why is writing a research paper so difficult

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5 Reasons Why Research Paper Writing Is So Difficult for Students

A research paper is designed to test a student's capability to interpret a topic, collect information, analyze it and write a comprehensive essay. For one reason or another, students tend to fall short of these skills that lead to underperformance in the long run. Nowadays, there are alternative solutions to research paper writing including buying research papers from online experts. Still, there are some vital aspects of a research paper that should be perfected for a student to garner exemplary scores. Let us highlight some of the reasons why students find paper writing difficult. 

What Prevents You from Writing a Research Paper? - These 5 Points

1. Tough Topic Is Chosen

The right topic makes it possible for everything else to fall in place. It is crucial for students to make their choice keenly. Unfortunately, there are two excesses - whether a student selects the simplest research paper topics that are explored enough or too complex topics that are hardly investigated. Keep in mind that It isn't a good idea to follow controversial topics . The right topic should be easy to approach and easy to back up as well.  Additionally, it should be wide enough to allow numerous data sources for a timely, pocket-friendly and effortless research process. 

2. No Free Time to Deal with Writing

In addition to the choice of complex topics, there is a lack of time to explore them. As soon as a student is assigned with the task to write a research paper or any other paper, there is an urgent need to do something. What haven't you done recently? Go shopping, cook, do the laundry and clean your rooms. All that can be named as simple procrastination. However, there are those who really lack time to perform written tasks - full-time or part-time workers, family people, athletes, etc. Without any doubt, it will be difficult for them to write term papers.

3. 100% Original Research Is Required

The time needed to write a good research paper is extended because of different research paper requirements. One of the aspects that students fail to get right is the originality - it is required to have the total originality. How does it usually happen? A student is given a topic, and he/she tries to find any relevant paper on the given topic coping some ideas and pasting them in a paper. Isn't familiar to you? Surely! But it doesn't simplify the whole research and writing process. Nonetheless, even after finding the right sources, there is the issue of proper structuring so that all will look academically correct. 

4. Strong Writing Skills Shortage

After selecting a topic and conducting research, now it comes to putting the findings in a way that answers the research question. Writing a term paper can be a nightmare for most students. Some of them simply do not believe in their own work, hence, end up buying research papers. Others rush against time thus churning out mediocre papers. Moreover, inadequate knowledge of a topic may result in a poor flow of ideas as well as the presentation of illogical arguments. 

5. Some Editing Issues Confuse

The average length of a term paper falls between 15 to 20 quality pages. Such bulky content demands time for one to go through, edit and fine tune. Well, students do shoddy work when it comes to editing. While some fail to pay attention to key areas, others do it in a rush or neglect the editing process totally. Thorough editing is as important as any other step in writing research papers. 

5 Key Steps for Easy and Quick Research Paper Writing

1. Select an Adequate Topic

The very first way towards writing a research paper fast and easily is to select a topic that is doable.  It should be a topic that one understands better thus opening room to more sources of information for stronger arguments. Besides that, a broad topic makes the research process easy. You should stay away from topics that are sensitive or controversial as they will draw research participants away. 

2. Do Extensive Research 

Extensive research on a chosen topic should be undertaken before an outline for the paper is created. Research provides sufficient information to back up the main topic. However, the research should be done from credible sources. This helps with citation hence eliminating plagiarism.  Information from multiple sources will be more solid compared to evidence drawn from one source. To avoid all the hustle that comes citing and crediting the sources, you can rewrite or paraphrase.

3. Come up with the Coherent Structure of the Paper

The structure of a term paper includes key chapters or parts, paragraphs and other points that play a great role in the content presentation. It gives the paper that neat look in addition to keeping it organized. Furthermore, it makes it easy for students to figure out how information will be distributed so that the content will look logical and logically complete. It is vital for the whole text to be written in a similar format. 

4. Draft a Research Paper Several Times

All ideas and arguments should be presented in a way that is logical. Other than that, there should be a strong connection between the thesis and the evidence provided to answer the research question. Proper grammar and language use has to be observed as well. The best conclusion is composed of an overview of the most important facts in the body. It helps to emphasize your arguments in the paper.  

5. Do Through Proofreading and Editing

Proofreading and editing will get rid of any errors that might be overlooked while writing. Texts and sentences that do not conform to the main topic are to be eliminated.

Research paper writing has to be done perfectly owing to an integral part of the education system. It is possible to write the papers fast and easy with the guide above. Nonetheless, you should not hesitate to order or purchase a custom research paper from online professionals in case you are overwhelmed.

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• Published: 30 March 2017

It's not just you: science papers are getting harder to read

• Philip Ball  

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Papers from 2015 are a tougher read than some from the nineteenth century — and the problem isn't just about words, says Philip Ball.

Modern scientific texts are more impenetrable than they were over a century ago, suggests a team of researchers in Sweden. It’s easy to believe that.

You can be confident, for example, that if you pick up a random copy of Nature (which has long prided itself on the relative accessibility of its papers), you may find sentences like this in the abstracts:

Here we show that in mice DND1 binds a UU(A/U) trinucleotide motif predominantly in the 3' untranslated regions of mRNA, and destabilizes target mRNAs through direct recruitment of the CCR4-NOT deadenylase complex.

But this type of jargon-heavy phrasing is not the only problem that neuroscientist William Hedley Thompson and his colleagues at the Karolinska Institute in Stockholm are tackling in their analysis. They scoured more than 700,000 English-language abstracts published between 1881 and 2015 in 122 leading biomedical journals. Their study 1 , posted on the preprint server bioRxiv on 28 March, suggests that it’s not just the technical jargon that has been on the rise.

There has also, the authors say, been an increase in “general scientific jargon”: that is, multisyllable words that have non-technical meanings but have become part of the standard lexicon of the science paper. These words include ‘robust’, ‘significant’, ‘furthermore’ and ‘underlying’ — all familiar enough in daily use, but markedly more prevalent in the scientific literature. The words aren’t inherently opaque, but their accumulation adds to the mental effort involved in reading the text.

Fourth-grade readers

Thompson and his colleagues examined the texts using standard indicators of reading ease, which measure factors such as the number of syllables per word, the number of words in a sentence and the number of words in the paper not included in a predefined list of common words (the New Dale–Chall, or NDC, list). By these measures, the trends seem very clear: a steady and marked decline in readability since 1881.

