essay in studies

Of Studies by Francis Bacon Summary

“Studies serve for delight, ornament, and for ability”.

Bacon says,

Bacon says a million dollars verses,

Of Studies Frequently Asked Questions

What are the views of francis bacon regarding studies in his essay “of studies”.

Bacon illustrates that corrupt men denounce education; imprudent men approve education; however the wise men utilize education according to the command of the real-world. He also warns the educated men not to indulge himself in an unnecessarily argument with people, likewise, educated men must not suppose that education can always cause the correct conduct or interpretation; moreover, educated men should not use purely to emphasize on their conversation with others. Rather, Bacon illustrates, some books must only be read, some must be ignored completely, while few books must be “Chewed and digested”, i.e. should be understood and interpreted completely. Furthermore, he advises that some books are read by other and they take notes out of it, and these notes are good enough substitute of a book to be read, however, this category mustn’t include the books with sublime subject matters.

Explain the line “Some books are to be tasted, others to be swallowed, and some few to be chewed and digested” in reference to the context of Bacon’s essay “Of Studies”?

Hence, among the books that delight are tend to be the ones that are only to be tasted. As one doesn’t surely take in the philosophical knowledge, so one simple tastes it. The books that contain some wisdom and deep thoughts need to be swallowed. However, the books that contain a real sociological, philosophical, or psychological perception, and that necessarily becomes a part of one’s mental being, are to be chewed and digested. Nutrients are absorbed when one chew and digest the food and these nutrients become a part of the body. Similarly, the books that are useful, truthful, and worthier, Bacon says, must be chewed and digested. However, if they lack truth and wisdom, they must only be tasted.

What are the three main benefits of studies did Bacon mention in his essay Of Studies? And what are dangers associated with each benefit?

He argues that one study for delight as it allows an individual to be contented in himself. In short, studies make a man relax when he is away from social life. Studies also make one skillful to analyze and discuss a variety of topics in a prudent way and allow him to convince other with strong facts and arguments. Moreover, in business life that also includes politics, one’s judgmental qualities increases by thorough study.

The main purpose of Bacon’s essay is to guide people in experiences they might come across as they live in the world. He encourages the readers to bring their bookish knowledge in practical use.

Explain Francis Bacon’s perspective in the line “Writing makes an exact man” with reference to the essay “Of Studies”?

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"Of Studies" by Francis Bacon

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Francis Bacon, the first major English essayist , comments forcefully in "Of Studies" on the value of reading, writing, and learning.

"Of Studies" is an aphoristic  essay. Notice Bacon's reliance on parallel structures (in particular, tricolons ) throughout. Then, compare the essay to Samuel Johnson 's treatment of the same theme more than a century later in "On Studies".

The Life of Francis Bacon

Francis Bacon is considered a Renaissance man. He worked as a lawyer and scientist throughout his life (1561-1626.)

Bacon's most valuable work surrounded philosophical and Aristotelian concepts that supported the scientific method. Bacon served as an attorney general as well as lord chancellor of England and received his education from several universities including Trinity College and the University of Cambridge.

Bacon wrote over 50 essays beginning with "Of" in the title and following the concept, such as " Of Truth ", "Of Atheism", and " Of Discourse ".

Francis Bacon Facts

Bacon's uncle was the lord keeper for Queen Elizabeth I. He helped symbolize the approvals for key documents. Additionally:

• Bacon is known as the father of the scientific method which was influenced by his own Baconian method based on reason and observation.
• Around 1621, he was imprisoned in the Tower of London on charges of bribery.
• He died of bronchitis in 1626 after going in the snow in Highgate, London.

Interpretations of "Of Studies'"

Bacon's essay expresses several comments in "Of Studies" that can be interpreted as the following:

• Studying is helpful for better understanding and provides knowledge that develops experience, as well as a character that grows.
• Reading provides delight and fun, ornament and showing off, and the ability to succeed.
• Bacon expanded upon different fields of study depending on one's goal; for example, to master clarity with language, study poetry.

"Of Studies" Excerpt

"Studies serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment and disposition of business. For expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling of affairs, come best from those that are learned. To spend too much time in studies is sloth; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. They perfect nature, and are perfected by experience: for natural abilities are like natural plants, that need pruning, by study; and studies themselves do give forth directions too much at large, except they be bounded in by experience. Crafty men condemn studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them, and above them, won by observation. Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Some books also may be read by deputy, and extracts made of them by others; but that would be only in the less important arguments, and the meaner sort of books, else distilled books are like common distilled waters, flashy things. Reading maketh a full man; conference a ready man; and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much cunning, to seem to know that he doth not. Histories make men wise; poets witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to contend. Abeunt studia in mores [Studies pass into and influence manners]. Nay, there is no stone or impediment in the wit but may be wrought out by fit studies; like as diseases of the body may have appropriate exercises. Bowling is good for the stone and reins; shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. So if a man’s wit be wandering, let him study the mathematics; for in demonstrations, if his wit be called away never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the Schoolmen; for they are cymini sectores [splitters of hairs]. If he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers’ cases. So every defect of the mind may have a special receipt."

Bacon published three editions of his essays (in 1597, 1612, and 1625), and the last two were marked by the addition of more essays. In many cases, they became expanded works from earlier editions. This is the best-known version of the essay "Of Studies", taken from the 1625 edition of "Essays or Counsels, Civil and Moral".

Version From the First Edition (1597)

"Studies serve for pastimes, for ornaments, for abilities; their chief use for pastimes is in privateness and retiring; for ornaments in discourse; and for ability in judgment; for expert men can execute, but learned men are more fit to judge and censure. To spend too much time in them is sloth; to use them too much for ornament is affectation; to make judgment wholly by their rules is the humor of a scholar; they perfect nature, and are themselves perfected by experience; crafty men contemn them, wise men use them, simple men admire them; for they teach not their use, but that there is a wisdom without them and above them won by observation. Read not to contradict nor to believe, but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested: that is, some are to be read only in parts, others to be read but curiously, and some few to be read wholly with diligence and attention. Reading maketh a full man, conference a ready, and writing an exact man; therefore, if a man write little, he had need of a great memory; if he confer little, he had need of a present wit; and if he read little, he had need have much cunning to seem to know that he doth not know. Histories make wise men; poets witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to contend."

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Home / Prose / Of Studies by Sir Francis Bacon | Complete Summary and Analysis

Of Studies by Sir Francis Bacon | Complete Summary and Analysis

“Of Studies” is one of the most quoted essays of Sir Francis Bacon. He has analyzed the importance of studies; therefore, in this essay, he convinces his readers to know its vitality. He does not only talk about bookish knowledge but also demonstrates the importance of experience; without experience, the studies cannot help a person, means Sir Francis Bacon. Moreover, in his eyes, studies and education are two separate things. However, he agrees that education is the name of studying books and experiences of life. He answers some common questions that arise in every common mind. For instance, he answers why we should read books; what are the impacts of studies in one’s life; why study without experience is useless; and many other such like questions.

Three Types of studies in the Eyes of Sir Francis Bacon:

From the very beginning of the essay, Sir Francis Bacon divides studies into three categories; in fact, these three types are benefits of studies. Studies serve three purposes, says Sir Francis Bacon, “delight”, “ornament” and “ability”. In Bacon’s times, the drama was banned; drama may have a moral purpose but it is certainly a source of entertainment. It was forbidden in that era; therefore, people had no other option except to rely upon books; thus, books replaced stage. From that point of view, if we think, then books are the source of entertainment. It may be the reason that Bacon has used the word “delight”. From modern views, there are still people in the world, who find delight in books instead of movies and plays.

Elaboration of the third purpose of studies, according to Sir Francis Bacon is “judgment and disposition of business”. It is somewhat professional. Studies can help a person in dealing with business matters. Thereby, studies support a person in professional life. Sir Francis Bacon has also used the word “judgment” to infer that studies enhance mental eyesight of a person. His vision becomes strong and he takes quick as well as accurate decisions in business matters.

Experience is the Key Factor:

“the natural abilities are like natural plants, that need proyning by study; and studies themselves do give forth directions too much at large, except they be bounded in by experience.” Sir Francis Bacon

Why and What Kind of Books should We Study?

After describing the importance of study, Francis Bacon gives his own opinions, “read….to weigh and consider”. A person should not read books to win over a debate or to oppose arguments of others; nor should he read to believe on each and everything written in the book; rather he should study books to know the difference between right and wrong. Moreover, not every book is worth reading. He divides books, too, into three categories; “tasted”, “swallowed”, and “chewed and digested”. “Tasted” books are those, which require no special attention. A reader just needs to go through them; books that come in the category of “swallowed” need a little attention. Category, “Chewed and digested” is self-explanatory. These kinds of books need the full concentration of the readers. Each word and every line should be chewed completely and then digested.

Some Subjects and Their Purposes:

If a person has a habit of reading books then Bacon guarantees improvement in his temperament. If he is used to exchanging dialogues then his wit is going to be enhanced. Above all, if he reads books and then writes down every important suggestion or advice then this method will definitely increase his intellectuality. Francis Bacon, at the end of the essay, creates a list of different subjects and sorts them by their benefits. Here is the list of books and their benefits:-

Conclusion of “Of Studies” by Sir Francis Bacon: 

The whole essay proves the intellectuality of Sir Francis Bacon. It is full of wisdom. Every line, written by the author, is philosophically rich. His philosophy is definitely praiseworthy. Moreover, he is called the father of English prose not only because of his deep philosophy but also because of his writing style. He uses exact words to summarize his viewpoint. He tries to demonstrate his thinking in concise words. This essay is well knitted. There is no denying the fact that “Of Studies” is the pure creation of Sir Francis Bacon . In short, this essay is enough to regard him as the father of English prose.

Of Studies | Summary and Analysis

Summary and analysis of of studies by francis bacon.

Of Studies by Sir Francis Bacon, written in 1597 and enlarged in 1625, is an essay written in didactic style – it is intended to inform, or teach a lesson. Here, Bacon discusses the importance of studies, highlighting three main reasons to convince his readers of its necessity. In the end, we are told that merely studying a subject isn’t enough. What’s needed to perfect one’s study is the exercise and practice of the studied subject matter. On the whole, Of Studies is an engaging read from “ The Father of English Essays”.

Of Studies | Summary

Bacon begins the essay by listing the three central reasons that studies are important for: delight , ornament and ability . He says that a man can deal with his problems one at a time based on experience, but it is only informed men who can give counsels according to any situation, whether or not they have directly trained in it.  In the next paragraph, he hastens to add that too much of anything is not good- and that includes studies. Spending an excess amount of time on it will make one a sloth , while displaying too much in conversation will make one seem affected . And living life solely based on book-learned knowledge is plainly foolish. One has in-born natural talents which are honed by studying and embellished by experiences.

Bacon then says that some books are meant to be read in snippets, as only a few parts are necessary. Others are meant to be ‘swallowed’ as they are important in their entirety. And some are meant to be analysed and understood thoroughly, as they present principal information. Some books may be made up of excerpts from other books- but only excerpts of less important arguments may be read in this fashion. Removing key points from a book and reading it out of context is as good as not reading it at all.

Of Studies | Analysis

In order to convey the importance of studying in a more efficient manner, he created three main reasons – to read for enjoyment , to read for merit , and to read for knowledge . However, it is interesting to note that he also inserts bits of advice, suggestions and explanations which elaborate his statements. Such an essay is termed ‘ didactic ’, as it is written with the intention of conveying a lesson or a point.

 “ To spend too much time in studies is sloth; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. ”

“ Crafty men contemn studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them, and above them, won by observation.”

