons (e.g., races, ethnicities, genders, sexual orientations, and cultural backgrounds) are equally respected and appreciated. The content area (English composition) is very amenable to a relatively generic, culture-free perspective—and Krause’s examples and prose is well-within any applicable standards of post-modern, scholarly, formal non-fiction in written Standard English.

[1] The Process of Research Writing was ostensibly presented/published to Creative Commons in 2007. No identifiable part/portion of the original edition text appears to have been updated (changed, modified, or improved) since then (i.e., at least 10 years); This is perhaps the single, most apparent flaw/weakness for this textbook. An in-depth revision to 2017 post-rhetorical model essay-writing standards and APA conventions would be invaluable—and quite bluntly—is sorely required. A newly updated Version 2.0 for 2017-18 should be critically planned (and scheduled or already ‘in progress’ if it is not already).

[2] There are many insightful, practical, and high-value approaches to the research writing process; in this regard—the nominal OER title is superbly appropriate for late high-school and beginning college (undergraduate) research essay projects. Even though some of the technical components (e.g., APA style) require updating/revision (which makes basic, reasonable sense after a ‘decade on the shelf’ for any academic research writing source)—Krause’s chapters can effectively replace many expensive, glossy college entry-level textbooks! After presenting the core concepts in a coherent and self-evident manner, Krause supplies a plethora of examples to illustrate those concepts. Then (and this is one of the true strengths of this OER)—each chapter (particularly Chapters 5-10) highlights student-oriented exercises to practice those same core concepts). Because of this latter emphasis—the Krause OER is ‘learner-centered’ (as opposed to ‘content centered’), problem-oriented and performance-oriented as well—providing opportunities for creative, resourceful teachers to adapt/adopt the OER to course assignments.

[3] There does not appear to be a single (standalone) PDF for this OER. This is a notable flaw/weakness for this textbook. Conversely, however, although a single PDF would have some convenient ‘easier downloading’ advantages for students—having separate chapters affords every teacher to create a customized chapter-order (as I have efficiently done to correspond to my course design). The chapters support excellent modularity and the accompanying exercises/examples demonstrate the concepts Krause explicates with a fine degree of granularity for any teacher. Thus—integrating any textbooks or teaching/learning resources (like OERs) always has tradeoffs—plusses and minuses, positives and negatives. The obvious key, therefore, is taking the liberty of using the OER as a supporting scaffold or buttress to an instructor’s original design concept—rather than the foundation around which a course can be designed.

[4] Some minor weaknesses for prose instruction are (a) Krause’s acceptance of passive, sophomoric signal phrasing (i.e., According to X…)—as opposed to strong, active voice such as ‘’X found…’; and (b) a general overuse of quotation marks throughout the book. This is not meant as a harsh criticism—merely an observation that readability could be improved with a newer version that eliminates most quotation marks (Note: In APA style—these punctuation symbols are only used for verbatim quotes. This makes for a cleaner, clearer manuscript).

[5] One of the solid/helpful strengths of the book is a relatively accurate presentation of APA style for in-text citation and end references (Chapter 12). It appears that like many academics—Krause is more familiar and comfortable with the Modern Language Association’s MLA style/formatting. No problem there—I was simply trained on APA beginning in 1984 so it is native to me; I also use the latest version of APA style in all of my writing (college composition) courses. Thus—it should come as no surprise there are a number of obvious APA-associated inaccuracies including (but limited to): (a) meekly accepting ‘n.d.’ (no date) and ‘n.a.’ (no author) sources when a little investigative research by the student (and adherence to the APA rule hierarchy for dates and authors) would easily come up with a sound date and author. Another error (b) seems to be more typographic (formatting) and/or refers to an earlier edition of APA style: the end references in the PDF (and html versions?) use underline in place of italics. The 2011 APA 6th edition style does not use underline in the end references. There are other small (faux pas) errors such as (c) noting generally inaccessible proprietary online databases and servers (again—no longer done in APA). A thorough, meticulous updating of this OER source would probably take care of many of these APA-error issues. I’d be happy to work with Steve on this update at any time.

[6] I use Amy Guptill’s Writing in College: From Competence to Excellence by Amy Guptill of State University of New York (2016) for my English Composition I course that emphasizes general essay writing and a simple research-supported argumentative essay. I teach that course using the following assigned readings: Week One: Chapter 1 (Really? Writing? Again?), pp. 1-7, and Chapter 2 (What Does the Professor Want? Understanding the Assignment), pp. 9-18; Week Two: Chapter 6 (Back to Basics: The Perfect Paragraph), pp. 48-56; Chapter 7 (Intros and Outros), pp. 57-64; Week Four: Chapter 9 (Getting the Mechanics Right), pp. 75-85; Week Five: Chapter 8 (Clarity and Concision), pp. 65-73; Week Six: Chapter 3 (Constructing the Thesis and Argument—From the Ground Up), pp. 19-27; Week Seven: Chapter 4 (Secondary Sources in Their Natural Habitats), pp. 28-37; Week Eight: Chapter 5 (Listening to Sources, Talking to Sources), pp. 38-47. I then switch over to Krause’s OER for my English Composition II course. At Rogue Community College, Writing 122 emphasizes intermediate essay writing and analytical, more rigorous and original research-based essays involving critical thinking. I completely reordered the chapters as described above to fit into my course design. I like Krause’s individual ‘modular’ chapters—but the particular ‘scope and sequence’ he uses are debatable. Overall, however, The Process of Research Writing easily and effectively substitutes/replaces other costly tomes from for-profit academic publishers—even those that offer bundled DVDs and online-access to proprietary tutorial sources. Used in conjunction with other freely available PDF OERs, websites, YouTube videos, tutorial/practice sites from innumerable libraries, blogs (e.g., the APA Blog is particularly helpful)—as well as original/customized sources created by individual instructors for their own courses—the Krause book offers a good, solid baseline for developing research-based writing competencies particularly appropriate for the first two years of college.

Reviewed by Amy Jo Swing, English Instructor, Lake Superior College on 4/11/17

This book covers most of the main concepts of research writing: thesis, research, documenting, and process. It's weak on argument though, which is standard in most research composition texts. The book provides a clear index so finding information... read more

This book covers most of the main concepts of research writing: thesis, research, documenting, and process. It's weak on argument though, which is standard in most research composition texts. The book provides a clear index so finding information is relatively easy. The other weak spot is on evaluation evidence: there is a section on it but not comprehensive examples. Students in general needs lots of practice on how to evaluate and use information.

The information is accurate mostly except for the APA and MLA section. Writing and research writing haven't changed that much in a long time. It's more the technology and tools that change.

Relevance/Longevity rating: 2

The ideas about research and writing in general are fine, However, the references to technology and documentation are very out of date, over 10 years so. Students use technology very differently than described in this text, and the technologies themselves have changed. For example, the author talks about floppy disks and AOL messenger but not about Google Drive, Wikipedia, Prezi, or how to use phones and tablets while researching. Our students are digital natives and need to understand how to use their devices to write and research.

The book is quite readable in general. Concepts are easy to understand. Sometimes, they are almost too simple like the section explaining what a library is. Students might not be sophisticated library users, but they understand in general how they work. The chapters are concise, which is nice for student use too.

Except for pronoun use, the book is consistent in tone and terms. Not all the terms are ones I use in my own teaching, and it would be nice to see explanation of more argument/research frameworks like the Toulmin Model of argument.

The chapters are pretty self-contained and clear as individual units. I can see including certain chapters and leaving out others that aren't as relevant to my teaching style or assignments. One could easily assign the chapters in a different order, but students ask lots of questions when you assign chapter 6 first and then weeks later, assign chapter 2 or 3.

The basic chapters make sense in terms of how they are created and categorized but the order is problematic if an instructor were to assign them in the order presented. For example, the chapter on creating an annotated bibliography comes before the one on documenting (APA/MLA). Students can't complete an annotated bibliography without knowing how to cite sources. Same with evaluating sources. There is so much information on locating sources before any clear mention is made of how to evaluate them. I find that is the weak spot with students. If they learn how to evaluate sources, it's easier to find and locate and research effectively.

Not many images. Students really like info-graphics, pictures, and multi-media. The hyperlinks to other sections of the book do not work in either the PDF or HTML versions. I do like some of the illustrations like mapping and how research is more a web than a linear process. For an online textbook, there aren't a lot of hyperlinks to outside resources (of which there are so many like Purdue's OWL and the Guide to Grammar and Writing).

There were quite a few errors : comma errors, spelling (affect/effect), some pronoun agreement errors, capitalization errors with the title in Chapter Four. The author also uses passive voice quite a bit, which is inconsistent with the general familiar tone. In some chapters, there is constant switching between first, second, and third person. I focus much on point of view consistency in my students' writing, and this would not be a great model for that.

Cultural Relevance rating: 3

There is no cultural offensiveness but not much diversity in examples and students names either. Marginalized students (of color, with disabilities, of different sexuality or gender) would not see themselves reflected much.

This is a good basic reference on the process of writing and research. However, it would not be too useful without updated information on technology and documentation. As a web-based text, it reads more like a traditional physical textbook.