You could argue over the technicalities of the study. The list of common words is measured against the comprehension skills of US fourth-graders — children aged nine and ten — and its applicability to the scientific literature is not clear, points out Yellowlees Douglas at the University of Florida in Gainesville, author of The Reader’s Brain (Cambridge University Press, 2015), a writing manual that bases its advice on neuroscience. More problematically, metrics such as syllable-counting are too simplistic: for example, they rate words such as ‘orange’ and ‘praxis’ as equivalent.

What’s more, says physicist Luís Amaral of Northwestern University in Evanston, Illinois, who has studied trends in scientific publications, the data from before 1960 are too sparse and variable to be very reliable, and the trends in the data from after 1960 are less clear.

Besides, Amaral says, distinguishing between technical and general jargon isn’t easy. And an increase in technical jargon is not wholly a bad thing: it can reflect the appearance of useful concepts and techniques in science. ‘Sequencing’ was probably not part of the scientific vocabulary before 1980, he says, but who would complain about its presence now?

However, the need for specialized terms cannot completely explain the increased impenetrability of modern scientific literature.

Thompson and his colleagues are probably right to pin some of that opacity on a habitual, almost ritualistic use of ‘power words’ such as ‘distinct’ and ‘novel’. But a focus on word-counting risks distracting from what really matters about good writing.

Tangled sentences

Short, common words can be used to write sentences that are awfully hard to understand, simply because of poor grammatical construction. This is the point of Douglas’s book: the reader expects to encounter concepts in a particular order, without having to search back for the right noun to go with a verb, or having to untangle intervening information-filled clauses. You can always look up jargon, but with a poorly constructed sentence you’re on your own.

And comprehensibility isn’t just about what a paper says, but also about what it leaves out. As a regular reader of research papers, I am often staggered by their leaps of reasoning or omission of key details, especially when I discover that these gaps are no less real to experts.

So how could the readability of scientific papers be improved? First, by recognizing that good writing doesn’t happen by magic. It can be taught — but rarely is. Douglas suspects that many first drafts of papers are written by junior members of a research team who, lacking any model for what good writing looks like, take their lead from what is already in the journals. And there “they see the jargon and complexity as markers of what passes as scientific writing”, she adds. Such self-reinforcing mimicry could certainly account for the trends highlighted by Thompson and his colleagues.

So where do you find good models of writing? Obviously, from good writers — not necessarily in the sciences, but anywhere 2 . There is hard evidence that sophisticated readers make sophisticated writers 3 . Why not encourage students to put down Nature and pick up Darwin, Dawkins or Dickens?

Plavén-Sigray, P., Matheson, G. J., Schiffler, B. C. & Thompson, W. H. Preprint on bioRxiv at http://doi.org/10.1101/119370 (2017).

Gee, H. Nature 431 , 411 (2004).

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‘Novel, amazing, innovative’: positive words on the rise in science papers 2015-Dec-14

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Culturomics: Word play 2011-Jun-17

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Academic writing can be boring – but there are good reasons for that

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If you’ve ever made friends with an unwieldy textbook or spent the night trawling through online libraries for journal papers to support a soon-to-be due essay, you’ve probably lamented the boring and unemotional nature of academic writing at least once. But this is not an unhappy accident. There’s a good reason for it that goes back centuries – and it also explains why you’re not hugging trees to cure your illnesses.

The necessity of rigorous if uninspiring academic writing is perhaps best illustrated with the story of a prominent 18th-century intellectual named Franz Anton Mesmer . He believed that illnesses were caused by blockages that interfered with the healthy flow of magnetic fluid through the body. In the late 1700s, he developed the idea of animal magnetism – also known as mesmerism – as a way of removing these blockages and restoring health. Mesmer would “magnetise” water or iron rods by passing his hands over them, and use them to heal afflicted body parts.

Mesmer had a strong social conscience and believed deeply in what he was doing – so much so that he “magnetised” trees in a park near his upmarket consulting rooms so that the poor could treat themselves by literally hugging these trees.

Reflecting this passion and his general talent for showmanship, his demonstrations and writing were colourful and exciting. For example, in his book Mesmerism , he wrote after curing someone of blindness that “crowds flocked to my house to make sure for themselves, and each one, after putting the patient to some kind of test, withdrew greatly astonished, with the most flattering remarks to myself”.

Thanks in part also to the fashionable allure of electricity and magnetism at the time , Mesmer’s work took off. For six years, his treatments were extremely popular in aristocratic society and made him very rich.

Of course, some were sceptical. The one who spoiled Mesmer’s game was French King Louis XVI. In 1784, Louis set up a commission of leading scientists to investigate Mesmer’s methods. They systematically tested and dismantled his claims.

The most memorable example was a patient who went into convulsions whenever she drank “magnetised” water. The commission members gave her the water, observed the dramatic convulsions, and offered her a drink of normal water afterwards to help her recover. The only problem for Mesmer was that they had switched the drinks.

It was painfully clear that Mesmer’s results were due to the power of suggestion – his patients were being mesmerised, and nothing more. If he had been more rigorous and less colourful, he might have been much more widely recognised as a founding father of clinical hypnosis . Instead, he left France disgraced , in search of clients elsewhere.

Meanwhile, the commission’s ingenious methods provided a model for controlled clinical trials to rigorously assess medical treatments, in what is now considered perhaps “the first modern psychology study” .

The Mesmer case was a particularly impactful and high-profile example of why academics now eschew colourful language and grand claims in their written research. Academic writing is deliberately dry and impersonal to help researchers assess where the truth actually is, as opposed to where they would like it to be.

That’s why one of the greatest discoveries in the last century was written up in some of the most dry, technical language imaginable. Francis Crick and James Watson’s seminal paper unlocking DNA’s structural secrets ends with the classic understatement: “It has not escaped our notice that the specific pairing we have postulated immediately suggests a possible copying mechanism for the genetic material.”

Of course, the full story is more complex than just one single spectacular scandal changing the course of science. By Mesmer’s time, calls for dry, clear language in science had been gathering pace for a century, pioneered by writers such as Francis Bacon . Along with a growing contingent of scholars endorsing a more rigorous approach to scientific investigation , he was highly critical of the then widespread use of elaborate and manipulative language. Many alchemists, for example, hid their findings behind cryptic stories so that they would be incomprehensible to what they considered the unworthy public .