Studies are scorned by the shrewd, admired by the simple and observed by the wise.

“R ead not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. ”

Another theme of Sir Bacon’s essay is balance . Multiple times, he mentions the importance of being well-versed in more than one area . We may compare this to his earlier lesson of “too much of anything will cause harm.” Having too much of one strength and none of the other will cause an imbalance of the mind- for example, the ability to memorize quickly, but the inability to focus does not lead to a learned man. Bacon’s vision of an ideal learned man is one who can study, write and discuss.

“Histories make men wise; poets witty; the mathematics subtile; natural philosophy deep; moral grave; logic and rhetoric able to contend.”

“ Bowling is good for the stone and reins; shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. ”

Bacon’s main point in his essay Of Studies, is that there is a subject for every aspect of intellectual temperament , and becoming well versed in it will confirm personal growth and improvement. He ends the essay with “So every defect of the mind, may have a special receipt. ” However, as he makes clear throughout the essay, it is crucial to maintain a balance. Too much is harmful, too little is purposeless. Too much of one and not enough of the other will work in contradiction. Intent is key, and most importantly, the experience and application of what one has read is what truly proves if they have understood their lesson.

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Of Studies by Francis Bacon

STUDIES serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment and disposition of business. For expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling of affairs, come best from those that are learned. To spend too much time in studies is sloth; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. They perfect nature, and are perfected by experience: for natural abilities are like natural plants, that need proyning, 1 by study; and studies themselves do give forth directions too much at large, except they be bounded in by experience. Crafty men contemn studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them, and above them, won by observation. Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Some books also may be read by deputy, and extracts made of them by others; but that would be only in the less important arguments, and the meaner sort of books, else distilled books are like common distilled waters, flashy 2 things. Reading maketh a full man; conference a ready man; and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much cunning, to seem to know that he doth not. Histories make men wise; poets witty; the mathematics subtile; natural philosophy deep; moral grave; logic and rhetoric able to contend. Abeunt studia in mores [Studies pass into and influence manners]. Nay, there is no stond or impediment in the wit but may be wrought out by fit studies; like as diseases of the body may have appropriate exercises. Bowling is good for the stone and reins; 3 shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. So if a man’s wit be wandering, let him study the mathematics; for in demonstrations, if his wit be called away never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the Schoolmen; for they are cymini sectores [splitters of hairs]. If he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers’ cases. So every defect of the mind may have a special receipt.

More from Francis Bacon :

• Of Vicissitude of Things
• Of Judicature
• Of Honor and Reputation
• Of Vain-glory

Literary Yog

Of Studies by Francis Bacon: Easiest Summary, Line by Line Explanation, and Theme

In this blog post on “Of Studies”, I will discuss the following points:

Table of Contents

Of Studies Summary

Studies here mean the collective studies that a person does. The main idea of “ Of Studies ” by  Francis Bacon  is the benefits of studies. Reading helps readers to cope with diverse situations.

Reading also enhances intellect and cures restraints on the minds of readers.

The essay provides the proper method for reading different subjects and discusses their benefits. For instance, history makes men wise; poetry witty; the mathematics subtle; philosophy deep, etc.

In short, the theme of “Of Studies” is how books benefit a reader tremendously in different ways. 

Line by Line Explanation

Three important   uses   of studies.

At the outset, Francis Bacon states the  three beneficial purposes   of studies : delight, ornament, and ability. 

The first utility is reading delights the reader. Reading in privateness and retiring is worthwhile, since it provides immense pleasure. 

For instance, if a reader enjoys fiction like  Paulo Coelho’s The Alchemist .  Then the quest for treasure would entertain him. The journey of Santiago from Andalusia to the pyramid is quite delightful. Thus, studies not only compensate for boredom but also provide enormous pleasure to the reader.

The second purpose is it adds ornament to discourse. In a written or spoken discussion, studies help a well-read person to exhibit his knowledge more efficiently than an average person does .

For instance, in  Of Truth ,  Of Love , and Of Friendship , Bacon heavily uses Latin phrases in these essays. It shows his excellence in Latin. Therefore, Bacon uses it for ornament in his writing. 

Studies also improve the judgment ability of a reader and the arrangement of things. One can be an expert without studies. However, there is a distinction between an expert and a learned man. An expert can execute his plan and even judge a situation, but a learned man can perform better by giving advice, making plans, and managing things. Therefore, a learned man is better than an expert. 

I have discussed an example in the video below. 

The Effect of Excessive Studies

In these three ways, studies serve a reader. However, too much study is dangerous. The reason is excessive readers lead a sedentary lifestyle. When a reader sits for long, the immobility makes the body sluggish.

Similarly, using decorated words and knowledge excessively in discourse does the opposite. Too much use of ornaments would show a learned man ostentatious. Bacon also states that making judgments based on bookish knowledge is the humor of a scholar.

Consideration and application of the learning without understanding the practical world are inaccurate. A reader must be able to distinguish between theory and practical application while judging.

In each situation, Bacon emphasizes excess of anything is unwelcome. Therefore, a learner must maintain an equilibrium between studying and other activities, ornament and argument, and theory and practical.

Bacon repeats his principal argument that studies hone human nature and experience perfects it. Bacon draws an analogy between natural plants and the natural abilities of a person.

We cut the plants, which could grow in any direction, for growth. 

Studies nurture the natural abilities of man. It enhances the comprehension of the reader. But that remains unfulfilled until the person gains experience related to the subject of study. It means knowledge and experience make reading complete.

Views of Studies

Studies benefit a reader in diverse ways. However, not all men admire it. For instance, crafty men contempt studies. They think it does not help individuals. They deal with different situations of life without studies. Therefore, for them, studies are of no use.

On the contrary, simple men admire studies. The simple men are aware of the benefits of studies and are amazed to see a knowledgeable man.

On the other hand, wise men take the best out of their studies by using theoretical knowledge practically. Books do not tell readers about their pragmatic aspects. One gains the ability to implement knowledge in learning through observation. Bacon emphasizes that having bookish knowledge is not enough. Our theoretical information is complete only when we use it in real life. 

Real Method of Studies

To get the most out of books, Francis Bacon suggests one method of study. One should not read to prove others wrong. The reader looks for points that he can use in an argument. While reading with this motive, the reader loses what the book offers. 

The reader must not also believe what the book says or take everything every word for granted. This approach is also problematic because instead of using his mind, the reader does nothing except imbibe the knowledge theoretically. 

A reader should not also read just for discourse. He will be concerned about the points that he can use in the discussion. As a result, learning becomes superficial. 

Contrary to these approaches, a reader should try to comprehend the message or argument/s of the writer. For example, while reading  Essays  (1597) by Francis Bacon, we should not read it to confuse someone, blindly follow it, and read it wholly for discourse. The best approach would be to consider what Bacon says on different subjects in  Essays . 

I would like to add here that the best practice of reading is syntopical reading. Mortimer Adler states, in  How to Read a Book , syntopical reading or comparative reading is analyzing a subject based on a man’s studies of books on the same topic.

Not Every Book is Same

However, Bacon reminds us we cannot follow this method everywhere. He says,

“Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.” Bacon 209

We need to read some books (for entertainment) partially. We can skim the parts of these books.

We need to read some other books plainly. They are necessary for memorization so that we can use them in real life.

There are only a few books that need our complete attention. We need to read the book with constant focus and effort. In these cases, analytical reading is critical.

Bacon also suggests that we can study abridged versions and summaries of unimportant books. These books are like distilled water, which has no significance for later use. Therefore, it is up to the reader to decide the correct method.

Benefits of Studies

Bacon also discusses the effects of reading, discussion, and writing. He says, 

“reading makes a full man; conference leads to a ready man while writing makes an exact man .” (Bacon 1)

Reading provides a reader with knowledge. When one reads books one after the other, knowledge expands. In this way, it fills the reader with wisdom.

Like reading, continuous engagement in the discussion makes a well-read person good at the discourse. In conferences, the practice of using knowledge instantly and constant practice makes one prepared for any topic to talk about.

Furthermore, if the reader notes down his thought or opinion on a book, he can revisit them later without pressuring the memory.

If one does not do any of them, he needs to pretend to know things if he reads little. Otherwise, his lack of knowledge will become apparent. Moreover, if one does not know the topic, he needs to have a presence of mind.

And if a person does not write much, he needs to have significant memory because he must rely on his memory for everything he thinks.

Benefits of studying different subjects

Francis Bacon restates the benefits of reading diverse fields of knowledge. Francis Bacon mentions,

Histories make Men Wise; Poets Witty; The Mathematics Subtill; Natural Philosophy Deepe; Morall Grave; Logick and Rhetorick Able to Contend. (Bacon 210)

For an explanation, watch the video below.

Further, Bacon says that the way a particular physical exercise is appropriate for a distinct disease of the body, similarly proper studies can improve intelligence. 

For instance, for a distracted mind, mathematics would be fit to improve concentration. While doing mathematics, we need to focus. If the mind wanders at the moment, then it would spoil everything. Thus, it is a practice to do a particular task with focus.

If the mind finds it hard to differentiate between matters, then studying the philosophers and theologians of the Middle Ages would be beneficial as we consider them for their logical distinctions.

Studying lawyers’ cases would be the right thing to do if one wants to improve their reasoning skills. So, for such flaws of mind, reading has the solution.

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Of Studies Theme

The theme of “Of Studies” is the  benefits of reading . I have made a video where I have focused on the theme of the essay. You can watch the video below.

In the essay, Bacon mainly discusses the benefits of reading. He also discusses the benefits of reading different subjects. However, he does not support idle sitting. He makes his arguments balanced by focusing on the experience. For Bacon, we complete studies only with experience.

Bibliography

• Adler, Mortimer J and Charles Van Doren. How to Read a Book . Simon & Schuster, 2014.
• Bacon, Francis. “Of Truth.”  Francis Bacon: The Essays , edited by John Pitcher, Penguin Books, 1985, pp. 209, 210.
• Coelho, Paulo. The Alchemist . Harper Collins, 2012.

I'm a PhD research scholar & MPhil degree holder from DU, Assam and also a budding blogger. I have cracked CBSE NET (July 2018), NE-SLET (July 2018), and UGC-NTA-NET (June 2019).

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Of Studies by Francis Bacon Summary and Analysis

Table of Contents

Introduction

The essay Of Studies by Sir Francis Bacon is the first essay in the series of ten essays published in 1597. Later, it was revised in 1612 with the addition of some more sentences and ideas in it along with the alteration in some vocabulary terms.

This essay is regarded as Bacon’s masterpiece enriched with stylised Latin vocabulary, fresh and new ideas, logical and relevant themes and wisdom of the world.

For these reasons, the essay is still popular among individuals of all ages. Adopting a didactic approach, the essay informs the readers about the benefits and uses of studies in one’s life.

Highlighting the importance of studies, Bacon’s essay illustrates the role studies play in an individual’s daily life. For Bacon, the study is always related to the application of knowledge in practical life.

The author is the notion that only learned and well-read men can execute plans effectively, manage their daily affairs with expertise and lead a healthy and stable life. He further states that reading makes a full man; conference leads to a ready man while writing makes an exact man.

While throwing light on the advantages and usefulness of studies, Bacon also puts forward some demerits of study as he thinks that studying for a prolonged period of time may lead to laziness.

He also condemns the act of studying from books solely without learning from nature around. The essay Of Studies further asserts the benefits of studies by considering this act as a medicine for the defects of the human mind and the source of enhancing one’s wit.

While discussing the importance of studying in an individual’s life, the essayist informs his readers about the benefits of reading good books.