Reviewed by Jocelyn Pihlaja, Instructor, Lake Superior College on 2/8/17

The length and scope of this book are appropriate for a semester-long research writing course, with twelve chapters that move from foundational concepts into more specific skills that are needed for the crafting of a paper incorporating MLA or APA... read more

The length and scope of this book are appropriate for a semester-long research writing course, with twelve chapters that move from foundational concepts into more specific skills that are needed for the crafting of a paper incorporating MLA or APA citation. In particular, I like that the early chapters cover the questions of "Why Write Research Papers?" and how to think critically, the middle chapters provide specific activities in the skills of quoting and paraphrasing, and the later chapters bring in assignments (such as writing an annotated bibliography) that help students practice and build content for their ultimate paper.There is no index or glossary to this book; however, the table of contents provides an overview of the chapters that guides navigation well.

Content Accuracy rating: 3

In terms of the thinking, this book's information is logical and sound. The explanations of concepts and activities read easily and do a fine job of explicating the why and how of research writing. In a few places, however, the word "effected" is used when it should be "affected." Editing also is needed when the author uses phrases such as "in the nutshell" instead of "in a nutshell." As well, in Chapter 4, there is pronoun/antecedent disagreement when the author uses "their" to refer to "each member." Also, each chapter contains at least one "Hyperlink" to supplemental information, yet the hyperlinks are dead. For the most part, the text is clean and well edited, but we English teachers are line-editing sticklers, so even small, occasional errors stand out. Overall: the ideas presented are accurate and free of bias, yet there are a few, niggling errors.

When it comes to relevance and longevity, this book is problematic. In fact, it is so outdated as to be unusable, at least for this instructor. Certainly, the concepts presented are solid; they don't change with passing years. However, typographically, the book is passe, as it uses two spaces after periods. Even more troubling is that it refers to the Internet as "new" and comes from a point of view that sees this thing called "the World Wide Web" as novel while also noting students might want to rely on microfilm and microfiche during their research. In another example, the author suggests to students that a benefit of writing on computers is that they can share their work with each other on disc or through email. Truly, such references make the book unusable for a class in 2017. Another issue is that the Modern Language Association has updated its guidelines several times since this book's publication; ideally, a text used in a research writing class would cover, if not the latest guidelines, at least the previous version of the guidelines. A full rewrite of the book is necessary before it could be adopted. As the book currently stands, students would roll their eyes at the antiquated technological language, and the teacher would need to apologize for asking students to read a text that is so out-of-date.

The writing in this book is both accessible and intelligent. It's eminently readable. Specifically, the inclusion of things like an "Evidence Quality and Credibility Checklist" at the end of Chapter 1 and the continual use of grey boxes that highlight major concepts is very good. Also extremely helpful are the examples of student writing that end nearly every chapter; these models demonstrate to readers what is expected from each assignment. Finally, the explanations of quoting and paraphrasing are superior -- so clear, so easy for students to digest. Were it not outdated in terms of technological references, I would definitely consider using this book in my classes due to the clarity of the prose.

Consistency rating: 3

For the most part, the book is well structured and consistent in its design and layout. Each chapter provides general explanation of a concept, moves into a specific assignment, and ends with an example or two of student responses to that assignment. Very quickly, readers know what to expect from each chapter, and there's something comforting about the predictability of the layout, especially in a book that is being read on a screen, using scrolling. When it comes to the terminology, my only note would be that the book starts out using a relaxed second-person point of view, addressing students as "you," but then, at the end of Chapter 2, the author suddenly begins also using the first-person "I." This first-person point of view continues throughout the book, so it becomes consistent from that point on, but for me as a reader, I never quite adjusted to that level of informality, particularly when all the sentences using "I" could easily be re-written in the third person. Before reading this text, I hadn't really considered what I like in a book, but now I know: because I want the text to model the ideal, I would prefer a more formal (and consistent) point of view. Today's students struggle to create essays that don't include "you" or "I" -- even when they very consciously are trying to avoid those words. Learning to write from the third person POV is surprisingly challenging. Therefore, my personal preference would be a textbook that consistently models this approach.

The chapters in this book are of a perfect length -- long enough to develop the ideas and present comprehensive explanations yet short enough to be ingested and excised. Put another way, I could see grabbing bits and pieces of this text and using them in my classes. For instance, without adopting the entire text, I still could pull the instructions for the Anti-Thesis essay or the Annotated Bibliography, or I could use the explanation of the purpose of collaboration. Indeed, the chapters and exercises in this book are tight "modules" that allow an instructor to pick and choose or to reorganize the chapters to better fit with an individual course structure. For me, although I won't use this entire text, I can envision incorporating pieces of it into my teaching.

The organization of this book is one of its greatest strengths. It starts with a broad overview of research into an exploration of the process behind seeking out reputable sources, weaves in a few shorter essay assignments that serve as building blocks for a longer paper, and culminates with the ideas for a final, capstone research project -- something that naturally grows out of all the previous chapters. Each chapter in the text flows easily out of the chapter before it. One of this text's greatest strengths is how each successive chapter builds on the concepts presented in the previous chapters.

As noted earlier, the hyperlinks in the book don't work. As well, the screenshots included in the book are blurry and add little, except frustration, to the content. Outside of those issues, though, the book is physically easy to read and navigate, largely thanks to the easy clicking between the table of contents and individual chapters.

As suggested earlier, the book, as a whole, reads easily, yet there are some errors with the homonyms "effected" and "affected," along with pronoun/antecedent disagreement. I also noticed a handful of places where there are extra spaces around commas (in addition to the use of two spaces after periods).

This text is definitely not insensitive or offensive; its tone is fair and balanced, free of bias. On the other hand, this book does not really bring in examples that address diversity. Students reading this book will not see acknowledgment of different races, ethnicities, sexual preferences, or personal histories. Thus, in addition to updating the references to technology, if this book were rewritten, it also could more deliberately address this lack. As it is, the content of this book does feel whitewashed and free of cultural relevance.

There is a lot of promise in this text because the explanations and assignments are so good. But unless it is updated, I don’t see it as usable in a current classroom.

Reviewed by Leana Dickerson, Instructor , Linn Benton Community College on 2/8/17

The author certainly outlines and examines elements of research writing, and does so in a very clear, organized, and thoughtful way. There is no glossary or index included in the text, but the chapters and headings in the table of contents and at... read more

The author certainly outlines and examines elements of research writing, and does so in a very clear, organized, and thoughtful way. There is no glossary or index included in the text, but the chapters and headings in the table of contents and at the beginning of each section very clearly outline what is to be expected from the text. Most all of the concepts are very thoroughly explained and examined including topics that typically are glossed over in research writing texts, including the opposition to argument, close reading, and the importance of research writing to a variety of career pathways. Although thorough in what is present, there are some issues that I would want to touch on with my research students including developing effective argument, logical organization, and examples of the revision process.

The information in this text is accurate and adequately explained. It seems readily accessible for any college age student, but doesn’t expect students to come with a background in research or writing. MLA formatting for works cited pages is up to date, and even addresses the fact that the format for citation changes regularly and points to appropriate resources outside of the text. The only formatting issue that I noticed were some in-text citations (examples throughout early chapters) that included a comma which is no longer expected by the MLA. In the works cited section (and throughout, in examples) when referring to book titles, the author does use the underline function instead of an italicized book title; the author also refers to the use of either italic or underlined differentiation, yet MLA suggests italics in text form.

The content of this text is very straight forward and although essentially up to date, may need updates as relevant technology develops. Updates should be simple and clear to implement as needed because of the strict organization of each chapter.

I found the content clarity in this text to be refreshing for college age students. Often, as an instructor, I ask my students to read a text and then I must re-visit the content in lecture format to ensure that my students are not lost on terminology or foundational knowledge. This text does not assume any prior knowledge from the reader, but also does not feel rudimentary. The formatting and highlighted importance of some information also provided clarity and consistency throughout. The author paced information well, building on major concepts from the beginning and returning to them throughout. The final stages of the text bring students to a major essay that easily shows how each concept included throughout the text can weave into a larger project.

This text is consistent, and feels organized with format, terminology, and the building of content from beginning to end.

The sections in this text are easily broken into segments that can be taught or read at any point throughout the writing process. The text does build on exercises from the beginning to the end, but each of these can be taken out of a linear timeline and used for multiple kinds of projects. The author actually refers to this organization in text, making it clear how each element can work alone or for a streamlined project.

Concepts build upon one another, and yet can be returned to (or jumped to) out of order and still be easy to access and utilize. The text is broken up nicely with bolded, bulleted, or boxed items which designate a stopping point, a discussion to consider, or important details or concepts to focus on.

The layout and navigation of this text online is very accessible, organized, and easy to read. The text PDFs often open in a full browser window, other times they open as PDF documents, but either way include a clean, streamlined format. The text does not seem to be able to be downloaded, making it potentially difficult for students to access without internet access. One issue that I did encounter was that in PDF format, or in html, hyperlinks do not function.

The text is clear, free of grammatical errors, and flows well.

This text is relevant to all audiences and very approachable for college age students.

I found this text to be a refreshing change from what is typically find in research textbooks; it’s relevance to more than just the assignment will help students connect research to the broader concept of academia and other facets of their lives. The antithesis section is a useful way for students to really engage with an opposing opinion and how they can then incorporate that into a successful research project. Also, the differing ways of presenting research I found to be useful for students to think about their project beyond a stapled stack of pages, and to expand that to differing modes of communication and presentation. I look forward to being able to use this text with students.