Deliberately dull

There are other reasons for academic writing being dull. Limited word counts leave little room for flair. Academics also need to use precise technical terms to avoid confusion – which are inevitably a burden to learn for the first time.

Unfortunately, these good reasons for dry writing are seldom explained to university students or the general public. One of the strongest cohorts of students I ever encountered was initially dreadful at academic writing. I decided to investigate why – and it turned out that they were deliberately leaving out facts, references, and technical terms on the grounds that this would make their writing less interesting. After we explained why these things were important, they went on to produce outstanding academic work.

In fact, even the training early career researchers receive in how to write for journals seldom covers the why . Nor do they tend to receive much training in how to change their writing style when writing for the public. As a result, doing so requires them to override years of habit – so it’s not surprising that they usually do it badly. Training students and researchers in the theory behind different writing styles would help them better appreciate academic writing, and know when not to use it.

Read more: When ‘exciting’ trumps ‘honest’, traditional academic journals encourage bad science

Beneath this though, there’s a deeper issue. Currently, a researcher’s success depends almost exclusively on writing academic papers . Research funding is linked to indicators such as the Research Excellence Framework , which focuses on journal article output. That could be changed. More funding for public outreach via accessible writing, along with routes to promotion on the same basis, would encourage researchers to translate the “academese” they usually write in into knowledge for all.

When you know the background, the unemotional boringness of academic writing makes sense. The challenge is making the good reasons for it broadly understood – and finding ways to make the valuable knowledge academics produce accessible to all.

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Baking papers, or why scientific writing is so difficult

Writing (papers or the dissertation itself) is one of the activities that many doctoral students hate the most. Why is this act of communication so difficult for us? As a prelude to my post on “how I write papers”, I expose some misconceptions we seem to have about scientific writing and what are good ways to learn it.

Scientific writing is one of the most dreaded tasks for many Ph.D. students 1 , and understandably so. Unless you are in the humanities, you probably signed up to “do science”: do experiments, gather evidence, analyze data, read tons of books… not to become an accomplished writer! To make matters worse, doctoral programs have surprisingly little training on basic (and specifically scientific) writing skills. It seems like we either assume that 1) people come to the doctoral level already knowing how to write scientific texts; or 2) it is such an easy skill to master that it’s pointless to teach it. Lets look at these two assumptions:

It is an easy skill . Sadly, for most doctoral students, their scientific writing training is reduced to “read a lot of scientific papers and you will get it… eventually”. But probably you see the problem here: it is quite difficult to acquire a skill to make something just by seeing finished products (i.e., published papers). This is a bit like training bakers to make bread, just by showing them finished, beautifully decorated loafs of bread and baguettes . Imagine bakers not being encouraged to get their hands dirty with flour! Luckily, our bakers probably get proper vocational training in which they see how their products are manufactured from start to finish. As a consequence, I have yet to meet a baker that is terrified of making bread.

A baker scared of bread

People already know how to write . Yes, that’s what our primary and secondary schools are for, right? or the bachelors, or the masters. The problem is that scientific writing is a very particular genre, with values and criteria that are quite different from literary writing (which focuses on aesthetics or emotional impact), political or marketing writing (focusing on persuasion, when not obfuscation), or the kind of “composition piece writing” that many of us learned at school (which focuses on piling up text until you have X number of words). This kind of “writing by accumulation of words” leads to doctoral student texts often lacking structure, preciseness, and being an over-long mishmash of ideas. Scientific writing focuses on logical argumentation, clarity of concepts, unambiguity, traceability of sources… very, very different from any other genre. Coming back to the baker metaphor, it’s like trying to make soufflés when you have been doing coarse whole-wheat bread all your life (it might not occur to you that texture is important, or that you can actually put sugar in these things!).

A baker not used to sugar

Aside from these two misconceptions, there are plenty of other complicating factors, like the fact that English (the dominant language in most scientific fields) is not the native language of a big majority of our doctoral students. Most of our training as writers has probably developed in an entirely different language. Try to make a soufflé after growing up somewhere in Asia where wheat or milk were rare or unheard of…

And there is yet another difference between scientific writing and other genres: it is, more often than not, a collaborative process. Although, as a doctoral student, you find yourself writing mostly on your own, chances are that you will get feedback from your advisors or other colleagues at some point. During the publishing process, reviewers and editors will also help you make a better paper out of your ideas (even if we do not always perceive it as a collaboration). This collaborative nature of scientific writing begs many questions: at what point should I share my ideas with collaborators, and in which form? is it better to do it often or rarely? what if they are too busy or too slow? et cetera. Again, if you have never baked bread with other people, it may be puzzling who should do what, and at what point in time.

Collaborative bakery is not easy

These misconceptions and differences (along with the fact that more senior researchers and advisors seldom recognize having difficulties in writing) lead to students being ashamed when they have writing problems, which in turn leads to anxiety, “writer’s block”, etc. Maybe this is also why I seldom get the question “How do you write papers?”.

So, you did not ask for it but… In the next post, I will share the step-by-step process I find myself following after (collaboratively) authoring and publishing more than 70 scientific papers. The misconceptions and issues that I just described have shaped that writing process, as well as the principles behind it (my “10 commandments of writing”, also in a later post). For now just remember that, as a Ph.D. student, you are not alone in these hardships. We all faced them. We all learned… eventually. More or less.

Talk to others.

See how they get out of their writer’s block.

Do you agree with these problems and misconceptions? Do you think there are other, more important factors that make scientific writing difficult? Let me know in the comments!

Wellington, J. (2010). More than a matter of cognition: An exploration of affective writing problems of post-graduate students and their possible solutions. Teaching in Higher Education, 15 (2), 135–150. ↩︎

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Luis P. is a Ramón y Cajal research fellow at the University of Valladolid (Spain), investigating learning technologies, especially learning analytics. He is also an avid learner about doctoral education and supervision, and he's the main author at the A Happy PhD blog.

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How to Write a Killer Research Paper (Even If You Hate Writing)

C.I.G. is supported in part by its readers. If you buy through our links, we may earn an affiliate commission. Read more here.

Research papers.

Unless you’re a weirdo like me, you probably dread them. When I was in college, depending on the class, I even dreaded these.