Bacon concludes his essay by suggesting that studies assist an individual in removing the defects of his/her mind as every problem of the human mind carries special importance for the individual and the world.

Bacon’s essay Of Studies deals with the benefits of studies for the individuals in their daily lives. From reading books to writing papers, study plays a vital role in a man’s life making him learned, witty and experienced.

Click here to play quiz on Of Studies

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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principal tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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• How to Do Research for an Excellent Essay: The Complete Guide

One of the biggest secrets to writing a good essay is the Boy Scouts’ motto: ‘be prepared’. Preparing for an essay – by conducting effective research – lays the foundations for a brilliant piece of writing, and it’s every bit as important as the actual writing part. Many students skimp on this crucial stage, or sit in the library not really sure where to start; and it shows in the quality of their essays. This just makes it easier for you to get ahead of your peers, and we’re going to show you how. In this article, we take you through what you need to do in order to conduct effective research and use your research time to best effect.

Allow enough time

First and foremost, it’s vital to allow enough time for your research. For this reason, don’t leave your essay until the last minute . If you start writing without having done adequate research, it will almost certainly show in your essay’s lack of quality. The amount of research time needed will vary according to whether you’re at Sixth Form or university, and according to how well you know the topic and what teaching you’ve had on it, but make sure you factor in more time than you think you’ll need. You may come across a concept that takes you longer to understand than you’d expected, so it’s better to allow too much time than too little.

Read the essay question and thoroughly understand it

If you don’t have a thorough understanding of what the essay question is asking you to do, you put yourself at risk of going in the wrong direction with your research. So take the question, read it several times and pull out the key things it’s asking you to do. The instructions in the question are likely to have some bearing on the nature of your research. If the question says “Compare”, for example, this will set you up for a particular kind of research, during which you’ll be looking specifically for points of comparison; if the question asks you to “Discuss”, your research focus may be more on finding different points of view and formulating your own.

Begin with a brainstorm

Start your research time by brainstorming what you already know. Doing this means that you can be clear about exactly what you’re already aware of, and you can identify the gaps in your knowledge so that you don’t end up wasting time by reading books that will tell you what you already know. This gives your research more of a direction and allows you to be more specific in your efforts to find out certain things. It’s also a gentle way of introducing yourself to the task and putting yourself in the right frame of mind for learning about the topic at hand.

Achieve a basic understanding before delving deeper

If the topic is new to you and your brainstorm has yielded few ideas, you’ll need to acquire a basic understanding of the topic before you begin delving deeper into your research. If you don’t, and you start by your research by jumping straight in at the deep end, as it were, you’ll struggle to grasp the topic. This also means that you may end up being too swayed by a certain source, as you haven’t the knowledge to question it properly. You need sufficient background knowledge to be able to take a critical approach to each of the sources you read. So, start from the very beginning. It’s ok to use Wikipedia or other online resources to give you an introduction to a topic, though bear in mind that these can’t be wholly relied upon. If you’ve covered the topic in class already, re-read the notes you made so that you can refresh your mind before you start further investigation.

Working through your reading list

If you’ve been given a reading list to work from, be organised in how you work through each of the items on it. Try to get hold of as many of the books on it as you can before you start, so that you have them all easily to hand, and can refer back to things you’ve read and compare them with other perspectives. Plan the order in which you’re going to work through them and try to allocate a specific amount of time to each of them; this ensures that you allow enough time to do each of them justice and that focus yourself on making the most of your time with each one. It’s a good idea to go for the more general resources before honing in on the finer points mentioned in more specialised literature. Think of an upside-down pyramid and how it starts off wide at the top and becomes gradually narrower; this is the sort of framework you should apply to your research.

Ask a librarian

Library computer databases can be confusing things, and can add an extra layer of stress and complexity to your research if you’re not used to using them. The librarian is there for a reason, so don’t be afraid to go and ask if you’re not sure where to find a particular book on your reading list. If you’re in need of somewhere to start, they should be able to point you in the direction of the relevant section of the library so that you can also browse for books that may yield useful information.

Use the index

If you haven’t been given specific pages to read in the books on your reading list, make use of the index (and/or table of contents) of each book to help you find relevant material. It sounds obvious, but some students don’t think to do this and battle their way through heaps of irrelevant chapters before finding something that will be useful for their essay.

Taking notes

As you work through your reading, take notes as you go along rather than hoping you’ll remember everything you’ve read. Don’t indiscriminately write down everything – only the bits that will be useful in answering the essay question you’ve been set. If you write down too much, you risk writing an essay that’s full of irrelevant material and getting lower grades as a result. Be concise, and summarise arguments in your own words when you make notes (this helps you learn it better, too, because you actually have to think about how best to summarise it). You may want to make use of small index cards to force you to be brief with what you write about each point or topic. We’ve covered effective note-taking extensively in another article, which you can read here . Note-taking is a major part of the research process, so don’t neglect it. Your notes don’t just come in useful in the short-term, for completing your essay, but they should also be helpful when it comes to revision time, so try to keep them organised.

Research every side of the argument

Never rely too heavily on one resource without referring to other possible opinions; it’s bad academic practice. You need to be able to give a balanced argument in an essay, and that means researching a range of perspectives on whatever problem you’re tackling. Keep a note of the different arguments, along with the evidence in support of or against each one, ready to be deployed into an essay structure that works logically through each one. If you see a scholar’s name cropping up again and again in what you read, it’s worth investigating more about them even if you haven’t specifically been told to do so. Context is vital in academia at any level, so influential figures are always worth knowing about.

Keep a dictionary by your side

You could completely misunderstand a point you read if you don’t know what one important word in the sentence means. For that reason, it’s a good idea to keep a dictionary by your side at all times as you conduct your research. Not only does this help you fully understand what you’re reading, but you also learn new words that you might be able to use in your forthcoming essay or a future one . Growing your vocabulary is never a waste of time!

Start formulating your own opinion

As you work through reading these different points of view, think carefully about what you’ve read and note your own response to different opinions. Get into the habit of questioning sources and make sure you’re not just repeating someone else’s opinion without challenging it. Does an opinion make sense? Does it have plenty of evidence to back it up? What are the counter-arguments, and on balance, which sways you more? Demonstrating your own intelligent thinking will set your essay apart from those of your peers, so think about these things as you conduct your research.

Be careful with web-based research

Although, as we’ve said already, it’s fine to use Wikipedia and other online resources to give you a bit of an introduction to a topic you haven’t covered before, be very careful when using the internet for researching an essay. Don’t take Wikipedia as gospel; don’t forget, anybody can edit it! We wouldn’t advise using the internet as the basis of your essay research – it’s simply not academically rigorous enough, and you don’t know how out of date a particular resource might be. Even if your Sixth Form teachers may not question where you picked up an idea you’ve discussed in your essays, it’s still not a good habit to get into and you’re unlikely to get away with it at a good university. That said, there are still reliable academic resources available via the internet; these can be found in dedicated sites that are essentially online libraries, such as JSTOR. These are likely to be a little too advanced if you’re still in Sixth Form, but you’ll almost certainly come across them once you get to university.

Look out for footnotes

In an academic publication, whether that’s a book or a journal article, footnotes are a great place to look for further ideas for publications that might yield useful information. Plenty can be hidden away in footnotes, and if a writer is disparaging or supporting the ideas of another academic, you could look up the text in question so that you can include their opinion too, and whether or not you agree with them, for extra brownie points.

Don’t save doing all your own references until last

If you’re still in Sixth Form, you might not yet be required to include academic references in your essays, but for the sake of a thorough guide to essay research that will be useful to you in the future, we’re going to include this point anyway (it will definitely come in useful when you get to university, so you may as well start thinking about it now!). As you read through various books and find points you think you’re going to want to make in your essays, make sure you note down where you found these points as you go along (author’s first and last name, the publication title, publisher, publication date and page number). When you get to university you will be expected to identify your sources very precisely, so it’s a good habit to get into. Unfortunately, many students forget to do this and then have a difficult time of going back through their essay adding footnotes and trying to remember where they found a particular point. You’ll save yourself a great deal of time and effort if you simply note down your academic references as you go along. If you are including footnotes, don’t forget to add each publication to a main bibliography, to be included at the end of your essay, at the same time.

Putting in the background work required to write a good essay can seem an arduous task at times, but it’s a fundamental step that can’t simply be skipped. The more effort you put in at this stage, the better your essay will be and the easier it will be to write. Use the tips in this article and you’ll be well on your way to an essay that impresses!

To get even more prepared for essay writing you might also want to consider attending an Oxford Summer School .

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Sample Papers

This page contains sample papers formatted in seventh edition APA Style. The sample papers show the format that authors should use to submit a manuscript for publication in a professional journal and that students should use to submit a paper to an instructor for a course assignment. You can download the Word files to use as templates and edit them as needed for the purposes of your own papers.

Most guidelines in the Publication Manual apply to both professional manuscripts and student papers. However, there are specific guidelines for professional papers versus student papers, including professional and student title page formats. All authors should check with the person or entity to whom they are submitting their paper (e.g., publisher or instructor) for guidelines that are different from or in addition to those specified by APA Style.

Sample papers from the Publication Manual

The following two sample papers were published in annotated form in the Publication Manual and are reproduced here as PDFs for your ease of use. The annotations draw attention to content and formatting and provide the relevant sections of the Publication Manual (7th ed.) to consult for more information.

• Student sample paper with annotations (PDF, 5MB)
• Professional sample paper with annotations (PDF, 2.7MB)

We also offer these sample papers in Microsoft Word (.docx) format with the annotations as comments to the text.

• Student sample paper with annotations as comments (DOCX, 42KB)
• Professional sample paper with annotations as comments (DOCX, 103KB)

Finally, we offer these sample papers in Microsoft Word (.docx) format without the annotations.

• Student sample paper without annotations (DOCX, 36KB)
• Professional sample paper without annotations (DOCX, 96KB)

Sample professional paper templates by paper type

These sample papers demonstrate APA Style formatting standards for different professional paper types. Professional papers can contain many different elements depending on the nature of the work. Authors seeking publication should refer to the journal’s instructions for authors or manuscript submission guidelines for specific requirements and/or sections to include.

• Literature review professional paper template (DOCX, 47KB)
• Mixed methods professional paper template (DOCX, 68KB)
• Qualitative professional paper template (DOCX, 72KB)
• Quantitative professional paper template (DOCX, 77KB)
• Review professional paper template (DOCX, 112KB)

Sample papers are covered in the seventh edition APA Style manuals in the Publication Manual Chapter 2 and the Concise Guide Chapter 1

Related handouts

• Heading Levels Template: Student Paper (PDF, 257KB)
• Heading Levels Template: Professional Paper (PDF, 213KB)

Other instructional aids

• Journal Article Reporting Standards (JARS)
• APA Style Tutorials and Webinars
• Handouts and Guides
• Paper Format

View all instructional aids

Sample student paper templates by paper type

These sample papers demonstrate APA Style formatting standards for different student paper types. Students may write the same types of papers as professional authors (e.g., quantitative studies, literature reviews) or other types of papers for course assignments (e.g., reaction or response papers, discussion posts), dissertations, and theses.

APA does not set formal requirements for the nature or contents of an APA Style student paper. Students should follow the guidelines and requirements of their instructor, department, and/or institution when writing papers. For instance, an abstract and keywords are not required for APA Style student papers, although an instructor may request them in student papers that are longer or more complex. Specific questions about a paper being written for a course assignment should be directed to the instructor or institution assigning the paper.