Reviewed by Samuel Kessler, Postdoctoral Fellow, Virginia Polytechnic Institute and State University on 2/8/17

"The Process of Research Writing" covers most of the areas students need to understand as they begin research writing at a college level. It has explanations of theses, bibliographies, citations, outlines, first paragraphs, etc. There is no index... read more

"The Process of Research Writing" covers most of the areas students need to understand as they begin research writing at a college level. It has explanations of theses, bibliographies, citations, outlines, first paragraphs, etc. There is no index or glossary, the latter especially being something that would have been very helpful and easy to put together. Krause has many useful definitions and quick-help guides throughout the text, but they are so scattered and ineffectively labeled that it can be very difficult to find them without reading through whole chapters in one's search. On the whole, buried inside these pages, is a very effective guides to *teaching* about research writing. In truth, this book is a teacher's introduction to a class (or, more realistically, three or four class sessions) devoted to college-level academic writing. Unfortunately, there are a lot of words that one has to get through to find all these subject, which can make for tough going.

Based on the questions and errors I see my students making, Krause has done a strong job of highlighting the basics of proper academic research. He spends much time on sources, especially on learning to differentiate between scholarly, trade, and journalistic sources, as well as how to steer clear and note the signs of online schlock (i.e. much of the internet). His tips for peer-to-peer editing and self-reflexive assignments are just the sort of things our students needs help working on.

This is a strange book. The portions that are about implementing class assignments or explaining terms like thesis and antithesis, as well as the examples of an outline or a good first paragraph, are all excellent tools for a classroom.

But there are so many instances of irrelevant or outdates explanations. No college student today needs to read about why writing on a computer is a useful thing to do. No student needs to read about how email can be a tool for academic exchange. A section on using computers for research? On how to copy and paste within a word document? (And no-one calls it the "World Wide Web".) These are issues for the late 90s, not for students in the second decade of the twenty-first century.

There is also a fair amount that is personal and peculiar to the author: a discussion of why he uses the term "research essay" instead of "research paper"? That is just wasted space, and actually without the argumentative merits of a research thesis that he had been teaching up to that point.

For students at research universities, or even at second-tier state and private colleges, the information about libraries and library catalogues changes so quickly that I could never assign those passages. Instead, we'll spend class time looking at our specific library interface. And often, so much material is being sent off-site these days that in many humanities fields its not even possible to scan the shelves any longer. And in science, books are almost irrelevant: online access journals are where the latest research is stored. A bound edition of *Science* from the 1970s contains very little that's important for a scientific research paper written in 2016--unless that paper is about the history of some form of experiment.

Krause writes in a folksy, breezy second-person. Now, so does Tom Friedman of the Times, though that is one of the main criticisms of his otherwise insights books. Krause has a tendency to be overly wordy. This book should more closely resemble Hemingway than Knausgaard in order to be practical. For students who have Facebook etc. open while they're reading this book, every sentence that's not directly relevant will make their minds wander. There are so many sentences that simply need to be cut. To use this book, I'd need to cut and paste just the relevant passages. And without an index or glossary, assigning sections to students is very hard.

"The Process of Research Writing" is internally consistent. Krause maintains the same tone throughout, and defines terms as he goes along. The chapters vary considerably in length, with the short chapters always being more useful and focused, with less superfluous verbiage and fewer authorial quirks.

Modularity rating: 2

"The Process of Research Writing" is a very difficult text to use. The HTML and PDF versions are identical, which defeats the unique way the internet functions. I read this book on both Safari and Chrome, and in neither browser do the hyperlinks work. The tables of content at the heads of each chapter do not link to their respective sections. The projects, assignments, and definitions do not appear in different windows, which would make them possible to keep open while continuing on in the book. There are many instances in which moving back and forth between sections would be very helpful, and that is simply not possible without having multiple windows of the same book open and going between them that way--something that is very clumsy. And again, there are so many superfluous words that even assigning specific chapters means getting through a lot of talk before actually encountering the various hints, tricks, and explanations that are important for learning how to do college-level research.

"The Process of Research Writing" reads like a series of lectures that are meant to be give in a large lecture class, with assignments appended throughout and at the ends. The order of the books is, overall, what one would expect and need for teaching the basics. However, there is a good deal in Chapter 10 that should have appeared earlier (outlines, for instance), and that becomes part of one long chapter that is difficult to use and should have been divided into smaller sections.

As mentioned, in neither Safari nor Chrome do the hyperlinks work. And there appears to have been no planning for links from the chapter tables-of-content to their various associated sections. This makes it very difficult to get between sections or to return to where one was after going somewhere else in the book. Further, there are many links on the internet that remain stable over long periods of time. The Library of Congress, for instance, about which there is a section concerning its cataloguing system, should have a link. As should WorldCat, which for many people who do not have access to a major research library is the best place for learning about texts. Many services like LexusNexus, ABC Clio, and the NY Times archive all also maintain stable websites that should be externally linked.

Except for a smattering of typos, the book has fine (though informal) grammar. This is not a text that could also be used to demonstrate high-level academic writing.

There is nothing culturally offensive here in any way.

In many ways, this is a much better book for teachers of first-year students than for the students themselves. There are many sections of this book to pull out and assign, or to read together in class, to help students gain an understanding of college-level research. But this is not a book I'd ever assign to my students in total. The suggestions for in-class and homework assignments are all high quality pedagogy. But students shouldn't read about their own assignments--they should just do them. Departments can give this book to first-year professors to help them create class periods where they teach their students how to write papers. That would be an excellent use for this text. But as a book for students themselves, I cannot recommend it.

Reviewed by Margaret Wood, Instructor, Klamath Community College on 8/21/16

The book thoroughly covers the material that first-year college research writers need to know including an introduction to basic academic research concepts, searches and source evaluation from library and web resources, a thorough discussion of... read more

The book thoroughly covers the material that first-year college research writers need to know including an introduction to basic academic research concepts, searches and source evaluation from library and web resources, a thorough discussion of summary, paraphrase and direct quotation, collaboration and peer review, topic selection, hypothesis and thesis development, annotated bibliography, text analysis and evaluation, engaging seriously with opposing viewpoints, working with evidence and attributes of evidence, the components of a traditional research essay, alternative forms of presentation (web-based project), and finally MLA and APA documentation. There are also hyperlinks to help readers move to relevant information in other chapters.

While concepts like ethos, logos, and pathos are mentioned in passing, they are not deeply developed. Other topics I generally teach alongside research which are not covered include strategies for defining terms, inductive and deductive logic, and logical fallacies.

I did not identify any inaccuracies or biases. There are areas where focus may be a bit different. For example, the model my institution uses for annotated bibliographies uses the rhetorical precis as a summary model, and also encourages a brief evaluative analysis. On the other hand, the emphasis given to the antithesis is new to me, and looks like a very good idea. I did identify a couple of grammatical issues -- two cases of "effect" instead of "affect", and one pronoun agreement problem.

Good writing principles don't tend to change that much. The discussion of the Web-based research project is very timely.

The book is written in a conversational style which should be easy for students to understand. All technical terms are clearly explained. There are also aids for comprehension and review including: a useful bulleted list at the beginning of each chapter outlines material covered in that chapter; highlighted boxes which provide guidance for class discussion on the topic; sample assignments; easy-to-read checklists of key points.

The text is entirely consistent. Hyperlinks help to connect key points to other chapters.

The material is subdivided into clear and appropriate chapters; moreover, the chapters provide clear subheadings. However, I did identify one instance where subheadings indicated material that is not present in chapter four: Three Ideas for Collaborative Projects * Research Idea Groups * Research Writing Partners * Collaborative Research Writing Projects.

Also, as previously mentioned, some material that I would like to include is not covered in this text.

I feel that chapter 3 should be placed later, at a point in the term where students have actually begun the writing process.

Images, though used infrequently, are blurry, and hyperlinks, at least as I was able to access them, did not appear to be active.

Mentioned above -- two "effect"/"affect" issues and one issue of pronoun agreement

I did not identify any culturally insensitive issues. The one essay topic used throughout, a thesis involving The Great Gatsby, I did not find particularly relevant, since my institution excludes literature from its research projects.

Solid and thorough advice on research writing. Quite heavy on text, but advice is useful and frequently innovative.

Reviewed by Laura Sanders, Instructor, Portland Community College on 8/21/16

The text offers a comprehensive discussion of all the elements of writing a research project. The author covers evaluating sources, using library research, incorporating research into essays, collaborative work, creating a thesis, as well as... read more

The text offers a comprehensive discussion of all the elements of writing a research project.

The author covers evaluating sources, using library research, incorporating research into essays, collaborative work, creating a thesis, as well as writing annotated bibliographies, close reading, opposition, alternative project formats, and citing sources.

Although there is no index or glossary, the text is organized in discrete chapters available on the site as HTML or PDF for easy navigation.

Although I found no inaccuracies, both the APA and MLA handbooks have been updated since the versions used in this text.

Most of the content will not be obsolete any time soon, but the citation chapter is not based on recent APA and MLA handbooks.

The section on alternative ways to present research (Chapter 11) could be updated to include YouTube, Prezi, and more recent technology.

The modular format would make it very easy to update.

The text is written at a level that is appropriate for the target audience, college students who need to build research and writing skills.

This text is internally consistent.

I consider the modules to be one of the main strengths of the text. The sections have useful subheadings.

It would be easy to select specific chapters as course readings.

The chapters follow an intuitive sequence of developing a paper from topic to research to draft.

This text is easy to navigate.

I found no grammar errors.

There are ample opportunities here to add cultural diversity to the sample topics and writing tasks.

I am thrilled to offer this text to my students instead of the incredibly expensive alternatives currently available.