It’s the sort of project that can leave even the most organized student quaking in their boots, staring at the assignment like they’re Luke Skywalker and it’s the Death Star.

You have to pick a broad topic, do some in-depth research, hone in on a research question, and then present your answer to that question in an interesting way. Oh, and you have to use citations, too.

How on earth are you supposed to tackle this thing?

Fear not, for even the Death Star had weaknesses. With a well-devised plan, some courage, and maybe a little help from a few midichlorians, you can conquer your research paper, too.

Let’s get started.

1. Pick a Topic

And pick one that interests you. This is not up for debate.

You and this topic are going to be spending a lot of time together, so you might as well pick something you like, or, at the very least, have a vague interest in. Even if you hate the class, there’s probably at least one topic that you’re curious about.

Maybe you want to write about “mental health in high schools” for your paper in your education class. That’s a good start, but take a couple steps to hone your idea a little further so you have an idea of what to research. Here’s a couple of factors to look at when you want to get more specific:

• Timeframe : What are the most important mental health issues for high schoolers that have come up in the last five years?
• Location : How does the mental health of students in your area compare to students in the next state (or country) over?
• Culture or Group : How does the mental health of inner-city students compare to those in the suburbs or places like Silicon Valley?
• Solution : If schools were to make one change to high schools to improve the well-being of their students, what would be most effective, and why?

It’s good to be clear about what you’re researching, but make sure you don’t box yourself into a corner. Try to avoid being too local (if the area is a small town, for example), or too recent, as there may not be enough research conducted to support an entire paper on the subject.

Also, avoid super analytical or technical topics that you think you’ll have a hard time writing about (unless that’s the assignment…then jump right into all the technicalities you want).

You’ll probably need to do some background research and possibly brainstorm with your professor before you can identify a topic that’s specialized enough for your paper.

At the very least, skim the Encyclopedia Britannica section on your general area of interest. Your professor is another resource: use them! They’re probably more than happy to point you in the direction of a possible research topic.

Of course, this is going to be highly dependent on your class and the criteria set forth by your professor, so make sure you read your assignment and understand what it’s asking for. If you feel the assignment is unclear, don’t go any further without talking to your professor about it.

2. Create a Clear Thesis Statement

Say it with me: a research paper without a thesis question or statement is just a fancy book report.

All research papers fall under three general categories: analytical, expository, or argumentative.

• Analytical papers present an analysis of information (effects of stress on the human brain)
• Expository papers seek to explain something (Julius Caesar’s rise to power)
• Argumentative papers are trying to prove a point (Dumbledore shouldn’t be running a school for children).

So figure out what sort of paper you’d like to write, and then come up with a viable thesis statement or question.

Maybe it starts out looking like this:

• Julius Caesar’s rise to power was affected by three major factors.

Ok, not bad. You could probably write a paper based on this. But it’s not great , either. It’s not specific, neither is it arguable . You’re not really entering any sort of discussion.

Maybe you rework it a little to be more specific and you get:

• Julius Caesar’s quick rise to power was a direct result of a power vacuum and social instability created by years of war and internal political corruption.

Better. Now you can actually think about researching it.

Every good thesis statement has three important qualities: it’s focused , it picks a side , and it can be backed up with research .

If you’re missing any of these qualities, you’re gonna have a bad time. Avoid vague modifier words like “positive” and “negative.” Instead use precise, strong language to formulate your argument.

Take this thesis statement for example:

• “ High schools should stop assigning so much homework, because it has a negative impact on students’ lives.”

Sure, it’s arguable…but only sort of . It’s pretty vague. We don’t really know what is meant by “negative”, other than “generically bad”. Before you get into the research, you have to define your argument a little more.

Revised Version:

• “ High schools in the United States should assign less homework, as lower workloads improve students’ sleep, stress levels, and, surprisingly, their grades.”

When in doubt, always look at your thesis and ask, “Is this arguable?”  Is there something you need to prove ? If not, then your thesis probably isn’t strong enough. If yes, then as long as you can actually prove it with your research, you’re golden.

Good thesis statements give you a clear goal. You know exactly what you’re looking for, and you know exactly where you’re going with the paper. Try to be as specific and clear as possible. That makes the next step a lot easier:

3. Hit the Books

So you have your thesis, you know what you’re looking for. It’s time to actually go out and do some real research. By real research, I mean more than a quick internet search or a quick skim through some weak secondary or tertiary sources.

If you’ve chosen a thesis you’re a little unsteady on, a preliminary skim through Google is fine, but make sure you go the extra mile. Some professors will even have a list of required resources (e.g. “Three academic articles, two books, one interview…etc).

It’s a good idea to start by heading to the library and asking your local librarian for help (they’re usually so excited to help you find things!).

Check your school library for research papers and books on the topic. Look for primary sources, such as journals, personal records, or contemporary newspaper articles when you can find them.

As you’re starting your research, create some kind of system for filing helpful quotes, links, and other sources. I preferred it to all be on one text document on my computer, but you could try a physical file, too.

In this text document, I start compiling a list of all the sources I’m using. It tends to look like this:

Remember that at this point, your thesis isn’t solid. It’s still in a semi-squishy state. If your research starts to strongly contradict your thesis, then come up with a new thesis, revise, and keep on compiling quotes.

The more support you can find, the better. Depending on how long your paper is, you should have 3-10 different sources, with all sorts of quotes between them.

Here are some good places to look for reputable sources:

• Google Scholar
• Sites ending in .edu, .org, or .gov. While it’s not a rule, these sites tend to represent organizations, and they are more likely to be reputable than your run-of-the-mill .com sites
• Your school library. It should have a section for articles and newspapers as well as books
• Your school’s free academic database
• Online encyclopedias like Britannica
• Online almanacs and other databases

As you read, analyze your sources closely, and take good notes . Jot down general observations, questions, and answers to those questions when you find them. Once you have a sizable stack of research notes, it’s time to start organizing your paper.

4. Write an Outline

Even if you normally feel confident writing a paper without one, use an outline when you’re working on a research paper.

Outlines basically do all the heavy lifting for you when it comes to writing. They keep you organized and on track. Even if you feel tempted to just jump in and brain-dump, resist. You’ll thank me later.

Here’s how to structure an outline:

You’ll notice it’s fairly concise, and it has three major parts: the introduction , the body , and the conclusion . Also notice that I haven’t bothered to organize my research too much.