• Discussion post student paper template (DOCX, 31KB)
• Literature review student paper template (DOCX, 37KB)
• Quantitative study student paper template (DOCX, 53KB)

Sample papers in real life

Although published articles differ in format from manuscripts submitted for publication or student papers (e.g., different line spacing, font, margins, and column format), articles published in APA journals provide excellent demonstrations of APA Style in action.

APA journals began publishing papers in seventh edition APA Style in 2020. Professional authors should check the author submission guidelines for the journal to which they want to submit their paper for any journal-specific style requirements.

Credits for sample professional paper templates

Quantitative professional paper template: Adapted from “Fake News, Fast and Slow: Deliberation Reduces Belief in False (but Not True) News Headlines,” by B. Bago, D. G. Rand, and G. Pennycook, 2020, Journal of Experimental Psychology: General , 149 (8), pp. 1608–1613 ( https://doi.org/10.1037/xge0000729 ). Copyright 2020 by the American Psychological Association.

Qualitative professional paper template: Adapted from “‘My Smartphone Is an Extension of Myself’: A Holistic Qualitative Exploration of the Impact of Using a Smartphone,” by L. J. Harkin and D. Kuss, 2020, Psychology of Popular Media , 10 (1), pp. 28–38 ( https://doi.org/10.1037/ppm0000278 ). Copyright 2020 by the American Psychological Association.

Mixed methods professional paper template: Adapted from “‘I Am a Change Agent’: A Mixed Methods Analysis of Students’ Social Justice Value Orientation in an Undergraduate Community Psychology Course,” by D. X. Henderson, A. T. Majors, and M. Wright, 2019,  Scholarship of Teaching and Learning in Psychology , 7 (1), 68–80. ( https://doi.org/10.1037/stl0000171 ). Copyright 2019 by the American Psychological Association.

Literature review professional paper template: Adapted from “Rethinking Emotions in the Context of Infants’ Prosocial Behavior: The Role of Interest and Positive Emotions,” by S. I. Hammond and J. K. Drummond, 2019, Developmental Psychology , 55 (9), pp. 1882–1888 ( https://doi.org/10.1037/dev0000685 ). Copyright 2019 by the American Psychological Association.

Review professional paper template: Adapted from “Joining the Conversation: Teaching Students to Think and Communicate Like Scholars,” by E. L. Parks, 2022, Scholarship of Teaching and Learning in Psychology , 8 (1), pp. 70–78 ( https://doi.org/10.1037/stl0000193 ). Copyright 2020 by the American Psychological Association.

Credits for sample student paper templates

These papers came from real students who gave their permission to have them edited and posted by APA.

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

• The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
• The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
• The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
• The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
• The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

• What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
• Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
• What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
• How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

• Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
• Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
• Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
• Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
• Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
• Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
• Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or purpose of your paper is complex, you may need to summarize these points 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 conclusion of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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How to Write a Psychology Essay

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Before you write your essay, it’s important to analyse the task and understand exactly what the essay question is asking. Your lecturer may give you some advice – pay attention to this as it will help you plan your answer.

Next conduct preliminary reading based on your lecture notes. At this stage, it’s not crucial to have a robust understanding of key theories or studies, but you should at least have a general “gist” of the literature.

After reading, plan a response to the task. This plan could be in the form of a mind map, a summary table, or by writing a core statement (which encompasses the entire argument of your essay in just a few sentences).

After writing your plan, conduct supplementary reading, refine your plan, and make it more detailed.

It is tempting to skip these preliminary steps and write the first draft while reading at the same time. However, reading and planning will make the essay writing process easier, quicker, and ensure a higher quality essay is produced.

Components of a Good Essay

Now, let us look at what constitutes a good essay in psychology. There are a number of important features.

• Global Structure – structure the material to allow for a logical sequence of ideas. Each paragraph / statement should follow sensibly from its predecessor. The essay should “flow”. The introduction, main body and conclusion should all be linked.
• Each paragraph should comprise a main theme, which is illustrated and developed through a number of points (supported by evidence).
• Knowledge and Understanding – recognize, recall, and show understanding of a range of scientific material that accurately reflects the main theoretical perspectives.
• Critical Evaluation – arguments should be supported by appropriate evidence and/or theory from the literature. Evidence of independent thinking, insight, and evaluation of the evidence.
• Quality of Written Communication – writing clearly and succinctly with appropriate use of paragraphs, spelling, and grammar. All sources are referenced accurately and in line with APA guidelines.

In the main body of the essay, every paragraph should demonstrate both knowledge and critical evaluation.

There should also be an appropriate balance between these two essay components. Try to aim for about a 60/40 split if possible.

Most students make the mistake of writing too much knowledge and not enough evaluation (which is the difficult bit).

It is best to structure your essay according to key themes. Themes are illustrated and developed through a number of points (supported by evidence).

Choose relevant points only, ones that most reveal the theme or help to make a convincing and interesting argument.

Knowledge and Understanding

Remember that an essay is simply a discussion / argument on paper. Don’t make the mistake of writing all the information you know regarding a particular topic.

You need to be concise, and clearly articulate your argument. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences.

Each paragraph should have a purpose / theme, and make a number of points – which need to be support by high quality evidence. Be clear why each point is is relevant to the argument. It would be useful at the beginning of each paragraph if you explicitly outlined the theme being discussed (.e.g. cognitive development, social development etc.).

Try not to overuse quotations in your essays. It is more appropriate to use original content to demonstrate your understanding.

Psychology is a science so you must support your ideas with evidence (not your own personal opinion). If you are discussing a theory or research study make sure you cite the source of the information.

Note this is not the author of a textbook you have read – but the original source / author(s) of the theory or research study.

For example:

Bowlby (1951) claimed that mothering is almost useless if delayed until after two and a half to three years and, for most children, if delayed till after 12 months, i.e. there is a critical period.

Maslow (1943) stated that people are motivated to achieve certain needs. When one need is fulfilled a person seeks to fullfil the next one, and so on.

As a general rule, make sure there is at least one citation (i.e. name of psychologist and date of publication) in each paragraph.

Remember to answer the essay question. Underline the keywords in the essay title. Don’t make the mistake of simply writing everything you know of a particular topic, be selective. Each paragraph in your essay should contribute to answering the essay question.

Critical Evaluation

In simple terms, this means outlining the strengths and limitations of a theory or research study.

There are many ways you can critically evaluate:

Methodological evaluation of research

Is the study valid / reliable ? Is the sample biased, or can we generalize the findings to other populations? What are the strengths and limitations of the method used and data obtained?

Be careful to ensure that any methodological criticisms are justified and not trite.

Rather than hunting for weaknesses in every study; only highlight limitations that make you doubt the conclusions that the authors have drawn – e.g., where an alternative explanation might be equally likely because something hasn’t been adequately controlled.

Compare or contrast different theories

Outline how the theories are similar and how they differ. This could be two (or more) theories of personality / memory / child development etc. Also try to communicate the value of the theory / study.

Debates or perspectives

Refer to debates such as nature or nurture, reductionism vs. holism, or the perspectives in psychology . For example, would they agree or disagree with a theory or the findings of the study?

What are the ethical issues of the research?

Does a study involve ethical issues such as deception, privacy, psychological or physical harm?

Gender bias

If research is biased towards men or women it does not provide a clear view of the behavior that has been studied. A dominantly male perspective is known as an androcentric bias.

Cultural bias

Is the theory / study ethnocentric? Psychology is predominantly a white, Euro-American enterprise. In some texts, over 90% of studies have US participants, who are predominantly white and middle class.

Does the theory or study being discussed judge other cultures by Western standards?

Animal Research

This raises the issue of whether it’s morally and/or scientifically right to use animals. The main criterion is that benefits must outweigh costs. But benefits are almost always to humans and costs to animals.

Animal research also raises the issue of extrapolation. Can we generalize from studies on animals to humans as their anatomy & physiology is different from humans?

The PEC System

It is very important to elaborate on your evaluation. Don’t just write a shopping list of brief (one or two sentence) evaluation points.

Instead, make sure you expand on your points, remember, quality of evaluation is most important than quantity.

When you are writing an evaluation paragraph, use the PEC system.

• Make your P oint.
• E xplain how and why the point is relevant.
• Discuss the C onsequences / implications of the theory or study. Are they positive or negative?

For Example

• Point: It is argued that psychoanalytic therapy is only of benefit to an articulate, intelligent, affluent minority.
• Explain: Because psychoanalytic therapy involves talking and gaining insight, and is costly and time-consuming, it is argued that it is only of benefit to an articulate, intelligent, affluent minority. Evidence suggests psychoanalytic therapy works best if the client is motivated and has a positive attitude.
• Consequences: A depressed client’s apathy, flat emotional state, and lack of motivation limit the appropriateness of psychoanalytic therapy for depression.

Furthermore, the levels of dependency of depressed clients mean that transference is more likely to develop.

Using Research Studies in your Essays

Research studies can either be knowledge or evaluation.

• If you refer to the procedures and findings of a study, this shows knowledge and understanding.
• If you comment on what the studies shows, and what it supports and challenges about the theory in question, this shows evaluation.

Writing an Introduction

It is often best to write your introduction when you have finished the main body of the essay, so that you have a good understanding of the topic area.

If there is a word count for your essay try to devote 10% of this to your introduction.

Ideally, the introduction should;

Identify the subject of the essay and define the key terms. Highlight the major issues which “lie behind” the question. Let the reader know how you will focus your essay by identifying the main themes to be discussed. “Signpost” the essay’s key argument, (and, if possible, how this argument is structured).

Introductions are very important as first impressions count and they can create a h alo effect in the mind of the lecturer grading your essay. If you start off well then you are more likely to be forgiven for the odd mistake later one.

Writing a Conclusion

So many students either forget to write a conclusion or fail to give it the attention it deserves.

If there is a word count for your essay try to devote 10% of this to your conclusion.

Ideally the conclusion should summarize the key themes / arguments of your essay. State the take home message – don’t sit on the fence, instead weigh up the evidence presented in the essay and make a decision which side of the argument has more support.

Also, you might like to suggest what future research may need to be conducted and why (read the discussion section of journal articles for this).

Don”t include new information / arguments (only information discussed in the main body of the essay).

If you are unsure of what to write read the essay question and answer it in one paragraph.

Points that unite or embrace several themes can be used to great effect as part of your conclusion.

The Importance of Flow

Obviously, what you write is important, but how you communicate your ideas / arguments has a significant influence on your overall grade. Most students may have similar information / content in their essays, but the better students communicate this information concisely and articulately.

When you have finished the first draft of your essay you must check if it “flows”. This is an important feature of quality of communication (along with spelling and grammar).

This means that the paragraphs follow a logical order (like the chapters in a novel). Have a global structure with themes arranged in a way that allows for a logical sequence of ideas. You might want to rearrange (cut and paste) paragraphs to a different position in your essay if they don”t appear to fit in with the essay structure.

To improve the flow of your essay make sure the last sentence of one paragraph links to first sentence of the next paragraph. This will help the essay flow and make it easier to read.

Finally, only repeat citations when it is unclear which study / theory you are discussing. Repeating citations unnecessarily disrupts the flow of an essay.

Referencing

The reference section is the list of all the sources cited in the essay (in alphabetical order). It is not a bibliography (a list of the books you used).

In simple terms every time you cite/refer to a name (and date) of a psychologist you need to reference the original source of the information.

If you have been using textbooks this is easy as the references are usually at the back of the book and you can just copy them down. If you have been using websites, then you may have a problem as they might not provide a reference section for you to copy.

References need to be set out APA style :

Author, A. A. (year). Title of work . Location: Publisher.

Journal Articles

Author, A. A., Author, B. B., & Author, C. C. (year). Article title. Journal Title, volume number (issue number), page numbers

A simple way to write your reference section is use Google scholar . Just type the name and date of the psychologist in the search box and click on the “cite” link.