I am particularly interested in using this book for online writing courses, so students who desire more thorough discussion of particular stages of writing a research project could build or refresh foundational skills in these areas.

Table of Contents

• Introduction
• Chapter One: Thinking Critically About Research
• Chapter Two: Understanding and Using the Library and the Internet for Research
• Chapter Three: Quoting, Paraphrasing, and Avoiding Plagiarism
• Chapter Four: How to Collaborate and Write With Others
• Chapter Five: The Working Thesis Exercise
• Chapter Six: The Annotated Bibliography Exercise
• Chapter Seven: The Critique Exercise
• Chapter Eight: The Antithesis Exercise
• Chapter Nine: The Categorization and Evaluation Exercise
• Chapter Ten: The Research Essay
• Chapter Eleven: Alternative Ways to Present Your Research
• Chapter Twelve: Citing Your Research Using MLA or APA Style

Ancillary Material

About the book.

The title of this book is The Process of Research Writing , and in the nutshell, that is what the book is about. A lot of times, instructors and students tend to separate “thinking,” “researching,” and “writing” into different categories that aren't necessarily very well connected. First you think, then you research, and then you write. The reality is though that the possibilities and process of research writing are more complicated and much richer than that. We think about what it is we want to research and write about, but at the same time, we learn what to think based on our research and our writing. The goal of this book is to guide you through this process of research writing by emphasizing a series of exercises that touch on different and related parts of the research process.

About the Contributors

Steven D. Krause  grew up in eastern Iowa, earned a BA in English at the University of Iowa, an MFA in Fiction Writing at Virginia Commonwealth University, and a PhD in Rhetoric and Writing at Bowling Green State University. He joined the faculty at Eastern Michigan University in 1998.

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How to Write a Research Paper

If you already have a headache trying to understand what research paper is all about, we have created an ultimate guide for you on how to write a research paper. You will find all the answers to your questions regarding structure, planning, doing investigation, finding the topic that appeals to you. Plus, you will find out the secret to an excellent paper. Are you at the edge of your seat? Let us start with the basics then.

• What is a Research Paper
• Reasons for Writing a Research Paper
• Report Papers and Thesis Papers
• How to Start a Research Paper
• How to Choose a Topic for a Research Paper
• How to Write a Proposal for a Research Paper
• How to Write a Research Plan
• How to Do Research
• How to Write an Outline for a Research Paper
• How to Write a Thesis Statement for a Research Paper
• How to Write a Research Paper Rough Draft
• How to Write an Introduction for a Research Paper
• How to Write a Body of a Research Paper
• How to Write a Conclusion for a Research Paper
• How to Write an Abstract for a Research Paper
• How to Revise and Edit a Research Paper
• How to Write a Bibliography for a Research Paper
• What Makes a Good Research Paper

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What is a research paper.

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You probably know the saying ‘the devil is not as black as he is painted’. This particular saying is absolutely true when it comes to writing a research paper. Your feet are cold even with the thought of this assignment. You have heard terrifying stories from older students. You have never done this before, so certainly you are scared. What is a research paper? How should I start? What are all these requirements about?

Luckily, you have a friend in need. That is our writing service. First and foremost, let us clarify the definition. A research paper is a piece of academic writing that provides information about a particular topic that you’ve researched . In other words, you choose a topic: about historical events, the work of some artist, some social issues etc. Then you collect data on the given topic and analyze it. Finally, you put your analysis on paper. See, it is not as scary as it seems. If you are still having doubts, whether you can handle it yourself, we are here to help you. Our team of writers can help you choose the topic, or give you advice on how to plan your work, or how to start, or craft a paper for you. Just contact us 24/7 and see everything yourself.

5 Reasons for Writing a Research Paper

Why should I spend my time writing some academic paper? What is the use of it? Is not some practical knowledge more important? The list of questions is endless when it comes to a research paper. That is why we have outlined 5 main reasons why writing a research paper is a good thing.

• You will learn how to organize your time

If you want to write a research paper, you will have to learn how to manage your time. This type of assignment cannot be done overnight. It requires careful planning and you will need to learn how to do it. Later, you will be able to use these time-managing skills in your personal life, so why not developing them?

• You will discover your writing skills

You cannot know something before you try it. This rule relates to writing as well. You cannot claim that you cannot write until you try it yourself. It will be really difficult at the beginning, but then the words will come to your head themselves.

• You will improve your analytical skills

Writing a research paper is all about investigation and analysis. You will need to collect data, examine and classify it. These skills are needed in modern life more than anything else is.

• You will gain confidence

Once you do your own research, it gives you the feeling of confidence in yourself. The reason is simple human brain likes solving puzzles and your assignment is just another puzzle to be solved.

• You will learn how to persuade the reader

When you write your paper, you should always remember that you are writing it for someone to read. Moreover, you want this someone to believe in your ideas. For this reason, you will have to learn different convincing methods and techniques. You will learn how to make your writing persuasive. In turns, you will be able to use these methods in real life.

What is the Difference between Report and Thesis Papers?

A common question is ‘what is the difference between a report paper and a thesis paper?’ The difference lies in the aim of these two assignments. While the former aims at presenting the information, the latter aims at providing your opinion on the matter. In other words, in a report paper you have to summarize your findings. In a thesis paper, you choose some issue and defend your point of view by persuading the reader. It is that simple.

A thesis paper is a more common assignment than a report paper. This task will help a professor to evaluate your analytical skills and skills to present your ideas logically. These skills are more important than just the ability to collect and summarize data.

How to Write a Research Paper Step by Step

Research comes from the French word  rechercher , meaning “to seek out.” Writing a research paper requires you to seek out information about a subject, take a stand on it, and back it up with the opinions, ideas, and views of others. What results is a printed paper variously known as a term paper or library paper, usually between five and fifteen pages long—most instructors specify a minimum length—in which you present your views and findings on the chosen subject.

It is not a secret that the majority of students hate writing a research paper. The reason is simple it steals your time and energy. Not to mention, constant anxiety that you will not be able to meet the deadline or that you will forget about some academic requirement.

We will not lie to you; a research paper is a difficult assignment. You will have to spend a lot of time. You will need to read, to analyze, and to search for the material. You will probably be stuck sometimes. However, if you organize your work smart, you will gain something that is worth all the effort – knowledge, experience, and high grades.

The reason why many students fail writing a research paper is that nobody explained them how to start and how to plan their work. Luckily, you have found our writing service and we are ready to shed the light on this dark matter.

We have created a step by step guide for you on how to write a research paper. We will dwell upon the structure, the writing tips, the writing strategies as well as academic requirements. Read this whole article and you will see that you can handle writing this assignment and our team of writers is here to assist you.

How to Start a Research Paper?

It all starts with the assignment. Your professor gives you the task. It may be either some general issue or specific topic to write about. Your assignment is your first guide to success. If you understand what you need to do according to the assignment, you are on the road to high results. Do not be scared to clarify your task if you need to. There is nothing wrong in asking a question if you want to do something right. You can ask your professor or you can ask our writers who know a thing or two in academic writing.

It is essential to understand the assignment. A good beginning makes a good ending, so start smart.

Learn how to start a research paper .

Choosing a Topic for a Research Paper

We have already mentioned that it is not enough to do great research. You need to persuade the reader that you have made some great research. What convinces better that an eye-catching topic? That is why it is important to understand how to choose a topic for a research paper.

First, you need to delimit the general idea to a more specific one. Secondly, you need to find what makes this topic interesting for you and for the academia. Finally, you need to refine you topic. Remember, it is not something you will do in one day. You can be reshaping your topic throughout your whole writing process. Still, reshaping not changing it completely. That is why keep in your head one main idea: your topic should be precise and compelling .

Learn how to choose a topic for a research paper .

How to Write a Proposal for a Research Paper?

If you do not know what a proposal is, let us explain it to you. A proposal should answer three main questions:

• What is the main aim of your investigation?
• Why is your investigation important?
• How are you going to achieve the results?

In other words, proposal should show why your topic is interesting and how you are going to prove it. As to writing requirements, they may differ. That is why make sure you find out all the details at your department. You can ask your departmental administrator or find information online at department’s site. It is crucial to follow all the administrative requirements, as it will influence your grade.

Learn how to write a proposal for a research paper .

How to Write a Research Plan?

The next step is writing a plan. You have already decided on the main issues, you have chosen the bibliography, and you have clarified the methods. Here comes the planning. If you want to avoid writer’s block, you have to structure you work. Discuss your strategies and ideas with your instructor. Think thoroughly why you need to present some data and ideas first and others second. Remember that there are basic structure elements that your research paper should include:

• Thesis Statement
• Introduction
• Bibliography

You should keep in mind this skeleton when planning your work. This will keep your mind sharp and your ideas will flow logically.

Learn how to write a research plan .

How to Do Research?

Your research will include three stages: collecting data, reading and analyzing it, and writing itself.

First, you need to collect all the material that you will need for you investigation: films, documents, surveys, interviews, and others. Secondly, you will have to read and analyze. This step is tricky, as you need to do this part smart. It is not enough just to read, as you cannot keep in mind all the information. It is essential that you make notes and write down your ideas while analyzing some data. When you get down to the stage number three, writing itself, you will already have the main ideas written on your notes. Plus, remember to jot down the reference details. You will then appreciate this trick when you will have to write the bibliography.

If you do your research this way, it will be much easier for you to write the paper. You will already have blocks of your ideas written down and you will just need to add some material and refine your paper.

Learn how to do research .

How to Write an Outline for a Research Paper?