I’ve just dumped all the relevant citations under the headings I think they’ll end up under, so I can put in my quotes from my research document later as they fit into the overall text.

Let’s get a little more in-depth with this:

The Introduction

The introduction is made up of two main parts: the thesis and the introduction to the supporting points. This is where you essentially tell your reader exactly what sort of wild ride they’re in for if they read on.

It’s all about preparing your reader’s mind to start thinking about your argument or question before you even really get started.

Present your thesis and your supporting points clearly and concisely. It should be no longer than a paragraph or two. Keep it simple and easy to read.

Body Paragraphs

Okay, now that you’ve made your point, it’s time to prove it. This is where your body paragraphs come in. The length of this is entirely dependent on the criteria set by your professor, so keep that in mind.

However, as a rule, you should have at least three supporting points to help defend, prove, or explain your thesis. Put your weakest point first, and your strongest point last.

This doesn’t need a lot of outlining. Basically, take your introduction outline and copy it over. Your conclusion should be about a paragraph long, and it should summarize your main points and restate your thesis.

There’s also another key component to this outline example that I haven’t touched on yet:

Research and Annotations

Some people like to write first, and annotate later. Personally, I like to get my quotes and annotations in right at the start of the writing process.

I find the rest of the paper goes more smoothly, and it’s easier to ensure that I’ve compiled enough support for my claim. That way, I don’t go through all the work of writing the paper, only to discover that my thesis doesn’t actually hold any water!

As a general rule, it’s good to have at least 3-5 sources for every supporting point. Whenever you make a claim in your paper, you should support it with evidence.

Some professors are laxer on this, and some are more stringent. Make sure you understand your assignment requirements really, really, really well. You don’t want to get marked down for missing the correct number of sources!

At this stage, you should also be sure of what sort of format your professor is looking for (APA, MLA, etc.) , as this will save you a lot of headache later.

When I was in college, some professors wanted in-text parenthetical citations whenever I made a claim or used my research at all. Others only wanted citations at the end of a paragraph. And others didn’t mind in-text citations at all, so long as you had a bibliography at the end of your entire paper.

So, go through your outline and start inserting your quotes and citations now. Count them up. If you need more, then add them. If you think you have enough (read: your claims are so supported that even Voldemort himself couldn’t scare them), then move on to the next step:

5. Write the First Draft

Time to type this thing up. If you created a strong enough outline, this should be a breeze. Most of it should already be written for you. All you have to do at this point is fill it in. You’ve successfully avoided the initial blank-screen panic .

Don’t worry too much about grammar or prose quality at this point. It’s the rough draft, and it’s not supposed to see the light of day.

I find it helpful to highlight direct quotes, summaries, paraphrases, and claims as I put them in. This helps me ensure that I never forget to cite any of them.

So, do what you’ve gotta do . Go to a studious place or create one , put on an awesome playlist, close your social media apps, and get the work done.

Once you’ve gotten the gist of your paper down, the real work begins:

6. Revise Your Draft

Okay, now that you’ve word-vomited everywhere in a semi-organized fashion, it’s time to start building this thing into a cohesive paper. If you took the time to outline properly, then this part shouldn’t be too difficult.

Every paper has two editing stages:the developmental edit , and the line edit.

The developmental edit (the first one, at least) is for your eyes only. This is the part where you take a long, hard look at your paper and ask yourself, “Does this make sense, and does it accomplish what I want it to accomplish?” If it does, then great. If it doesn’t, then how can you rearrange or change it so that it does?

Here are a few good questions to ask yourself at this stage:

• Is the paper well-organized, and does it have a logical flow of thought from paragraph to paragraph?
• Does your thesis hold up to the three criteria listed earlier? Is it well supported by your research and arguments?
• Have you checked that all your sources are properly cited?
• How repetitive is the paper? Can you get rid of superlative points or language to tighten up your argument?

Once you’ve run the paper through this process at least once, it’s time for the line edit . This is the part where you check for punctuation, spelling, and grammar errors.

It helps to let your paper sit overnight, and then read it out loud to yourself, or the cat, or have a friend read it. Often, our brains know what we “meant” to say, and it’s difficult for us to catch small grammatical or spelling errors.

Here are a couple more final questions to ask yourself before you call it a day:

• Have you avoided filler words , adverbs , and passive voice as much as possible?
• Have you checked for proper grammar, spelling, and punctuation? Spell-checker software is pretty adept these days, but it still isn’t perfect.

If you need help editing your paper, and your regular software just isn’t cutting it, Grammarly is a good app for Windows, Mac, iOS, and Chrome that goes above and beyond your run-of-the-mill spell-checker. It looks for things like sentence structure and length, as well as accidental plagiarism and passive tense.

7. Organize Your Sources

The paper’s written, but it’s not over. You’ve still got to create the very last page: the “works cited” or bibliography page.

Now, this page works a little differently depending on what style your professor has asked you to use, and it can get pretty confusing, as different types of sources are formatted completely differently.

The most important thing to ensure here is that every single source, whether big or small, is on this page before you turn your paper in. If you forget to cite something, or don’t cite it properly, you run the risk of plagiarism.

I got through college by using a couple of different tools to format it for me. Here are some absolute life-savers:

• EasyBib – I literally used this tool all throughout college to format my citations for me, it does all the heavy lifting for you, and it’s free .
• Microsoft Word – I honestly never touched Microsoft Word throughout my college years, but it actually has a tool that will create citations and bibliographies for you, so it’s worth using if you have it on your computer.

Onwards: One Step at a Time

I leave you with this parting advice:

Once you understand the method, research papers really aren’t as difficult as they seem. Sure, there’s a lot to do, but don’t be daunted. Just take it step by step, piece by piece, and give yourself plenty of time. Take frequent breaks, stay organized, and never, ever, ever forget to cite your sources. You can do this!

Looking for tools to make the writing process easier? Check out our list of the best writing apps .

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The Needless Complexity of Academic Writing

A new movement strives for simplicity.