Next, copy and paste the APA reference into the reference section of your essay.

Once again, remember that references need to be in alphabetical order according to surname.

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Why the Pandemic Probably Started in a Lab, in 5 Key Points

By Alina Chan

Dr. Chan is a molecular biologist at the Broad Institute of M.I.T. and Harvard, and a co-author of “Viral: The Search for the Origin of Covid-19.”

This article has been updated to reflect news developments.

On Monday, Dr. Anthony Fauci returned to the halls of Congress and testified before the House subcommittee investigating the Covid-19 pandemic. He was questioned about several topics related to the government’s handling of Covid-19, including how the National Institute of Allergy and Infectious Diseases, which he directed until retiring in 2022, supported risky virus work at a Chinese institute whose research may have caused the pandemic.

For more than four years, reflexive partisan politics have derailed the search for the truth about a catastrophe that has touched us all. It has been estimated that at least 25 million people around the world have died because of Covid-19, with over a million of those deaths in the United States.

Although how the pandemic started has been hotly debated, a growing volume of evidence — gleaned from public records released under the Freedom of Information Act, digital sleuthing through online databases, scientific papers analyzing the virus and its spread, and leaks from within the U.S. government — suggests that the pandemic most likely occurred because a virus escaped from a research lab in Wuhan, China. If so, it would be the most costly accident in the history of science.

Here’s what we now know:

1 The SARS-like virus that caused the pandemic emerged in Wuhan, the city where the world’s foremost research lab for SARS-like viruses is located.

• At the Wuhan Institute of Virology, a team of scientists had been hunting for SARS-like viruses for over a decade, led by Shi Zhengli.
• Their research showed that the viruses most similar to SARS‑CoV‑2, the virus that caused the pandemic, circulate in bats that live r oughly 1,000 miles away from Wuhan. Scientists from Dr. Shi’s team traveled repeatedly to Yunnan province to collect these viruses and had expanded their search to Southeast Asia. Bats in other parts of China have not been found to carry viruses that are as closely related to SARS-CoV-2.

The closest known relatives to SARS-CoV-2 were found in southwestern China and in Laos.

Large cities

Mine in Yunnan province

Cave in Laos

South China Sea

The closest known relatives to SARS-CoV-2

were found in southwestern China and in Laos.

philippines

The closest known relatives to SARS-CoV-2 were found

in southwestern China and Laos.

Sources: Sarah Temmam et al., Nature; SimpleMaps

Note: Cities shown have a population of at least 200,000.

There are hundreds of large cities in China and Southeast Asia.

There are hundreds of large cities in China

and Southeast Asia.

The pandemic started roughly 1,000 miles away, in Wuhan, home to the world’s foremost SARS-like virus research lab.

The pandemic started roughly 1,000 miles away,

in Wuhan, home to the world’s foremost SARS-like virus research lab.

The pandemic started roughly 1,000 miles away, in Wuhan,

home to the world’s foremost SARS-like virus research lab.

• Even at hot spots where these viruses exist naturally near the cave bats of southwestern China and Southeast Asia, the scientists argued, as recently as 2019 , that bat coronavirus spillover into humans is rare .
• When the Covid-19 outbreak was detected, Dr. Shi initially wondered if the novel coronavirus had come from her laboratory , saying she had never expected such an outbreak to occur in Wuhan.
• The SARS‑CoV‑2 virus is exceptionally contagious and can jump from species to species like wildfire . Yet it left no known trace of infection at its source or anywhere along what would have been a thousand-mile journey before emerging in Wuhan.

2 The year before the outbreak, the Wuhan institute, working with U.S. partners, had proposed creating viruses with SARS‑CoV‑2’s defining feature.

• Dr. Shi’s group was fascinated by how coronaviruses jump from species to species. To find viruses, they took samples from bats and other animals , as well as from sick people living near animals carrying these viruses or associated with the wildlife trade. Much of this work was conducted in partnership with the EcoHealth Alliance, a U.S.-based scientific organization that, since 2002, has been awarded over $80 million in federal funding to research the risks of emerging infectious diseases.
• The laboratory pursued risky research that resulted in viruses becoming more infectious : Coronaviruses were grown from samples from infected animals and genetically reconstructed and recombined to create new viruses unknown in nature. These new viruses were passed through cells from bats, pigs, primates and humans and were used to infect civets and humanized mice (mice modified with human genes). In essence, this process forced these viruses to adapt to new host species, and the viruses with mutations that allowed them to thrive emerged as victors.
• By 2019, Dr. Shi’s group had published a database describing more than 22,000 collected wildlife samples. But external access was shut off in the fall of 2019, and the database was not shared with American collaborators even after the pandemic started , when such a rich virus collection would have been most useful in tracking the origin of SARS‑CoV‑2. It remains unclear whether the Wuhan institute possessed a precursor of the pandemic virus.
• In 2021, The Intercept published a leaked 2018 grant proposal for a research project named Defuse , which had been written as a collaboration between EcoHealth, the Wuhan institute and Ralph Baric at the University of North Carolina, who had been on the cutting edge of coronavirus research for years. The proposal described plans to create viruses strikingly similar to SARS‑CoV‑2.
• Coronaviruses bear their name because their surface is studded with protein spikes, like a spiky crown, which they use to enter animal cells. T he Defuse project proposed to search for and create SARS-like viruses carrying spikes with a unique feature: a furin cleavage site — the same feature that enhances SARS‑CoV‑2’s infectiousness in humans, making it capable of causing a pandemic. Defuse was never funded by the United States . However, in his testimony on Monday, Dr. Fauci explained that the Wuhan institute would not need to rely on U.S. funding to pursue research independently.

The Wuhan lab ran risky experiments to learn about how SARS-like viruses might infect humans.

1. Collect SARS-like viruses from bats and other wild animals, as well as from people exposed to them.

2. Identify high-risk viruses by screening for spike proteins that facilitate infection of human cells.

2. Identify high-risk viruses by screening for spike proteins that facilitate infection of

human cells.

In Defuse, the scientists proposed to add a furin cleavage site to the spike protein.

3. Create new coronaviruses by inserting spike proteins or other features that could make the viruses more infectious in humans.

4. Infect human cells, civets and humanized mice with the new coronaviruses, to determine how dangerous they might be.

• While it’s possible that the furin cleavage site could have evolved naturally (as seen in some distantly related coronaviruses), out of the hundreds of SARS-like viruses cataloged by scientists, SARS‑CoV‑2 is the only one known to possess a furin cleavage site in its spike. And the genetic data suggest that the virus had only recently gained the furin cleavage site before it started the pandemic.
• Ultimately, a never-before-seen SARS-like virus with a newly introduced furin cleavage site, matching the description in the Wuhan institute’s Defuse proposal, caused an outbreak in Wuhan less than two years after the proposal was drafted.
• When the Wuhan scientists published their seminal paper about Covid-19 as the pandemic roared to life in 2020, they did not mention the virus’s furin cleavage site — a feature they should have been on the lookout for, according to their own grant proposal, and a feature quickly recognized by other scientists.
• Worse still, as the pandemic raged, their American collaborators failed to publicly reveal the existence of the Defuse proposal. The president of EcoHealth, Peter Daszak, recently admitted to Congress that he doesn’t know about virus samples collected by the Wuhan institute after 2015 and never asked the lab’s scientists if they had started the work described in Defuse. In May, citing failures in EcoHealth’s monitoring of risky experiments conducted at the Wuhan lab, the Biden administration suspended all federal funding for the organization and Dr. Daszak, and initiated proceedings to bar them from receiving future grants. In his testimony on Monday, Dr. Fauci said that he supported the decision to suspend and bar EcoHealth.
• Separately, Dr. Baric described the competitive dynamic between his research group and the institute when he told Congress that the Wuhan scientists would probably not have shared their most interesting newly discovered viruses with him . Documents and email correspondence between the institute and Dr. Baric are still being withheld from the public while their release is fiercely contested in litigation.
• In the end, American partners very likely knew of only a fraction of the research done in Wuhan. According to U.S. intelligence sources, some of the institute’s virus research was classified or conducted with or on behalf of the Chinese military . In the congressional hearing on Monday, Dr. Fauci repeatedly acknowledged the lack of visibility into experiments conducted at the Wuhan institute, saying, “None of us can know everything that’s going on in China, or in Wuhan, or what have you. And that’s the reason why — I say today, and I’ve said at the T.I.,” referring to his transcribed interview with the subcommittee, “I keep an open mind as to what the origin is.”

3 The Wuhan lab pursued this type of work under low biosafety conditions that could not have contained an airborne virus as infectious as SARS‑CoV‑2.

• Labs working with live viruses generally operate at one of four biosafety levels (known in ascending order of stringency as BSL-1, 2, 3 and 4) that describe the work practices that are considered sufficiently safe depending on the characteristics of each pathogen. The Wuhan institute’s scientists worked with SARS-like viruses under inappropriately low biosafety conditions .

In the United States, virologists generally use stricter Biosafety Level 3 protocols when working with SARS-like viruses.

Biosafety cabinets prevent

viral particles from escaping.

Viral particles

Personal respirators provide

a second layer of defense against breathing in the virus.

DIRECT CONTACT

Gloves prevent skin contact.

Disposable wraparound

gowns cover much of the rest of the body.

Personal respirators provide a second layer of defense against breathing in the virus.

Disposable wraparound gowns

cover much of the rest of the body.

Note: ​​Biosafety levels are not internationally standardized, and some countries use more permissive protocols than others.

The Wuhan lab had been regularly working with SARS-like viruses under Biosafety Level 2 conditions, which could not prevent a highly infectious virus like SARS-CoV-2 from escaping.

Some work is done in the open air, and masks are not required.

Less protective equipment provides more opportunities

for contamination.

Some work is done in the open air,

and masks are not required.

Less protective equipment provides more opportunities for contamination.

• In one experiment, Dr. Shi’s group genetically engineered an unexpectedly deadly SARS-like virus (not closely related to SARS‑CoV‑2) that exhibited a 10,000-fold increase in the quantity of virus in the lungs and brains of humanized mice . Wuhan institute scientists handled these live viruses at low biosafet y levels , including BSL-2.
• Even the much more stringent containment at BSL-3 cannot fully prevent SARS‑CoV‑2 from escaping . Two years into the pandemic, the virus infected a scientist in a BSL-3 laboratory in Taiwan, which was, at the time, a zero-Covid country. The scientist had been vaccinated and was tested only after losing the sense of smell. By then, more than 100 close contacts had been exposed. Human error is a source of exposure even at the highest biosafety levels , and the risks are much greater for scientists working with infectious pathogens at low biosafety.
• An early draft of the Defuse proposal stated that the Wuhan lab would do their virus work at BSL-2 to make it “highly cost-effective.” Dr. Baric added a note to the draft highlighting the importance of using BSL-3 to contain SARS-like viruses that could infect human cells, writing that “U.S. researchers will likely freak out.” Years later, after SARS‑CoV‑2 had killed millions, Dr. Baric wrote to Dr. Daszak : “I have no doubt that they followed state determined rules and did the work under BSL-2. Yes China has the right to set their own policy. You believe this was appropriate containment if you want but don’t expect me to believe it. Moreover, don’t insult my intelligence by trying to feed me this load of BS.”
• SARS‑CoV‑2 is a stealthy virus that transmits effectively through the air, causes a range of symptoms similar to those of other common respiratory diseases and can be spread by infected people before symptoms even appear. If the virus had escaped from a BSL-2 laboratory in 2019, the leak most likely would have gone undetected until too late.
• One alarming detail — leaked to The Wall Street Journal and confirmed by current and former U.S. government officials — is that scientists on Dr. Shi’s team fell ill with Covid-like symptoms in the fall of 2019 . One of the scientists had been named in the Defuse proposal as the person in charge of virus discovery work. The scientists denied having been sick .