To make your paper well organized you need to write an outline. Your outline will serve as your guiding star through the writing process. With a great outline you will not get sidetracked, because you will have a structured plan to follow. Both you and the reader will benefit from your outline. You present your ideas logically and you make your writing coherent according to your plan. As a result, this outline guides the reader through your paper and the reader enjoys the way you demonstrate your ideas.

Learn how to write an outline for a research paper . See research paper outline examples .

How to Write a Thesis Statement for a Research Paper?

Briefly, the thesis is the main argument of your research paper. It should be precise, convincing and logical. Your thesis statement should include your point of view supported by evidence or logic. Still, remember it should be precise. You should not beat around the bush, or provide all the possible evidence you have found. It is usually a single sentence that shows your argument. In on sentence you should make a claim, explain why it significant and convince the reader that your point of view is important.

Learn how to write a thesis statement for a research paper . See research paper thesis statement examples .

Should I Write a Rough Draft for a Research Paper?

Do you know any writer who put their ideas on paper, then never edited them and just published? Probably, no writer did so. Writing a research paper is no exception. It is impossible to cope with this assignment without writing a rough draft.

Your draft will help you understand what you need to polish to make your paper perfect. All the requirements, academic standards make it difficult to do everything flawlessly at the first attempt. Make sure you know all the formatting requirements: margins, words quantity, reference requirements, formatting styles etc.

Learn how to write a rough draft for a research paper .

How to Write an Introduction for a Research Paper?

Let us make it more vivid for you. We have narrowed down the tips on writing an introduction to the three main ones:

• Include your thesis in your introduction

Remember to include the thesis statement in your introduction. Usually, it goes at the end of the first paragraph.

• Present the main ideas of the body

You should tell the main topics you are going to discuss in the main body. For this reason, before writing this part of introduction, make sure you know what is your main body is going to be about. It should include your main ideas.

• Polish your thesis and introduction

When you finish the main body of your paper, come back to the thesis statement and introduction. Restate something if needed. Just make it perfect; because introduction is like the trailer to your paper, it should make the reader want to read the whole piece.

Learn how to write an introduction for a research paper . See research paper introduction examples .

How to Write a Body of a Research Paper?

A body is the main part of your research paper. In this part, you will include all the needed evidence; you will provide the examples and support your argument.

It is important to structure your paragraphs thoroughly. That is to say, topic sentence and the evidence supporting the topic. Stay focused and do not be sidetracked. You have your outline, so follow it.

Here are the main tips to keep in head when writing a body of a research paper:

• Let the ideas flow logically
• Include only relevant information
• Provide the evidence
• Structure the paragraphs
• Make the coherent transition from one paragraph to another

See? When it is all structured, it is not as scary as it seemed at the beginning. Still, if you have doubts, you can always ask our writers for help.

Learn how to write a body of a research paper . See research paper transition examples .

How to Write a Conclusion for a Research Paper?

Writing a good conclusion is important as writing any other part of the paper. Remember that conclusion is not a summary of what you have mentioned before. A good conclusion should include your last strong statement.

If you have written everything according to the plan, the reader already knows why your investigation is important. The reader has already seen the evidence. The only thing left is a strong concluding thought that will organize all your findings.

Never include any new information in conclusion. You need to conclude, not to start a new discussion.

Learn how to write a conclusion for a research paper .

How to Write an Abstract for a Research Paper?

An abstract is a brief summary of your paper, usually 100-200 words. You should provide the main gist of your paper in this short summary. An abstract can be informative, descriptive or proposal. Depending on the type of abstract, you need to write, the requirements will differ.

To write an informative abstract you have to provide the summary of the whole paper. Informative summary. In other words, you need to tell about the main points of your work, the methods used, the results and the conclusion of your research.

To write a descriptive abstract you will not have to provide any summery. You should write a short teaser of your paper. That is to say, you need to write an overview of your paper. The aim of a descriptive abstract is to interest the reader.

Finally, to write a proposal abstract you will need to write the basic summary as for the informative abstract. However, the difference is the following: you aim at persuading someone to let you write on the topic. That is why, a proposal abstract should present your topic as the one worth investigating.

Learn how to write an abstract for a research paper .

Should I Revise and Edit a Research Paper?

Revising and editing your paper is essential if you want to get high grades. Let us help you revise your paper smart:

• Check your paper for spelling and grammar mistakes
• Sharpen the vocabulary
• Make sure there are no slang words in your paper
• Examine your paper in terms of structure
• Compare your topic, thesis statement to the whole piece
• Check your paper for plagiarism

If you need assistance with proofreading and editing your paper, you can turn to the professional editors at our service. They will help you polish your paper to perfection.

Learn how to revise and edit a research paper .

How to Write a Bibliography for a Research Paper?

First, let us make it clear that bibliography and works cited are two different things. Works cited are those that you cited in your paper. Bibliography should include all the materials you used to do your research. Still, remember that bibliography requirements differ depending on the formatting style of your paper. For this reason, make sure you ask you professor all the requirements you need to meet to avoid any misunderstanding.

Learn how to write a bibliography for a research paper .

The Key Secret to a Good Research Paper

Now when you know all the stages of writing a research paper, you are ready to find the key to a good research paper:

• Choose the topic that really interests you
• Make the topic interesting for you even if it is not at the beginning
• Follow the step by step guide and do not get sidetracked
• Be persistent and believe in yourself
• Really do research and write your paper from scratch
• Learn the convincing writing techniques and use them
• Follow the requirements of your assignment
• Ask for help if needed from real professionals

Feeling more confident about your paper now? We are sure you do. Still, if you need help, you can always rely on us 24/7.

We hope we have made writing a research paper much easier for you. We realize that it requires lots of time and energy. We believe when you say that you cannot handle it anymore. For this reason, we have been helping students like you for years. Our professional team of writers is ready to tackle any challenge.

All our authors are experienced writers crafting excellent academic papers. We help students meet the deadline and get the top grades they want. You can see everything yourself. All you need to do is to place your order online and we will contact you. Writing a research paper with us is truly easy, so why do not you check it yourself?

Additional Resources for Research Paper Writing:

• Anthropology Research
• Career Research
• Communication Research
• Criminal Justice Research
• Health Research
• Political Science Research
• Psychology Research
• Sociology Research

ORDER HIGH QUALITY CUSTOM PAPER

• Writing Worksheets and Other Writing Resources
• The Writing Process

A Process Approach to Writing Research Papers

About the slc.

• Our Mission and Core Values

(adapted from Research Paper Guide, Point Loma Nazarene University, 2010) 

Step 1: Be a Strategic Reader and Scholar 

Even before your paper is assigned, use the tools you have been given by your instructor and GSI, and create tools you can use later. 

See the handout “Be a Strategic Reader and Scholar” for more information.

Step 2: Understand the Assignment 

• Free topic choice or assigned?
• Type of paper: Informative? Persuasive? Other?
• Any terminology in assignment not clear?
• Library research needed or required? How much?
• What style of citation is required?
• Can you break the assignment into parts?
• When will you do each part?
• Are you required or allowed to collaborate with other members of the class?
• Other special directions or requirements?

Step 3: Select a Topic 

• interests you
• you know something about
• you can research easily
• Write out topic and brainstorm.
• Select your paper’s specific topic from this brainstorming list.
• In a sentence or short paragraph, describe what you think your paper is about.

Step 4: Initial Planning, Investigation, and Outlining 

• the nature of your audience
• ideas & information you already possess
• sources you can consult
• background reading you should do

Make a rough outline, a guide for your research to keep you on the subject while you work. 

Step 5: Accumulate Research Materials 

• Use cards, Word, Post-its, or Excel to organize.
• Organize your bibliography records first.
• Organize notes next (one idea per document— direct quotations, paraphrases, your own ideas).
• Arrange your notes under the main headings of your tentative outline. If necessary, print out documents and literally cut and paste (scissors and tape) them together by heading.

Step 6: Make a Final Outline to Guide Writing 

• Reorganize and fill in tentative outline.
• Organize notes to correspond to outline. 
• As you decide where you will use outside resources in your paper, make notes in your outline to refer to your numbered notecards, attach post-its to your printed outline, or note the use of outside resources in a different font or text color from the rest of your outline. 
• In both Steps 6 and 7, it is important to maintain a clear distinction between your own words and ideas and those of others.

Step 7: Write the Paper 

• Use your outline to guide you.
• Write quickly—capture flow of ideas—deal with proofreading later.
• Put aside overnight or longer, if possible.

Step 8: Revise and Proofread 

• Check organization—reorganize paragraphs and add transitions where necessary.
• Make sure all researched information is documented.
• Rework introduction and conclusion.
• Work on sentences—check spelling, punctuation, word choice, etc.
• Read out loud to check for flow.

Carolyn Swalina, Writing Program Coordinator  Student Learning Center, University of California, Berkeley ©2011 UC Regents

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Writing 150 November 2024: Research process: keywords and more

• Research process: keywords and more
• Scholarly vs. Popular
• Types of Evidence
• Art, Architecture, Design
• Key Gender Studies Resources
• Key Film, TV, Theater Resources
• American Studies, Race and Ethnicity
• Religion and Philosophy
• New Yorker, NY Review of Books, London Review of Books and more
• Streaming Media @ USC
• Managing Research and citations
• Research Exercise

Brainstorming

Building your research strategy: search terms and keywords. Examples and Tips:  

Brainstorm synonyms, related, broader and narrower terms

Be bold! Trial and error work! Your search terms should evolve.