“Persistence is one of the great characteristics of a pitbull, and I guess owners take after their dogs,” says Annetta Cheek, the co-founder of the D.C.-based nonprofit Center for Plain Language. Cheek, an anthropologist by training who left academia in the early 1980s to work for the Federal Aviation Commission, is responsible for something few people realize exists: the 2010 Plain Writing Act. In fact, Cheek was among the first government employees to champion the use of clear, concise language. Once she retired in 2007 from the FAA and gained the freedom to lobby, she leveraged her hatred for gobbledygook to create an actual law. Take a look at recent information put out by many government agencies such as the Department of Veterans Affairs, the Department of Health and Human Services, and the Consumer Financial Protection Bureau—if it lacks needlessly complex sentences or bizarre bureaucratic jargon, it’s largely because of Cheek and her colleagues.

The idea that writing should be clear, concise, and low-jargon isn’t a new one—and it isn’t limited to government agencies, of course. The problem of needlessly complex writing—sometimes referred to as an “opaque writing style ”—has been explored in fields ranging from law to science. Yet in academia, unwieldy writing has become something of a protected tradition. Take this example:

The work of the text is to literalize the signifiers of the first encounter, dismantling the ideal as an idol. In this literalization, the idolatrous deception of the first moment becomes readable. The ideal will reveal itself to be an idol. Step by step, the ideal is pursued by a devouring doppelganger, tearing apart all transcendence. This de-idealization follows the path of reification, or, to invoke Augustine, the path of carnalization of the spiritual. Rhetorically, this is effected through literalization. A Sentimental Education does little more than elaborate the progressive literalization of the Annunciation.

That little doozy appears in Barbara Vinken’s Flaubert Postsecular: Modernity Crossed Out , published by Stanford University Press, and was recently posted to a listserv used by clear-language zealots—many of whom are highly qualified academics who are willing to call their colleagues out for being habitual offenders of opaque writing. Yet the battle to make clear and elegant prose the new status quo is far from won.

Last year, Harvard’s Steven Pinker (who’s also written about his grammar peeves for The Atlantic ) authored an article for The Chronicle of Higher Education in which he used adjectives like “turgid, soggy, wooden, bloated, clumsy, obscure, unpleasant to read, and impossible to understand” to describe academic writing. In an email, Pinker told me that the reaction to his article “has been completely positive, which is not the typical reaction to articles I write, and particularly surprising given my deliberately impolite tone.” (He didn’t, however, read all of the 360-plus comments, many of which were anything but warm and fuzzy.) A couple of weeks later, The Chronicle had a little fun with with a follow-up to Pinker’s article, inviting researchers to tweet an explanation of their research using only emoji :

I 🔬new 🐰acting and 🐢acting 💉 for diabetes. They are tested on 🐭🐷🐶 and 👨👩 to make them 🎯 and ✅ before we ship 🌍 to help🙍be 🙆. I used 💎ography to 🔍 at the molecular 🔪🔫💣 of a 🌱 pathogen, which destroys 💷💵💶 of 🍟 and 🍅 around the 🌍.

In 2006, Daniel Oppenheimer, then a professor of psychology and public affairs at Princeton University, published research arguing that the use of clear, simple words over needlessly complex ones can actually make authors appear more intelligent. The research garnered him the Ig Nobel Prize in literature—a parody of the Nobel Prize that, according to a Slate article by the awards’ creator, Marc Abrahams, and several academics I consulted, is always given to improbable research and sometimes serves as a de facto criticism or satire in the academic world. (Oppenheimer for his part believes he got the award because of the paper’s title: “Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly.” The title made readers laugh, he told me—and then think.) Ultimately, Oppenheimer says the attention the Ig Nobel brought to his research means it’s now being used to improve the work of students in academic writing centers around the country.

A disconnect between researchers and their audiences fuels the problem, according to Deborah S. Bosley, a clear-writing consultant and former University of North Carolina English professor. “Academics, in general, don’t think about the public; they don't think about the average person, and they don't even think about their students when they write,” she says. “Their intended audience is always their peers. That’s who they have to impress to get tenure.” But Bosley, who has a doctorate in rhetoric and writing, says that academic prose is often so riddled with professional jargon and needlessly complex syntax that even someone with a Ph.D. can’t understand a fellow Ph.D.’s work unless he or she comes from the very same discipline.

A nonacademic might think the campaign against opaque writing is a no-brainer; of course, researchers should want to maximize comprehension of their work. Cynics charge , however, that academics play an elitist game with their words: They want to exclude interlopers. Others say that academics have traditionally been forced to write in an opaque style to be taken seriously by the gatekeepers—academic journal editors, for example. The main reason, though, may not be as sinister or calculated. Pinker, a cognitive scientist, says it boils down to “brain training”: the years of deep study required of academics to become specialists in their chosen fields actually work against them being able to unpack their complicated ideas in a coherent, concrete manner suitable for average folks. Translation: Experts find it really hard to be simple and straightforward when writing about their expertise. He calls this the “curse of knowledge” and says academics aren’t aware they’re doing it or properly trained to identify their blindspots—when they know too much and struggle to ascertain what others don’t know. In other words, sometimes it’s simply more intellectually challenging to write clearly. “It’s easy to be complex, it’s harder to be simple,” Bosley said. “It would make academics better researchers and better writers, though, if they had to translate their thinking into plain language.” It would probably also mean more people, including colleagues, would read their work.

Some research funders, such as National Institutes of Health and The Wellcome Trust, have mandated in recent years that studies they finance be published in open-access journals, but they’ve given little attention to ensuring those studies include accessible writing. “NIH has no policies for grantees that dictate the style of writing they use in their research publications,” a spokesperson told me in an emailed statement. “We do advise applicants about the importance of using plain language in sections of the application that, if funded, will become public on the RePORT website.”

Bosley is ever so slightly optimistic for a future of clear academic writing, though. “Professors hate rules for themselves,” she says. “They become academics because it’s almost like being an entrepreneur. So academia isn’t like government or private business where laws or mandates work. But if we get more people like Pinker taking a stand on this, the culture could change.”

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Indeed, there are an increasing number of academics taking it upon themselves to blog, tweet or try other means to convey their research to wider audiences. The news site TheConversation.com , for example, sources authors and stories from the academic and research communities. Academics get the byline but are edited by journalists adept at making complex research clear and writing palatable, according to the outlet’s managing editor, Maria Balinska. “We see a real interest among academics across the board in what we’re doing,” Balinska says. “Our editing process is rigorous, but they still want to learn how to communicate their research and reach more people.” She says The Conversation, which is being piloted in the U.S. and currently features articles by 1,500 academics from 300 institutions, is already getting hundreds of thousands of unique visitors each month mostly through word of mouth and social media.