4 The hypothesis that Covid-19 came from an animal at the Huanan Seafood Market in Wuhan is not supported by strong evidence.

• In December 2019, Chinese investigators assumed the outbreak had started at a centrally located market frequented by thousands of visitors daily. This bias in their search for early cases meant that cases unlinked to or located far away from the market would very likely have been missed. To make things worse, the Chinese authorities blocked the reporting of early cases not linked to the market and, claiming biosafety precautions, ordered the destruction of patient samples on January 3, 2020, making it nearly impossible to see the complete picture of the earliest Covid-19 cases. Information about dozens of early cases from November and December 2019 remains inaccessible.
• A pair of papers published in Science in 2022 made the best case for SARS‑CoV‑2 having emerged naturally from human-animal contact at the Wuhan market by focusing on a map of the early cases and asserting that the virus had jumped from animals into humans twice at the market in 2019. More recently, the two papers have been countered by other virologists and scientists who convincingly demonstrate that the available market evidence does not distinguish between a human superspreader event and a natural spillover at the market.
• Furthermore, the existing genetic and early case data show that all known Covid-19 cases probably stem from a single introduction of SARS‑CoV‑2 into people, and the outbreak at the Wuhan market probably happened after the virus had already been circulating in humans.

An analysis of SARS-CoV-2’s evolutionary tree shows how the virus evolved as it started to spread through humans.

SARS-COV-2 Viruses closest

to bat coronaviruses

more mutations

Source: Lv et al., Virus Evolution (2024) , as reproduced by Jesse Bloom

The viruses that infected people linked to the market were most likely not the earliest form of the virus that started the pandemic.

• Not a single infected animal has ever been confirmed at the market or in its supply chain. Without good evidence that the pandemic started at the Huanan Seafood Market, the fact that the virus emerged in Wuhan points squarely at its unique SARS-like virus laboratory.

5 Key evidence that would be expected if the virus had emerged from the wildlife trade is still missing.

In previous outbreaks of coronaviruses, scientists were able to demonstrate natural origin by collecting multiple pieces of evidence linking infected humans to infected animals.

Infected animals

Earliest known

cases exposed to

live animals

Antibody evidence

of animals and

animal traders having

been infected

Ancestral variants

of the virus found in

Documented trade

of host animals

between the area

where bats carry

closely related viruses

and the outbreak site

Infected animals found

Earliest known cases exposed to live animals

Antibody evidence of animals and animal

traders having been infected

Ancestral variants of the virus found in animals

Documented trade of host animals

between the area where bats carry closely

related viruses and the outbreak site

For SARS-CoV-2, these same key pieces of evidence are still missing , more than four years after the virus emerged.

For SARS-CoV-2, these same key pieces of evidence are still missing ,

more than four years after the virus emerged.

• Despite the intense search trained on the animal trade and people linked to the market, investigators have not reported finding any animals infected with SARS‑CoV‑2 that had not been infected by humans. Yet, infected animal sources and other connective pieces of evidence were found for the earlier SARS and MERS outbreaks as quickly as within a few days, despite the less advanced viral forensic technologies of two decades ago.
• Even though Wuhan is the home base of virus hunters with world-leading expertise in tracking novel SARS-like viruses, investigators have either failed to collect or report key evidence that would be expected if Covid-19 emerged from the wildlife trade . For example, investigators have not determined that the earliest known cases had exposure to intermediate host animals before falling ill. No antibody evidence shows that animal traders in Wuhan are regularly exposed to SARS-like viruses, as would be expected in such situations.
• With today’s technology, scientists can detect how respiratory viruses — including SARS, MERS and the flu — circulate in animals while making repeated attempts to jump across species . Thankfully, these variants usually fail to transmit well after crossing over to a new species and tend to die off after a small number of infections. In contrast, virologists and other scientists agree that SARS‑CoV‑2 required little to no adaptation to spread rapidly in humans and other animals . The virus appears to have succeeded in causing a pandemic upon its only detected jump into humans.

The pandemic could have been caused by any of hundreds of virus species, at any of tens of thousands of wildlife markets, in any of thousands of cities, and in any year. But it was a SARS-like coronavirus with a unique furin cleavage site that emerged in Wuhan, less than two years after scientists, sometimes working under inadequate biosafety conditions, proposed collecting and creating viruses of that same design.

While several natural spillover scenarios remain plausible, and we still don’t know enough about the full extent of virus research conducted at the Wuhan institute by Dr. Shi’s team and other researchers, a laboratory accident is the most parsimonious explanation of how the pandemic began.

Given what we now know, investigators should follow their strongest leads and subpoena all exchanges between the Wuhan scientists and their international partners, including unpublished research proposals, manuscripts, data and commercial orders. In particular, exchanges from 2018 and 2019 — the critical two years before the emergence of Covid-19 — are very likely to be illuminating (and require no cooperation from the Chinese government to acquire), yet they remain beyond the public’s view more than four years after the pandemic began.

Whether the pandemic started on a lab bench or in a market stall, it is undeniable that U.S. federal funding helped to build an unprecedented collection of SARS-like viruses at the Wuhan institute, as well as contributing to research that enhanced them . Advocates and funders of the institute’s research, including Dr. Fauci, should cooperate with the investigation to help identify and close the loopholes that allowed such dangerous work to occur. The world must not continue to bear the intolerable risks of research with the potential to cause pandemics .

A successful investigation of the pandemic’s root cause would have the power to break a decades-long scientific impasse on pathogen research safety, determining how governments will spend billions of dollars to prevent future pandemics. A credible investigation would also deter future acts of negligence and deceit by demonstrating that it is indeed possible to be held accountable for causing a viral pandemic. Last but not least, people of all nations need to see their leaders — and especially, their scientists — heading the charge to find out what caused this world-shaking event. Restoring public trust in science and government leadership requires it.

A thorough investigation by the U.S. government could unearth more evidence while spurring whistleblowers to find their courage and seek their moment of opportunity. It would also show the world that U.S. leaders and scientists are not afraid of what the truth behind the pandemic may be.

More on how the pandemic may have started

Where Did the Coronavirus Come From? What We Already Know Is Troubling.

Even if the coronavirus did not emerge from a lab, the groundwork for a potential disaster had been laid for years, and learning its lessons is essential to preventing others.

By Zeynep Tufekci

Why Does Bad Science on Covid’s Origin Get Hyped?

If the raccoon dog was a smoking gun, it fired blanks.

By David Wallace-Wells

A Plea for Making Virus Research Safer

A way forward for lab safety.

By Jesse Bloom

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Alina Chan ( @ayjchan ) is a molecular biologist at the Broad Institute of M.I.T. and Harvard, and a co-author of “ Viral : The Search for the Origin of Covid-19.” She was a member of the Pathogens Project , which the Bulletin of the Atomic Scientists organized to generate new thinking on responsible, high-risk pathogen research.

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5 strategies to unlock your winning college essay.

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CAMBRIDGE, MASSACHUSETTS - JUNE 29: People walk through the gate on Harvard Yard at the Harvard ... [+] University campus on June 29, 2023 in Cambridge, Massachusetts. The U.S. Supreme Court ruled that race-conscious admission policies used by Harvard and the University of North Carolina violate the Constitution, bringing an end to affirmative action in higher education. (Photo by Scott Eisen/Getty Images)

The college application season is upon us, and high school students everywhere are staring down at one of the most daunting tasks: the college essay. As someone who has guided countless applicants through the admissions process and reviewed admissions essays on an undergraduate admissions committee, I've pinpointed the essential ingredient to a differentiated candidacy—the core of your college admissions X-factor .

The essential ingredient to your college admissions X-factor is your intellectual vitality. Intellectual vitality is your passion for learning and curiosity. By demonstrating and conveying this passion, you can transform an average essay into a compelling narrative that boosts your chances of getting accepted to your top schools. Here are five dynamic strategies to achieve that goal.

Unleash Your Authentic Voice

Admissions officers sift through thousands of essays every year. What stops them in their tracks? An authentic voice that leaps off the page. Forget trying to guess what the admissions committee wants to hear. Focus on being true to yourself. Share your unique perspective, your passions, and your values. Authenticity resonates deeply with application reviewers, making your essay memorable and impactful. You need not have experienced trauma or tragedy to create a strong narrative. You can write about what you know—intellectually or personally—to convey your enthusiasm, creativity, and leadership. Intellectual vitality shines through when you write with personalized reflection about what lights you up.

Weave A Captivating Story

Everyone loves a good story, and your essay is the perfect place to tell yours. The Common Application personal statement has seven choices of prompts to ground the structure for your narrative. The most compelling stories are often about the smallest moments in life, whether it’s shopping at Costco or about why you wear socks that have holes. Think of the Common Application personal statement as a window into your soul rather than a dry list of your achievements or your overly broad event-based life story. Use vivid anecdotes to bring your experiences to life. A well-told story can showcase your growth, highlight your character, and illustrate how you've overcome challenges. Intellectual vitality often emerges in these narratives, revealing how your curiosity and proactive approach to learning have driven you to explore and innovate.

Reflect And Reveal Insights

It's not just about what you've done—it's about what you've learned along the way. When you are writing about a specific event, you can use the STAR framework—situation, task, action, and result (your learning). Focus most of your writing space on the “R” part of this framework to dive deeply into your experiences and reflect on how they've shaped your aspirations and identity.

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The most insightful college-specific supplement essays demonstrate depth of thought, and the ability to connect past experiences with your future life in college and beyond. Reflecting on your intellectual journey signals maturity and a readiness to embrace the college experience. It shows admissions officers that you engage deeply with your studies and are eager to contribute to the academic community.

Highlight Your Contributions—But Don’t Brag

Whether it's a special talent, an unusual hobby, or a unique perspective, showcasing what you can bring to the college environment can make a significant impact. Recognize that the hard work behind the accomplishment is what colleges are interested in learning more about—not retelling about the accomplishment itself. (Honors and activities can be conveyed in another section of the application.) Walk us through the journey to your summit; don’t just take us to the peak and expect us know how you earned it.

Intellectual vitality can be demonstrated through your proactive approach to solving problems, starting new projects, or leading initiatives that reflect your passion for learning and growth. These experiences often have a place in the college-specific supplement essays. They ground the reasons why you want to study in your major and at the particular college.

Perfect Your Prose

Great writing is essential. Anyone can use AI or a thesaurus to assist with an essay, but AI cannot write your story in the way that you tell it. Admissions officers don’t give out extra credit for choosing the longest words with the most amount of syllables.

The best essays have clear, coherent language and are free of errors. The story is clearly and specifically told. After drafting, take the time to revise and polish your writing. Seek feedback from teachers, mentors, or trusted friends, but ensure the final piece is unmistakably yours. A well-crafted essay showcases your diligence and attention to detail—qualities that admissions officers highly value. Intellectual vitality is also reflected in your writing process, showing your commitment to excellence and your enthusiasm for presenting your best self.

Crafting a standout college essay is about presenting your true self in an engaging, reflective, and polished manner while showcasing your intellectual vitality. Happy writing.

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• Jewish Studies Program

CROWN FAMILY CENTER FOR JEWISH AND ISRAEL STUDIES

Emma derose wins the jill stacey harris undergraduate essay prize.