A podcast that deals with design in the world , and has short episodes that dig into objects you may not think about, design elements you would never really consider. 

object AND "design elements"

iPhone AND design AND marketing

iPhone AND  function AND  design AND  "aesthetic appeal"

"Steve Jobs" AND design 

"social media" and addiction and design

Instagram and "feedback loop" and "pleasure principle"

Picking Your Topic Is Research

Please watch this video from N CSU Libraries prior to your library session. As you watch the video think about your own potential topic ideas, and then answer the questions below.

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• Last Updated: Nov 5, 2024 9:56 PM
• URL: https://libguides.usc.edu/ProfessorJessicaPiazza

Everything You Need to Know About How to Write a Research Paper

16 minutes reading time

• 01. What Is Academic Research?
• 02. How to Develop a Research Question, Step by Step
• 03. The Literature Review
• 04. Writing an Academic Paper
• 05. Writing a Bibliography
• 06. A Checklist Before Submitting Your Work
• 07. Sources

Research means that you don't know, but are willing to find out. Charles F. Kettering

Many students consider research and writing exercises a stressful and onerous task. For them, a research assignment is in the same ballpark as an exam: little more than a rite of passage. Charles Kettering, and the scholarly world, beg to differ.

A type of elaborate essay in which the writer presents a question or hypothesis, to subsequently analyze and evaluate.

That definition suggests a layered proposition. It means that students aren't answering questions posed to them; they must themselves pose the question, and then answer it. This, in turn, supposes that the writer has the interest and desire to discover more about their chosen subject. And, it presumes they have the discipline, knowledge and cognitive faculties to undertake such an assignment.

Rather than seeing research assignments as implements of torture, students should consider them instruments of growth. However, as with any instrument, you must learn how to use it to gain its maximum benefit.

This guide takes you through the research process, and helps you understand each component's function and purpose.

As you read through it, you'll discover:

• a process of analysis to refine and define your thinking
• what academic writing entails and the time to complete your project
• the steps to follow as you research and write
• the tools and resources required for a successful project
• student voices describing the writing process

What Is Academic Research?

As noted in our introduction, a research project is an exercise in essay writing. However, it differs from the standard essays you wrote in middle school.

Firstly, your teacher won't give you a prompt. You must decide on your own what to write about.

Secondly, the concepts you present must include analysis of already-existing knowledge. This assignment differs from past essays you've written. For those, you likely injected your own thoughts and ideas. In this regard, scholarly writing is more akin to drafting a book report than penning an essay.

In many respects, drafting a paper isn't so different from composing a thesis 1 . In fact, they're both exercises in academic writing. The processes to create those documents are the same. However, each one has distinctive qualities that the other does not.

A thesis ranges between 20,000 and 80,000 words. It revolves around a central query, that leads to research. A thesis is a final project, subject to review by an educational committee. It often the last step towards earning a university degree.

These papers are proportional to the study they describe. They revolve around a central argument, rather than a question. An academic paper is an evaluation, interpretation, and/or discussion of existing material.

In many countries, schools use the terms 'thesis' and 'academic paper' interchangeably. Much of the language bleeds over, particularly names for these components. Terms such as 'research question' and 'methodology' feature in both. The process 2 for creating these documents is similar, too.

Schools in the United States (US) follow the distinction laid out above. University undergraduates will present, and defend, a thesis. They may also complete and hand in 'term papers', should their professor assign such task.

An academic writing assignment due at the end of the school term. These papers may include all the same components as other academic writing assignments, and must conform to the same standards of academic rigour.

Students below university level may also hand in term papers. Here, we address this type of assignment.

How Long Is a Research Project?

A term paper is due at the end of the school term/semester during which it was assigned - so, between three to five months. More generally, a research project may last anywhere from one to three years - or more, depending on your current educational level.

Start of the term

Learn about research project components

Research query, literature review, research design, data collection, etc.

1-2 months after the start of the term

Preliminary reading

Explore subject-related literature.

By Thanksgiving Break

Formulate research question

Using inductive reasoning, critical thinking, and introspection.

By Winter break

Research design complete, begin collecting data

By Srping break

Begin analyzing findings

By Easter break

Structure findings, begin writing.

Undergraduates have more time to complete their projects. However, this educational level demands more elaborate presentations. For instance, they will detail and justify their research methodology more extensively. They will apply different research and analysis methods, depending on their subject and data type.

This is typically observation-based. This type of analysis is for concepts that are not represented numerically, such as art and literature.

This is typically numbers-based. This type of analysis is more prevalent in math and science subjects, such as economics and chemistry.

The type of data 3 you use depends on your subject. Language studies, arts or marketing papers typically demand qualitative analysis. Quantitative data is well-suited to scientific or mathematical subjects, as well as business and economic issues.

A blend of both data types - mixed data, suits a wide range of study fields. Students shouldn't constrain their research to one type of data exclusively, based on their subject. Instead, make the most of your findings by using mixed data, when appropriate.

Regardless of the type of data their research calls for, university students have a more generous timeline. This general guideline proves that the sooner the student starts on their project, the better they can assure themselves of timely completion. Besides, that's a great way to keep your advisers from nagging you about your progress. 😎

1st phase, 2-3 months

Research and Outline

Formulate research question, begin gathering resources, and draft an outline.

2nd phase, 6-12 months

Proposal and review

Solicit reviews from peers and advisers, revise the proposal, if needed.

3rd phase, 1-2 years

Writing and editing

Draft each component as a standalone paper, submit for review, edit as needed.

4th phase, 6-12 months

Production and submission

Submit full draft document for review, revise and edit per recommendations.

As these two timelines show - and as Rose informs us, gathering facts and figures is perhaps the quickest stage of research. Especially with search engines to do the digging

Step 1 : Check for and remove duplicate data, inconsistent data, and erroneous information. Step 2 : Standardize formats: units of measure, category presentation, positive/negative (survey) responses, etc.

Once you have enough clean data to arrive at tentative conclusions, you're ready to formulate a research question. It must be targeted and specific, as too broad a concept could lead to an incomplete analysis.

How to Develop a Research Question, Step by Step

Often, people begin an undertaking with no thought to possible difficulties down the road. Maybe they anticipated generic hardships, but had no clue what such might be.

You too might have started something with gusto, only to arrive at "What have I got myself into?".

Narrowing your subject interest down to a single 'question' is crucial to your success in answering it. A bit of root cause analysis is all it takes to pinpoint the query you'd most like to address.

A problem-solving tactic for identifying a focal point of a happening, event, or situation.

RCA entails asking what, why, and how until you arrive at a query you don't have an answer for. This process helps you uncover the reason you wish to address that issue. Once you're clear on that, you can start your search for information.

@oxpat Answer to @goodbyesaraa How to pick the right #research topic #fypシ #foryou #foryoupage #learnontiktok #getahead #studytips #biggestsecret ♬ SugarCrash! - ElyOtto

Why This Subject / Topic?

You can't hone in on a research question until you understand why you wish to pursue this subject or topic. You may have more than one reason but, if that's the case, you must decide which reason is the most important. That will help inform your style, and your document's content. These are the main reasons students choose their course of study.

• lucrative career
• good future
• truly passionate about it
• intellectually driven to it
• family tradition
• a nobel cause
• no particular interests
• hoping for something interesting
• what brings the most points for the least effort

Whether your main reason for choosing this subject is in the first, second or third column, your motivation forms the basis of your research question. What do you want to learn about this field, that comes the closest to your reason for choosing it?

The Process for Choosing a Topic

The Question of Time

Start as early as possible; even before your teacher or adviser discusses writing papers.

Let's imagine a student discovers the documentation for their chosen topic isn't enough to satisfy their research question. They must then find another point to research. Such happens more often than one might think.

Number of research papers published each year

With so much output, students must scramble for a theme with enough documentation to establish their arguments. Thus, going through their RCA exercise as early as possible gives them a head-start on their documentation search.

The Literature Review

A literature review consists of analyzing and evaluating existing literature related to your topic.

That calls for copious reading, because information from several outlets gives your work balance. As you read through the literature, you'll makes notes of the arguments different authors make.

Should you find several papers discussing the same point from the same author, research that writer , too. Knowing their background will give you context, even though you might not report on that information in your text.

Different Types of Sources

From this header alone, you might wonder if those types might be print, video, web-based, or other. Not a bad guess, but in scholarly writing, we categorize them as primary and secondary.

• historical records
• government documents
• statistics and data reports
• first-person accounts
• peer-reviewed collections
• reviews and critiques - film, books
• encyclopedia and dictionary
• scholarly publications

Primary documentation includes diaries, memoirs, and personal letters of first-hand accounts. They supply direct evidence to support your topic. By contrast, secondary sources are any publications that summarize and/or interpret primary informants.

Identifying a source as primary or secondary can be tricky. For instance, a student researching labor practices might reference trade journals as secondary documentation. However, if their research is about the history of labor unions, trade magazines can be a primary source. 👍

Where to Find Quality Sources

We're so fortunate to live in a time when the world's knowledge lies at our literal fingertips. We can enter any query into our devices - we don't even have to type it! And it doesn't have to be a whole query; a series of keywords is enough. Within seconds, we have thousands of results to comb through.

Wading through such a trove is enough to discourage even the most hardy researcher 😫. To keep from getting buried in facts, figures, and documents, these qualifiers will refine your search.

Even using these operators, you must sort through the results, and determine their suitability . For that, you only need one test.