Will this kind of interest in communicating about research by some academics help change status-quo academic writing? “Believe it or not,” when compared to their peers in other parts of the world, “U.S. academics are probably the most open to the idea of accessible language,” says Bosley. “I gave a presentation in France and academics there flat out told me that academics shouldn’t write to express, they should write to impress.” Bosley says bucking tradition and championing the clear-writing cause would be to an academic’s advantage, to a university’s advantage, and certainly to the public’s advantage. “Here in the U.S. at least we’re seeing some academics acknowledge this reality.”

But don’t look for the clear-writing pitbull Cheek to solve this problem. She’s working on one more bil l that calls for government regulations—not just info put out by agencies—to be written in clear language. Another try at getting that legislation passed and she’s truly retiring.“I think the government is easier to change than academics,” says Cheek. “I’m not going to get into a battle with academia.”

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What Makes Writing So Hard?

MAY 9, 2022

Many students struggle with writing—but what makes it so hard? And why do so many students hate to write? Writing is a task with a very high cognitive load. Giving students meaningful practice and clear structures for writing helps them move their thoughts out of their heads and onto the page.

Who Needs to Write? Everyone.  

Based on the most recent NAEP writing assessment , only about one in four students at any grade level is proficient in writing—and that number hasn’t shifted meaningfully in decades. One in five students scored at the lowest proficiency level, Below Basic, at each tested grade level. Clearly, the traditional English Language Arts (ELA) programs used to teach writing are not, on their own, enough to move the needle for most students. 

At the same time, writing is more important than ever in our knowledge economy. Writing is a “gatekeeper” skill for many higher-paying professions. Most white-collar and technical jobs require at least basic writing skills, whether for creating formal reports or simply communicating through email. In blue-collar and service jobs, people are often expected to be able to write clearly to communicate with customers. And writing will almost certainly be required to advance beyond the entry levels. In fact, a survey of business leaders put written communication skills at the top of the list of sought-after attributes. 

Beyond the workforce, writing, like reading, is a skill that enables full participation in our modern world. Good writing skills allow people to participate in democracy by writing letters to the editor or expressing their views to a representative. Writing also allows people to participate in, rather than simply watch, all of the discourse and entertainment happening online. Writing can empower people to self-advocate in a variety of contexts, from healthcare to consumer interactions to legal proceedings. Writing skills are essential for anyone who wants a seat at the table in today’s complex political, consumer and personal realms. 

The High Cognitive Load of Writing

By some metrics, today’s kids and teens are writing more than ever—that is, if you count texting, commenting on online content, and interacting in multiplayer games. But these interactions do not rise to the level of writing required to be successful on state assessments, college assignments, or workplace tasks. When students are faced with an authentic writing task—such as responding to a piece of text, writing a research paper, or developing an original narrative—the majority struggle. 

In part, that may be because students don’t have much practice with formal writing, especially in extended form. There is some evidence that students today spend less time on writing than in the past, especially on argumentative writing and writing in the content areas. The Institute of Educational Sciences (IES) recommends that students have 60 minutes of writing time each school day , including a mix of direct writing instruction and writing assignments that span different purposes and content areas. However, only about 25% of middle schoolers and 30% of high schoolers meet the standard, and many students are only spending about 15 minutes each day on writing. 

But even with ample time and instruction, writing is hard —in fact, it is arguably the hardest thing we ask our students to do. Natalie Wexler, the author of The Knowledge Gap , explains that writing has an even higher cognitive load than reading . That’s because, in addition to processing information, students also have to figure out how to get their own thoughts on the page. 

Writing is a highly complex skill that involves many discrete sub-skills at both the “macro” and “micro” levels. 

• At the “macro” level, students have to figure out what to say: what is the point they are trying to make or the story they are trying to tell? What is the best way to organize their ideas and structure their piece? What are the big ideas and conclusions they want to get across? What kind of supporting evidence or details are needed? 
• At the “micro” level, students must apply a myriad of foundational writing skills, from the motor skills involved with keyboarding or handwriting to decisions about word choice, syntax and grammar. 

All of these writing processes are happening at the same time , adding to the overall cognitive load of the task. To lower the cognitive load, students must achieve proficiency and fluency at both the macro and micro levels. When students struggle with foundational skills such as letter formation and word selection, they may not have enough cognitive resources left to focus on the “big picture” of what they want to say. On the flip side, students who don’t know how to organize their ideas will not have much energy to focus on developing their writing style and editing and polishing their work.

The Hardest Part of Writing is Thinking

For most students, the hardest part of writing isn’t writing out individual words or forming a complete sentence. It is simply figuring out what to say . In fact, the Writing Center of Princeton says: 

Writing is ninety-nine percent thinking, one percent writing. In other words, when you know what you want to say and how you want to say it, writing becomes easier and more successful.

Writing is, fundamentally, thinking made visible. If you can’t think, you can’t write. One of the best ways of lowering the cognitive load of writing is to give students a structure for organizing their ideas and thinking through the flow and structure of their piece. 

That’s where Thinking Maps come in. Thinking Maps provide the structure for thinking through a writing task and organizing ideas prior to writing.

It starts with understanding the task itself. Students in a Thinking Maps school learn to use “signal words” that indicate what kind of thinking is required for a task. Then, they know what kind of Map to use to start their thinking process. For example, if the prompt asks them to explain the similarities and differences between two historical eras, they know immediately that this will be a “compare-and-contrast” task. The Double Bubble Map provides the structure they need to organize their ideas, whether from their existing knowledge, in-depth research, or a text provided with the prompt. Once they have fleshed out their ideas, students can use a writing Flow Map to develop their piece section by section. Having this kind of structure helps students move through the planning and organizing phases of writing more quickly so they have more time to spend on other parts of the writing process, including revising and editing. It also leads to clearer, more organized writing. 

At Pace Brantley Preparatory, a Florida school serving students with learning disabilities in grades 1-12, adding some dedicated Thinking Maps planning time prior to writing led to better writing products on their benchmark assessments. Read the Pace Brantley story .   

In our Write from the Beginning…and Beyond training , teachers learn how writing develops across the grade levels and how to use Thinking Maps to support student writing, including using the Maps to process thinking before writing and using the writing Flow Map to plan writing. Advanced training includes specific strategies for different genres, including Narrative, Expository/Informative, Argumentative, and Response to Text.