June 6, 2024

The Crown Family Center for Jewish and Israel Studies is pleased to award this year’s Jill Stacey Harris Prize in Jewish Studies to Emma DeRose. DeRose submitted her paper “Red Sacrifice: An Examination of the 'Soviet-Jewish Imagination' in Isaac Babel’s 'My First Goose'" to Prof. Yohanan Petrovsky-Shtern’s course “Jews in Poland, Ukraine, and Russia”. The committee is unanimous in finding DeRose’s paper to be not only remarkably well-written and exhaustively researched, but also insightful, original, and historically nuanced. It is further exceptional for integrating and threading several different fields: Russian and Slavic studies, Jewish religious traditions, East European history, memory studies, and gender studies. Her argument is well streamlined, importantly and ingeniously also pointing to the significance of studying the suppression of memory about Judaism among socialist-minded Jews.     

The Jill Stacey Harris Prize in Jewish Studies has been awarded annually since 1991 for the best undergraduate essay in the field of Jewish Studies. Student papers are nominated by the faculty in Jewish Studies and an independent committee evaluates and judges the nominated submissions.

2024 Naval Intelligence Essay Contest

Cosponsored by the u.s. naval institute and naval intelligence professionals.

The Challenge  

Conflicts in Ukraine and the Middle East offer real-world case studies in modern technology applied to enduring conflicts. Militaries around the globe are working to gain insights from these conflicts and apply them to their own situations and national interests. At the same time, U.S. Navy leaders aspire to double down on technological change in the face of meager resources and institutional resistance. This year’s Naval Intelligence Essay Contest challenges you to think about the roles of naval intelligence in this dynamic and uncertain future. Potential themes include:

• How can naval intelligence most effectively sense, understand, and convey insights from current conflicts while guarding against simplistic and misleading lessons?
• Has integrating naval intelligence into the information warfare community positioned it most effectively to support the future Navy? • How might widespread Navy employment of unmanned systems affect naval intelligence?
• In a world in which commercial providers sell targeting-quality maritime intelligence as a service, what is the role of naval intelligence professionals in a future Navy?
• What lessons does the recent real-world employment of land-based fires against maritime platforms offer for naval intelligence?

Submission Guidelines

• Open to all contributors -- active-duty military, reservists, veterans, and civilians.
• Essays must be no more than 2,500 words , excluding end notes and sources. Include word count on title page of the essay.
• Essays are judged in the blind. Do not include author name(s) on the title page or within the body of the essay.
• Submit essay as a Word document at www.usni.org/navalintelligence no later than 31 July 2024.
• Essay must be original and not previously published (online or in print) or being considered for publication elsewhere. 

First Prize: $5,000

Second Prize: $2,500

Third Prize: $1,500

Selection Process

A panel of expert judges compiled by the U.S.  Naval Institute and Naval Intelligence Professionals will evaluate and judge all entries submitted to the contest. Essays will be judged in the blind—i.e., the judging panel will not know the authors of the essays. Since we receive so many submissions (more than 100 per month!), notification of acceptance on one of our platforms can take 4-6 months. We will notify you via email if your essay is selected for a prize or for publication.

Announcement of the Winners

Winners will be recognized at the Naval Intelligence Professionals' Annual Meeting.

Submit your Essay

Previous Winners

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2023-24 Guidance for Artificial Intelligence Tools and Other Services

Ap african american studies policy.

Generative AI tools must be used ethically, responsibly, and intentionally to support student learning, not to bypass it. Accordingly, the AP African American Studies Individual Student Project must be the student’s own work. While students are permitted to use generative AI tools consistent with this policy, their use is optional and not mandatory.  

Students can use generative AI tools as optional aids for exploration of potential topics of inquiry, initial searches for sources of information, confirming their understanding of a complex text, or checking their writing for grammar and tone. However, students must read primary and secondary sources directly, perform their own analysis and synthesis of evidence, and make their own choices on how to communicate effectively in their presentations. It remains the student’s responsibility to engage deeply with credible, valid sources and integrate diverse perspectives when working on the project.  

AP Art and Design Policy

The use of artificial intelligence tools by AP Art and Design students is categorically prohibited at any stage of the creative process. 

AP Capstone Policy

Generative AI tools must be used ethically, responsibly, and intentionally to support student learning, not to bypass it. Accordingly, all performance tasks submitted in AP Seminar and AP Research must be the student’s own work. While students are permitted to use generative AI tools consistent with this policy, their use is optional and not mandatory. 

Students can use generative AI tools as optional aids for exploration of potential topics of inquiry, initial searches for sources of information, confirming their understanding of a complex text, or checking their writing for grammar and tone. However, students must read primary and secondary sources directly, perform their own analysis and synthesis of evidence, and make their own choices on how to communicate effectively both in their writing and presentations. It remains the student’s responsibility to engage deeply with credible, valid sources and integrate diverse perspectives when working on the performance tasks. Students must complete interim “checkpoints” with their teacher to demonstrate genuine engagement with the tasks.   

Required Checkpoints and Attestations   for AP Capstone

To ensure students are not using generative AI to bypass work, students must complete interim checkpoints with their teacher to demonstrate genuine engagement with the tasks. AP Seminar and AP Research students will need to complete the relevant checkpoints successfully to receive a score for their performance tasks. Teachers must attest, to the best of their knowledge, that students completed the checkpoints authentically. Failure to complete the checkpoints will result in a score of 0 on the associated task.  

In AP Seminar, teachers assess the authenticity of student work based on checkpoints that take the form of short conversations with students during which students make their thinking and decision-making visible (similar to an oral defense). These checkpoints should occur during the sources and research phase (IRR and IWA), and argument outline phase (IWA only). A final validation checkpoint (IRR and IWA) requires teachers to confirm the student’s final submission is, to the best of their knowledge, authentic student work. 

In AP Research, students must complete checkpoints in the form of in-progress meetings and work in the Process and Reflection Portfolio (PREP). No further checkpoints will be required. 

College Board reserves the right to investigate submissions where there is evidence of the inappropriate use of generative AI as an academic integrity violation and request from students copies of their interim work for review.  

Please see the AP Seminar and AP Research course and exam descriptions (CEDs) for the current policy on AI and other tools along with guidance on administering mandatory checkpoints.

AP Computer Science Principles Policy

AP Computer Science Principles students are permitted to utilize generative AI tools as supplementary resources for understanding coding principles, assisting in code development, and debugging. This responsible use aligns with current guidelines for peer collaboration on developing code.    

Students should be aware that generative AI tools can produce incomplete code, code that creates or introduces biases, code with errors, inefficiencies in how the code executes, or code complexities that make it difficult to understand and therefore explain the code. It is the student’s responsibility to review and understand any code co-written with AI tools, ensuring its functionality. Additionally, students must be prepared to explain their code in detail, as required on the end-of-course exam. 

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• How to write an essay introduction | 4 steps & examples

How to Write an Essay Introduction | 4 Steps & Examples

Published on February 4, 2019 by Shona McCombes . Revised on July 23, 2023.

A good introduction paragraph is an essential part of any academic essay . It sets up your argument and tells the reader what to expect.

The main goals of an introduction are to:

• Catch your reader’s attention.
• Give background on your topic.
• Present your thesis statement —the central point of your essay.

This introduction example is taken from our interactive essay example on the history of Braille.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

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Table of contents

Step 1: hook your reader, step 2: give background information, step 3: present your thesis statement, step 4: map your essay’s structure, step 5: check and revise, more examples of essay introductions, other interesting articles, frequently asked questions about the essay introduction.

Your first sentence sets the tone for the whole essay, so spend some time on writing an effective hook.

Avoid long, dense sentences—start with something clear, concise and catchy that will spark your reader’s curiosity.

The hook should lead the reader into your essay, giving a sense of the topic you’re writing about and why it’s interesting. Avoid overly broad claims or plain statements of fact.

Examples: Writing a good hook

Take a look at these examples of weak hooks and learn how to improve them.

• Braille was an extremely important invention.
• The invention of Braille was a major turning point in the history of disability.

The first sentence is a dry fact; the second sentence is more interesting, making a bold claim about exactly  why the topic is important.

• The internet is defined as “a global computer network providing a variety of information and communication facilities.”
• The spread of the internet has had a world-changing effect, not least on the world of education.

Avoid using a dictionary definition as your hook, especially if it’s an obvious term that everyone knows. The improved example here is still broad, but it gives us a much clearer sense of what the essay will be about.

• Mary Shelley’s  Frankenstein is a famous book from the nineteenth century.
• Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement.

Instead of just stating a fact that the reader already knows, the improved hook here tells us about the mainstream interpretation of the book, implying that this essay will offer a different interpretation.

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Next, give your reader the context they need to understand your topic and argument. Depending on the subject of your essay, this might include:

• Historical, geographical, or social context
• An outline of the debate you’re addressing
• A summary of relevant theories or research about the topic
• Definitions of key terms

The information here should be broad but clearly focused and relevant to your argument. Don’t give too much detail—you can mention points that you will return to later, but save your evidence and interpretation for the main body of the essay.

How much space you need for background depends on your topic and the scope of your essay. In our Braille example, we take a few sentences to introduce the topic and sketch the social context that the essay will address:

Now it’s time to narrow your focus and show exactly what you want to say about the topic. This is your thesis statement —a sentence or two that sums up your overall argument.

This is the most important part of your introduction. A  good thesis isn’t just a statement of fact, but a claim that requires evidence and explanation.

The goal is to clearly convey your own position in a debate or your central point about a topic.

Particularly in longer essays, it’s helpful to end the introduction by signposting what will be covered in each part. Keep it concise and give your reader a clear sense of the direction your argument will take.

Prevent plagiarism. Run a free check.

As you research and write, your argument might change focus or direction as you learn more.

For this reason, it’s often a good idea to wait until later in the writing process before you write the introduction paragraph—it can even be the very last thing you write.

When you’ve finished writing the essay body and conclusion , you should return to the introduction and check that it matches the content of the essay.

It’s especially important to make sure your thesis statement accurately represents what you do in the essay. If your argument has gone in a different direction than planned, tweak your thesis statement to match what you actually say.

To polish your writing, you can use something like a paraphrasing tool .

You can use the checklist below to make sure your introduction does everything it’s supposed to.

Checklist: Essay introduction

My first sentence is engaging and relevant.

I have introduced the topic with necessary background information.

I have defined any important terms.

My thesis statement clearly presents my main point or argument.

Everything in the introduction is relevant to the main body of the essay.

You have a strong introduction - now make sure the rest of your essay is just as good.

• Argumentative
• Literary analysis

This introduction to an argumentative essay sets up the debate about the internet and education, and then clearly states the position the essay will argue for.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

This introduction to a short expository essay leads into the topic (the invention of the printing press) and states the main point the essay will explain (the effect of this invention on European society).

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

This introduction to a literary analysis essay , about Mary Shelley’s Frankenstein , starts by describing a simplistic popular view of the story, and then states how the author will give a more complex analysis of the text’s literary devices.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale. Arguably the first science fiction novel, its plot can be read as a warning about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, and in popular culture representations of the character as a “mad scientist”, Victor Frankenstein represents the callous, arrogant ambition of modern science. However, far from providing a stable image of the character, Shelley uses shifting narrative perspectives to gradually transform our impression of Frankenstein, portraying him in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

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

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

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

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

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

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

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

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What is cloud computing?

With cloud computing, organizations essentially buy a range of services offered by cloud service providers (CSPs). The CSP’s servers host all the client’s applications. Organizations can enhance their computing power more quickly and cheaply via the cloud than by purchasing, installing, and maintaining their own servers.