Current : how old is the information? Relevant : does the data and arguments address your research question? Accurate : spelling, grammar, non-plagiarised, evidence-supported. Authority : the quality of your information Purpose : the source's purpose - commercial (.com), educational (.edu), non-profit (.org), etc.

You must make sure your information is as recent as possible. Older materials are great to gain a historical perspective, but you should base your analysis on the latest facts.

Also, sources' purpose gives their material more weight. For instance, '.edu', '.org', and '.net' web addresses typically present content suitable for formal research. Conversely, '.biz', '.com', and '.pro' domains offer more general, or industry-targeted, content.

Qualified sources are the shortcut to qualified search results. You can count on your school and local libraries to offer such documentation. Also, your teacher may give you a list of books and websites to search. How many of these pages have you already accessed?

Tools for Your Research

Delving into your subject's literature, including authors' bios, demands organization. In fact, you shouldn't begin your research project without becoming familiar with the best organization tools and applications. You may even rely on the timeless spreadsheet - but newer apps will serve you just as well.

Research Methodology

As you design your research, you will choose the tools and methods that best accomplish your aims. Reviewers cannot guess what your methods and resources are, nor why you chose them. Thus, you must explain yourself.

It's similar to showing your work on a math assignment, or justifying a written response. Teachers want to see how you arrived at your answer, even if it's correct.

1. Why did you choose these research methods? 2. How did those methods contribute to, and satisfy, your research?

This section is about possibilities. You want to lay out the goals you hoped to achieve, and your anticipated results. You must also explain how you expected your process to achieve them. In this discussion, you must declare whether you applied qualitative , quantitative , or mixed methodology.

Your methodology chapter must maintain a past-tense tone , even if you're still drafting on your project. It should read as though you're reflecting on past work, and explaining your past actions.

Writing an Academic Paper

Jane Goodall

Jane Goodall's research in primatology has redefined the concept of long-term field research. Her catalogue of field data and research papers now reside at Duke University.

Tu Youyou's research in Chinese Medicine led her to formulate the world's first anti-malaria drug. She won the Nobel Prize in Chemistry for this work. Her papers in medicinal chemistry influence research around the world.

Shinya Yamanaka

Shinya Yamanaka's research in cellular biology led to the discovery of stem cells. His work turbocharged medical advances, giving hope to millions who suffered formerly incurable conditions.

Stephen Hawking

Stephen Hawking is world-renowned for his work in cosmology and theoretical physics. His doctoral dissertation is the most-requested publication from the University of Cambridge's library.

All of these world-renowned scholars faced hardships when writing their papers. You might discover you share their personal and academic challenges when drafting your paper. And, you might note a common theme.

They all insist that following guidelines helped their writing processes. The length of each section is likely the easiest, and most useful one, to follow.

These percentages prove that some components will take longer to produce than others. That suggests attending to them before the peripheral parts, such as your introduction and bibliography. Besides, composing your introduction last will help you choose targeted keywords that best support your contentions. ✌

Going from introduction to conclusion may make your task repetitive, as you will likely revise what you wrote earlier. Start with drafting your literature review section instead, or your methodology chapter. You should build your reference list as you progress.

Building an outline is your first task. You may use the one above - intro, lit. review, and so on, to frame your effort. Consider creating a timeline 4 , with specific target dates to complete each phase. Give yourself lots of room to add notes under each task.

Such might include points you wish to include in your text, a status/progress indicator, and information you might ask of your teacher. You never know when a nugget of information will send you on a side quest. 🧙‍♂️ Such adventures invariably enrich your knowledge, despite not necessarily contributing to the job at hand.

Unlike essay writing, these documents don't require a narrative flow from one chapter to the next. Or, better said: consider each segment a complete essay, whose narrative draws on the surrounding information. Placing these imaginary breaks makes your task feel more manageable.💪

You'll find that doing so helps you find the ' right voice ' for each section. For instance, your methodology chapter should sound as though you're reflecting on your efforts. But you should infuse your discussion section with warmth and passion, to demonstrate your connection to your subject.

Such tone changes are hard to manage if you think of your assignment as a monolith. See it as a collection of components , instead. Then, you can set your mind for each section, unburdened by what all the others must do and sound like. This mindset also makes it easy to follow your timetable for completion.😊

Writing a Bibliography

As you conducted your literature review and collected data, you must have noted your sources . If so, you've already done the hardest, and most labor-intensive part of bibliography construction. Now, you only need to list them at the end of your paper.

That's easier said than done. Should you build a 'cited works' section, a 'reference' section, or a bibliography? They all represent material you drew on for your composition. But what's the difference between them 5 ?

A list of works you quote or paraphrase, arranged alphabetically by authors' last names.

A list of works that informs your writing, arranged alphabetically by authors' last names.

A list of sources you've read that pertain to your paper's topic, but you don't necessarily use in your paper.

To complicate matters, you will cite your documentation using a specific format. Around the world, writers use Chicago-style referencing, or Turabian, or the Modern Language Association (MLA) formats. In-page citations typically call for the American Psychological Association (APA) style.

As a rule of thumb, your teacher, or the assignment instructions, will declare the desired reference style. In the US, schools generally prefer the MLA or APA referencing style . As noted in the chart, this style allows for website information.

Your bibliography is your main reason for noting your sources as you research. You can always delete a reference if you don't use it. But should you decide to use it, it will be harder find if you didn't make note of it when you first saw it.

Some students don't mind manually typing all their references in proper format; a time-consuming proposition. You should discover free referencing generators , such as EasyBib. You input information about the source, and the platform will format your reference for you.

As you can see, it presents different citation styles, and welcomes information from every possible type of media. Think of how much time those copy/pastes will save you! 🤩

The Point of Referencing

Today's technology makes academic dishonesty far too tempting. Demonstrating your integrity is one reason for citing. That doesn't mean that plagiarism is a novel phenomenon, or the only reason to list citations. Long before ChatGPT, writers listed all the books and studies they read, too.

That way, those writers pointed fellow researchers to materials they might not have discovered yet. They gave others the opportunity to test the writer's theories. Those references give the academia the means to evaluate, critique, and build on each others' efforts .👷‍♂️

These are a few external reasons for listing your sources. From your perspective, creating this list helps you stay organized . Using your outline to organize informants directs you to the proper reference, should you need to refresh your memory on a point or fact.

Enter each resource into your outline, under the section it's relevant to.

A Checklist Before Submitting Your Work

Many students contend that crafting a research paper is tiresome and pointless, but the bottom line is that you benefit - not your educators.

You might not sense the positive effects this exercise brings you while in the thick of execution. However, you'll realize how much you've grown, as a person and an intellectual, when you review your paper.

Penning a research paper first demands that you examine yourself and your desire to understand your subject. Doing so cements your commitment to your task, and arms you with the motivation to see it through.

This intellectual process challenges your curiosity and fosters your desire to learn about and understand yourself. Even Socrates advocated performing RCA on oneself as a lifelong exercise.

We should be conversing on many topics, every day, in order to understand ourselves. Socrates

From a document-drafting standpoint, this self-examination cuts out all the external 'noise'. Noise means peers, parents, and the pressure to earn good grades; the competitive nature of academia, and the society-driven mandate to succeed. With all that stilled, your research question emerges on its own. Once you land the matter you want to address, follow these steps:

• Outline your paper.
• Conduct a literature review, refining your query, if needed.
• Build your bibliography as you review the literature.
• Gather, 'clean', and analyze your data.
• Record your findings, and note your methodology.
• Begin writing, starting with the most demanding sections.
• Bookend your work with a targeted introduction, and a well-sourced bibliography.
• Revise and proofread each section before moving on, and the whole document upon completion.

Your educational level - middle/high school, undergraduate, and so on, determines how much time you have to complete this assignment. You may have as little as one year, or as many as three. Regardless of due dates, remember that this assignment enriches you, as Supriya avers:

Thus, it's wise to take it on not as a rite of passage - something inevitable, but as an exercise in personal growth . That mindset encourages you to work with diligence and zeal. It keeps away the temptation to procrastinate, and to do only a passable job, rather than your best.

Though this is a personal journey, you don't have to go it alone. You have teachers and advisers to counsel you, and you have friends and family for support. Still, you might need more targeted guidance.

On the Superprof tutoring platform , you will find mentors for every discipline, and writing coaches, too. Should you have doubts about your composition skills, a few sessions with a Superprof writing tutor will help boost your confidence.

Conversely, you might intuit that you lack some vital understanding of your subject. In that case, a subject-specific Superprof tutor could help you discover the connections you sense are missing. A few brainstorming sessions with such a mentor are bound to give you new insights into your material. These talks could be the very thing you need to keep you on-task, and find new avenues to explore.

• S, Surbhi. “Difference between Thesis and Research Paper": https://keydifferences.com/difference-between-thesis-and-research-paper.html
• Daniel Parker, "How to Reasearch a Topic: A Step-by-Step Guide": https://essaypro.com/blog/how-to-research#Conclusion
• Clara Llebot, "Data Types & File Formats": https://guides.library.oregonstate.edu/research-data-services/data-management-types-formats
• University of Western Australia, "Planning a Research Project": https://www.uwa.edu.au/students/-/media/Project/UWA/UWA/Students/Docs/STUDYSmarter/HM1-Planning-a-research-project.pdf
• Chegg, "Works Cited vs. Bibliography vs. References": https://www.citethisforme.com/citation-generator/citation-basics/bibliography-vs-works-cited-vs-references

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Hailey Bernard

US Editorial Manager at Superprof. I am passionate about language learning, traveling and sports. My goal is to provide the best quality articles that inspire readers to expand their knowledge.

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How to Write a Research Proposal?

Table of contents

• 1.1 Title Page
• 1.2 Abstract
• 1.3 Introduction
• 1.4 Literature Review
• 1.5 Hypothesis
• 1.6 Research Design and Methods
• 1.7 Specific Aims
• 1.8 Potential Pitfalls and Alternative Strategies
• 1.9 Contribution to Knowledge
• 1.10 Budget
• 1.11 Research Schedule
• 1.12 Conclusion
• 1.13 References
• 1.14 Appendices
• 2 How Long Should Research Proposals Be?
• 3 Research Methodology Overview

A good research proposal aims to outline the whole research project. Whether you make it for a class assignment or a thesis, they must be compelling and well-structured.

This guide will walk you through each section of an established research proposal. We’ll offer tips on convincing the audience of the importance of your paper. Ultimately, you’ll be able to present ideas clearly and concisely.

The Main Paper Requirements

The academic writing proposal must convince the evaluation committee that the existing research design is credible, achievable, and reproducible. Committees often include academic colleagues, policy-makers, practitioners, and lay audiences, each with different expectations.

How to write a research proposal? Follow these simple steps:

• Be practical and persuasive;
• Make broader connections;
• Aim for clarity;
• Plan before you write.

As the researcher, you should understand what can be achieved and how to convince others. Thus, state your study aims simply, avoiding jargon. Non-specialists must also be familiar with the research proposal’s aims.

In the end, your research proposal should reflect:

• How your work fits into existing knowledge;
• The new literature perspectives;
• The research question, its significance, and the implications.

The first thing readers will see is your research proposal’s title page. It should focus on the research topic, briefly capturing your study’s essence. Include your name, the date, and the affiliated institution beneath the title.

A well-thought-out title does more than just summarize the topic — it sets the tone for the entire proposal. This is the main reflection of your study. The title page should be specific enough to convey the proposed research focus. On the contrary, it has to be broad enough to capture the overall scope of your work.

Additionally, a strong title intrigues the reader, encouraging them to challenge existing theories. The relevant keywords also make it easier to reference you for future research. Think about how the title will appear in academic databases or other search engines. It affects how the broader audience will perceive your research proposal’s argument.

The abstract is the first substantive part of your research proposal. It should be concise yet comprehensive enough to give a clear snapshot of your entire project. If you make it ChatGPT generated, ensure the abstract maintains a professional tone. The abstract size for a research proposal varies between 150 and 250 words.

It should review:

• The problem you’re addressing;
• The research objectives;
• The expected outcomes.

Although it comes first in the document, writing the abstract last is easier. Once you’ve detailed the main research methods, you’ll feel comfortable summarizing them.

Introduction

The introduction of your research proposal provides the essential study context. This section explains the background of your research and its significance. It also lays the groundwork for the research methodology. Here, you’ll outline the main research question that your study aims to address. Make sure you give the reader a clear understanding of the problem.

This section must convey the importance of your research. An introduction does not only explain your research but also why it matters. By the end of this section, the reader should feel confident that your study is both relevant and necessary.

Before writing the introduction, consider the deeper context of your research proposal. Ask yourself: Does this study respond to a gap after a thorough literature review? Does it address a new development in the field or tackle a pressing issue? The context will help you articulate the necessity of your data analysis and its potential impact.

Take a look at these simple tips to make an informative introduction:

• Be clear about how your study will contribute to existing knowledge;
• Highlight the potential value of your data analysis;
• Convince the reader that your research is essential to the whole field;
• Remember who you are writing for. Tailor the introduction to the level of expertise your audience has. Whether it’s academic peers, potential funders, or policy-makers, ensure that your introduction speaks to their concerns.

Literature Review

The literature review summarizes and analyzes previous research related to your topic. It is a critical part of a research proposal, where you demonstrate the current state of studies and find the gaps to fill.

There’s a rule of 5 C’s to get started with your literature review.

As you compile your literature review, focus on relevant case analysis and research topics, depending on your audience. Highlight key academic findings and discuss how your research will challenge them. Taking ideas from existing literature can frame your study for a broader academic conversation.

This section presumes to discuss the expected outcomes of your research. A hypothesis is a testable prediction that arises from your literature review. It should be specific, measurable, and relate to your research question.

When working on this section, align it with the main study objectives. You might rather set research questions than a formal hypothesis if you conduct exploratory research. This section is critical for guiding your research design and methods.

Research Design and Methods

In this part, outline your research approach (e.g., qualitative, quantitative, or mixed methods), data collection methods (e.g., surveys, interviews, experiments), and analysis techniques.

The research design section has to convince reviewers that your study is feasible and methodologically sound. Therefore, you should describe your research methodology in detail. For instance, explain why this method is appropriate if your study involves a case analysis.

Ensure you consider ethical implications, particularly if your research involves human subjects. For ethics paper topics , take extra space to discuss your approach to the study.

Specific Aims

These aims are not just for the reader. They play a huge role in keeping your study on track. You stay focused and organized by clearly defining your research ambitions. It’s very important if your research proposal involves complex topics. Specific goals, in this case, prevent you from becoming sidetracked.

If you’re looking for research proposal ideas, start by identifying manageable aspects of your topic. Focus on goals that are significant yet feasible within the project’s timeframe This approach not only makes your academic writing more realistic but also increases the likelihood of producing meaningful results.

Specific aims aligned with your overall research objectives will strengthen your research proposal. Plus, they will show reviewers that you have a clear and actionable plan. Each aim should concisely describe what you intend to accomplish through data analysis.

When drafting this section, ensure that the specific aims are achievable within the project’s scope. Think of them as small steps toward your main research question.

Potential Pitfalls and Alternative Strategies

There’s no project without a risk. In this section, you’ll identify potential challenges that could arise during your study. You also have to propose working strategies to overcome them. This will demonstrate your ability to anticipate problems and adapt your research plan if necessary.

Potential pitfalls of a research proposal include:

• Data collection issues;
• Unexpected results;
• Ethical concerns.

Acknowledging these risks will show readers you have a well-thought-out plan for managing uncertainties in your research.

Contribution to Knowledge

This section of your research proposal highlights the potential impact of your study. Explain how your research will contribute to the existing body of knowledge. Use either a literature gap or a practical issue to introduce a fresh perspective.

When discussing relevance, connect it with research topics for high school , university, or professional fields based on your audience. Think about how people can apply your study to real-world situations or use it for further research proposals.

The budget section is a detailed account of the financial resources required to complete your research. This includes costs for materials, equipment, personnel, travel, and other expenses.

When preparing the budget, ensure that it aligns with the scope and scale of your research proposal. For example, explain their relevance if your study involves specialized equipment or extensive data collection.

Remember to be specific and realistic in your budget estimates, providing a clear justification for each item.

Research Schedule

The research proposal schedule outlines the timeline for your study, including key milestones and deadlines. A well-organized schedule is the key to your proposal’s success.

Here are some practical tips to start scheduling:

• Be realistic about the deadline for each phase of the study;
• Consider potential delays;
• Accommodate unforeseen circumstances.

This section helps reviewers understand the workability of your research project within the proposed time frame.

Concluding the research proposal is your final opportunity to prove your study’s value. It should briefly summarize the main ideas highlighted in the paper body.

Make sure you restate the research objectives and its potential contributions to the field. Keep this section brief and focused. Leave the reader with a clear understanding of your research goals and significance.

This section lists all the sources you cited earlier in the proposal. Use the appropriate citation style (e.g., APA, MLA, Chicago) as your institution or funding body requires. Ensure to include all relevant literature you discussed in the other sections of your research paper.

Accurate referencing aims to mention the original authors, but it also strengthens your own research credibility. Check if all the references are accurate and complete.

Appendices are supplementary materials that provide additional relevant information. These can include data tables, questionnaires, consent forms, or other supportive documents.

Include appendices only if they add value to your research proposal. Label and reference each appendix in the main text. This section is particularly useful if you’re working on complex research proposal ideas that require additional documentation.

How Long Should Research Proposals Be?

Research proposals for bachelor’s and master’s theses are typically a few pages long. On the contrary, the outlines for more substantial projects, like dissertation proposals, are longer and more detailed.

A research proposal’s main goal is clearly outlining what your research will involve and achieve. Thus, ensure that all the essential elements and content are included without focusing on a page count.

Research Methodology Overview

Be open to discussing your research plans:

• Are you performing qualitative or quantitative research?
• Is there experimental or descriptive research?
• Avoid inconsistent or inappropriate tone to maintain a formal voice and prevent potential implications;
• Describe the research plan with a detailed budget, and remember ethical considerations if you’re working with humans.

For example, if you’re conducting research in the social and behavioral sciences, discover the population you’re studying. Combine your research aims with current knowledge to produce a decent theoretical framework for your initial pitch. Think of it as your very own project with a practical value.

If you’re unsure how to write a research proposal, remember that tools like ChatGPT can help generate content. However, ensure that you thoroughly check the paper for coherence and originality. With a clear flow of completing research proposals, you’ll be on the right way to developing a successful project.

A research proposal requires careful planning and a keen eye for detail. This article’s guidelines will help you create a comprehensive and persuasive paper. If you are running out of time, PapersOwl will gladly help. Just say, “ Do my research paper ” for immediate online assistance.

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