The cloud-computing model is helping organizations to scale new digital solutions with greater speed and agility—and to create value more quickly. Developers use cloud services to build and run custom applications and to maintain infrastructure and networks for companies of virtually all sizes—especially large global ones. CSPs offer services, such as analytics, to handle and manipulate vast amounts of data. Time to market accelerates, speeding innovation to deliver better products and services across the world.

What are examples of cloud computing’s uses?

Get to know and directly engage with senior mckinsey experts on cloud computing.

Brant Carson is a senior partner in McKinsey’s Vancouver office; Chandra Gnanasambandam and Anand Swaminathan are senior partners in the Bay Area office; William Forrest is a senior partner in the Chicago office; Leandro Santos is a senior partner in the Atlanta office; Kate Smaje is a senior partner in the London office.

Cloud computing came on the scene well before the global pandemic hit, in 2020, but the ensuing digital dash  helped demonstrate its power and utility. Here are some examples of how businesses and other organizations employ the cloud:

• A fast-casual restaurant chain’s online orders multiplied exponentially during the 2020 pandemic lockdowns, climbing to 400,000 a day, from 50,000. One pleasant surprise? The company’s online-ordering system could handle the volume—because it had already migrated to the cloud . Thanks to this success, the organization’s leadership decided to accelerate its five-year migration plan to less than one year.
• A biotech company harnessed cloud computing to deliver the first clinical batch of a COVID-19 vaccine candidate for Phase I trials in just 42 days—thanks in part to breakthrough innovations using scalable cloud data storage and computing  to facilitate processes ensuring the drug’s safety and efficacy.
• Banks use the cloud for several aspects of customer-service management. They automate transaction calls using voice recognition algorithms and cognitive agents (AI-based online self-service assistants directing customers to helpful information or to a human representative when necessary). In fraud and debt analytics, cloud solutions enhance the predictive power of traditional early-warning systems. To reduce churn, they encourage customer loyalty through holistic retention programs managed entirely in the cloud.
• Automakers are also along for the cloud ride . One company uses a common cloud platform that serves 124 plants, 500 warehouses, and 1,500 suppliers to consolidate real-time data from machines and systems and to track logistics and offer insights on shop floor processes. Use of the cloud could shave 30 percent off factory costs by 2025—and spark innovation at the same time.

That’s not to mention experiences we all take for granted: using apps on a smartphone, streaming shows and movies, participating in videoconferences. All of these things can happen in the cloud.

Learn more about our Cloud by McKinsey , Digital McKinsey , and Technology, Media, & Telecommunications  practices.

How has cloud computing evolved?

Going back a few years, legacy infrastructure dominated IT-hosting budgets. Enterprises planned to move a mere 45 percent of their IT-hosting expenditures to the cloud by 2021. Enter COVID-19, and 65 percent of the decision makers surveyed by McKinsey increased their cloud budgets . An additional 55 percent ended up moving more workloads than initially planned. Having witnessed the cloud’s benefits firsthand, 40 percent of companies expect to pick up the pace of implementation.

The cloud revolution has actually been going on for years—more than 20, if you think the takeoff point was the founding of Salesforce, widely seen as the first software as a service (SaaS) company. Today, the next generation of cloud, including capabilities such as serverless computing, makes it easier for software developers to tweak software functions independently, accelerating the pace of release, and to do so more efficiently. Businesses can therefore serve customers and launch products in a more agile fashion. And the cloud continues to evolve.

Introducing McKinsey Explainers : Direct answers to complex questions

Cost savings are commonly seen as the primary reason for moving to the cloud but managing those costs requires a different and more dynamic approach focused on OpEx rather than CapEx. Financial-operations (or FinOps) capabilities  can indeed enable the continuous management and optimization of cloud costs . But CSPs have developed their offerings so that the cloud’s greatest value opportunity is primarily through business innovation and optimization. In 2020, the top-three CSPs reached $100 billion  in combined revenues—a minor share of the global $2.4 trillion market for enterprise IT services—leaving huge value to be captured. To go beyond merely realizing cost savings, companies must activate three symbiotic rings of cloud value creation : strategy and management, business domain adoption, and foundational capabilities.

What’s the main reason to move to the cloud?

The pandemic demonstrated that the digital transformation can no longer be delayed—and can happen much more quickly than previously imagined. Nothing is more critical to a corporate digital transformation than becoming a cloud-first business. The benefits are faster time to market, simplified innovation and scalability, and reduced risk when effectively managed. The cloud lets companies provide customers with novel digital experiences—in days, not months—and delivers analytics absent on legacy platforms. But to transition to a cloud-first operating model, organizations must make a collective effort that starts at the top. Here are three actions CEOs can take to increase the value their companies get from cloud computing :

• Establish a sustainable funding model.
• Develop a new business technology operating model.
• Set up policies to attract and retain the right engineering talent.

How much value will the cloud create?

Fortune 500 companies adopting the cloud could realize more than $1 trillion in value  by 2030, and not from IT cost reductions alone, according to McKinsey’s analysis of 700 use cases.

For example, the cloud speeds up design, build, and ramp-up, shortening time to market when companies have strong DevOps (the combination of development and operations) processes in place; groups of software developers customize and deploy software for operations that support the business. The cloud’s global infrastructure lets companies scale products almost instantly to reach new customers, geographies, and channels. Finally, digital-first companies use the cloud to adopt emerging technologies and innovate aggressively, using digital capabilities as a competitive differentiator to launch and build businesses .

If companies pursue the cloud’s vast potential in the right ways, they will realize huge value. Companies across diverse industries have implemented the public cloud and seen promising results. The successful ones defined a value-oriented strategy across IT and the business, acquired hands-on experience operating in the cloud, adopted a technology-first approach, and developed a cloud-literate workforce.

Learn more about our Cloud by McKinsey and Digital McKinsey practices.

What is the cloud cost/procurement model?

Some cloud services, such as server space, are leased. Leasing requires much less capital up front than buying, offers greater flexibility to switch and expand the use of services, cuts the basic cost of buying hardware and software upfront, and reduces the difficulties of upkeep and ownership. Organizations pay only for the infrastructure and computing services that meet their evolving needs. But an outsourcing model  is more apt than other analogies: the computing business issues of cloud customers are addressed by third-party providers that deliver innovative computing services on demand to a wide variety of customers, adapt those services to fit specific needs, and work to constantly improve the offering.

What are cloud risks?

The cloud offers huge cost savings and potential for innovation. However, when companies migrate to the cloud, the simple lift-and-shift approach doesn’t reduce costs, so companies must remediate their existing applications to take advantage of cloud services.

For instance, a major financial-services organization  wanted to move more than 50 percent of its applications to the public cloud within five years. Its goals were to improve resiliency, time to market, and productivity. But not all its business units needed to transition at the same pace. The IT leadership therefore defined varying adoption archetypes to meet each unit’s technical, risk, and operating-model needs.

Legacy cybersecurity architectures and operating models can also pose problems when companies shift to the cloud. The resulting problems, however, involve misconfigurations rather than inherent cloud security vulnerabilities. One powerful solution? Securing cloud workloads for speed and agility : automated security architectures and processes enable workloads to be processed at a much faster tempo.

What kind of cloud talent is needed?

The talent demands of the cloud differ from those of legacy IT. While cloud computing can improve the productivity of your technology, it requires specialized and sometimes hard-to-find talent—including full-stack developers, data engineers, cloud-security engineers, identity- and access-management specialists, and cloud engineers. The cloud talent model  should thus be revisited as you move forward.

Six practical actions can help your organization build the cloud talent you need :

• Find engineering talent with broad experience and skills.
• Balance talent maturity levels and the composition of teams.
• Build an extensive and mandatory upskilling program focused on need.
• Build an engineering culture that optimizes the developer experience.
• Consider using partners to accelerate development and assign your best cloud leaders as owners.
• Retain top talent by focusing on what motivates them.

How do different industries use the cloud?

Different industries are expected to see dramatically different benefits from the cloud. High-tech, retail, and healthcare organizations occupy the top end of the value capture continuum. Electronics and semiconductors, consumer-packaged-goods, and media companies make up the middle. Materials, chemicals, and infrastructure organizations cluster at the lower end.

Nevertheless, myriad use cases provide opportunities to unlock value across industries , as the following examples show:

• a retailer enhancing omnichannel  fulfillment, using AI to optimize inventory across channels and to provide a seamless customer experience
• a healthcare organization implementing remote heath monitoring to conduct virtual trials and improve adherence
• a high-tech company using chatbots to provide premier-level support combining phone, email, and chat
• an oil and gas company employing automated forecasting to automate supply-and-demand modeling and reduce the need for manual analysis
• a financial-services organization implementing customer call optimization using real-time voice recognition algorithms to direct customers in distress to experienced representatives for retention offers
• a financial-services provider moving applications in customer-facing business domains to the public cloud to penetrate promising markets more quickly and at minimal cost
• a health insurance carrier accelerating the capture of billions of dollars in new revenues by moving systems to the cloud to interact with providers through easier onboarding

The cloud is evolving  to meet the industry-specific needs of companies. From 2021 to 2024, public-cloud spending on vertical applications (such as warehouse management in retailing and enterprise risk management in banking) is expected to grow by more than 40 percent annually. Spending on horizontal workloads (such as customer relationship management) is expected to grow by 25 percent. Healthcare and manufacturing organizations, for instance, plan to spend around twice as much on vertical applications as on horizontal ones.

Learn more about our Cloud by McKinsey , Digital McKinsey , Financial Services , Healthcare Systems & Services , Retail , and Technology, Media, & Telecommunications  practices.

What are the biggest cloud myths?

Views on cloud computing can be clouded by misconceptions. Here are seven common myths about the cloud —all of which can be debunked:

• The cloud’s value lies primarily in reducing costs.
• Cloud computing costs more than in-house computing.
• On-premises data centers are more secure than the cloud.
• Applications run more slowly in the cloud.
• The cloud eliminates the need for infrastructure.
• The best way to move to the cloud is to focus on applications or data centers.
• You must lift and shift applications as-is or totally refactor them.

How large must my organization be to benefit from the cloud?

Here’s one more huge misconception: the cloud is just for big multinational companies. In fact, cloud can help make small local companies become multinational. A company’s benefits from implementing the cloud are not constrained by its size. In fact, the cloud shifts barrier to entry skill rather than scale, making it possible for a company of any size to compete if it has people with the right skills. With cloud, highly skilled small companies can take on established competitors. To realize the cloud’s immense potential value fully, organizations must take a thoughtful approach, with IT and the businesses working together.

For more in-depth exploration of these topics, see McKinsey’s Cloud Insights collection. Learn more about Cloud by McKinsey —and check out cloud-related job opportunities if you’re interested in working at McKinsey.

Articles referenced include:

• “ Six practical actions for building the cloud talent you need ,” January 19, 2022, Brant Carson , Dorian Gärtner , Keerthi Iyengar, Anand Swaminathan , and Wayne Vest
• “ Cloud-migration opportunity: Business value grows, but missteps abound ,” October 12, 2021, Tara Balakrishnan, Chandra Gnanasambandam , Leandro Santos , and Bhargs Srivathsan
• “ Cloud’s trillion-dollar prize is up for grabs ,” February 26, 2021, Will Forrest , Mark Gu, James Kaplan , Michael Liebow, Raghav Sharma, Kate Smaje , and Steve Van Kuiken
• “ Unlocking value: Four lessons in cloud sourcing and consumption ,” November 2, 2020, Abhi Bhatnagar , Will Forrest , Naufal Khan , and Abdallah Salami
• “ Three actions CEOs can take to get value from cloud computing ,” July 21, 2020, Chhavi Arora , Tanguy Catlin , Will Forrest , James Kaplan , and Lars Vinter

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