When students can think, they are ready to write. And when students can write, they are ready for anything. 

Want to know more about Thinking Maps and writing?

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July 15, 2024

"Initiative overload" can cause teachers and school leaders to lose sight of the fundamental practices that have the greatest impact on their goals and mission. When this happens, it's time for a reboot.

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To understand contemporary issues and participate fully in civic life, students need a solid grounding not only in basic facts, but also in essential critical thinking skills. Thinking Maps can help students develop the thinking skills they need to ask relevant questions, detect bias and misinformation, connect past and current events, and understand the changing world around them.

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Mastering Science Concepts and Content in K12 | Thinking Maps Support student mastery of the Core Ideas and Crosscutting Concepts in the Next Generation Science Standards (NGSS) with Thinking Maps. Learn more on the blog:

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Scientific thinking empowers students to ask good questions about the world around them, become flexible and adaptable problem solvers, and engage in effective decision making in a variety of domains. Thinking Maps can help teachers nurture a scientific mindset in students and support mastery of important STEM skills and content.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

11.1 The Purpose of Research Writing

Learning objectives.

• Identify reasons to research writing projects.
• Outline the steps of the research writing process.

Why was the Great Wall of China built? What have scientists learned about the possibility of life on Mars? What roles did women play in the American Revolution? How does the human brain create, store, and retrieve memories? Who invented the game of football, and how has it changed over the years?

You may know the answers to these questions off the top of your head. If you are like most people, however, you find answers to tough questions like these by searching the Internet, visiting the library, or asking others for information. To put it simply, you perform research.

Whether you are a scientist, an artist, a paralegal, or a parent, you probably perform research in your everyday life. When your boss, your instructor, or a family member asks you a question that you do not know the answer to, you locate relevant information, analyze your findings, and share your results. Locating, analyzing, and sharing information are key steps in the research process, and in this chapter, you will learn more about each step. By developing your research writing skills, you will prepare yourself to answer any question no matter how challenging.

Reasons for Research

When you perform research, you are essentially trying to solve a mystery—you want to know how something works or why something happened. In other words, you want to answer a question that you (and other people) have about the world. This is one of the most basic reasons for performing research.

But the research process does not end when you have solved your mystery. Imagine what would happen if a detective collected enough evidence to solve a criminal case, but she never shared her solution with the authorities. Presenting what you have learned from research can be just as important as performing the research. Research results can be presented in a variety of ways, but one of the most popular—and effective—presentation forms is the research paper . A research paper presents an original thesis, or purpose statement, about a topic and develops that thesis with information gathered from a variety of sources.

If you are curious about the possibility of life on Mars, for example, you might choose to research the topic. What will you do, though, when your research is complete? You will need a way to put your thoughts together in a logical, coherent manner. You may want to use the facts you have learned to create a narrative or to support an argument. And you may want to show the results of your research to your friends, your teachers, or even the editors of magazines and journals. Writing a research paper is an ideal way to organize thoughts, craft narratives or make arguments based on research, and share your newfound knowledge with the world.

Write a paragraph about a time when you used research in your everyday life. Did you look for the cheapest way to travel from Houston to Denver? Did you search for a way to remove gum from the bottom of your shoe? In your paragraph, explain what you wanted to research, how you performed the research, and what you learned as a result.

Research Writing and the Academic Paper

No matter what field of study you are interested in, you will most likely be asked to write a research paper during your academic career. For example, a student in an art history course might write a research paper about an artist’s work. Similarly, a student in a psychology course might write a research paper about current findings in childhood development.

Having to write a research paper may feel intimidating at first. After all, researching and writing a long paper requires a lot of time, effort, and organization. However, writing a research paper can also be a great opportunity to explore a topic that is particularly interesting to you. The research process allows you to gain expertise on a topic of your choice, and the writing process helps you remember what you have learned and understand it on a deeper level.

Research Writing at Work

Knowing how to write a good research paper is a valuable skill that will serve you well throughout your career. Whether you are developing a new product, studying the best way to perform a procedure, or learning about challenges and opportunities in your field of employment, you will use research techniques to guide your exploration. You may even need to create a written report of your findings. And because effective communication is essential to any company, employers seek to hire people who can write clearly and professionally.

Writing at Work

Take a few minutes to think about each of the following careers. How might each of these professionals use researching and research writing skills on the job?

• Medical laboratory technician
• Small business owner
• Information technology professional
• Freelance magazine writer

A medical laboratory technician or information technology professional might do research to learn about the latest technological developments in either of these fields. A small business owner might conduct research to learn about the latest trends in his or her industry. A freelance magazine writer may need to research a given topic to write an informed, up-to-date article.

Think about the job of your dreams. How might you use research writing skills to perform that job? Create a list of ways in which strong researching, organizing, writing, and critical thinking skills could help you succeed at your dream job. How might these skills help you obtain that job?

Steps of the Research Writing Process

How does a research paper grow from a folder of brainstormed notes to a polished final draft? No two projects are identical, but most projects follow a series of six basic steps.

These are the steps in the research writing process:

• Choose a topic.
• Plan and schedule time to research and write.
• Conduct research.
• Organize research and ideas.
• Draft your paper.
• Revise and edit your paper.

Each of these steps will be discussed in more detail later in this chapter. For now, though, we will take a brief look at what each step involves.

Step 1: Choosing a Topic

As you may recall from Chapter 8 “The Writing Process: How Do I Begin?” , to narrow the focus of your topic, you may try freewriting exercises, such as brainstorming. You may also need to ask a specific research question —a broad, open-ended question that will guide your research—as well as propose a possible answer, or a working thesis . You may use your research question and your working thesis to create a research proposal . In a research proposal, you present your main research question, any related subquestions you plan to explore, and your working thesis.

Step 2: Planning and Scheduling

Before you start researching your topic, take time to plan your researching and writing schedule. Research projects can take days, weeks, or even months to complete. Creating a schedule is a good way to ensure that you do not end up being overwhelmed by all the work you have to do as the deadline approaches.

During this step of the process, it is also a good idea to plan the resources and organizational tools you will use to keep yourself on track throughout the project. Flowcharts, calendars, and checklists can all help you stick to your schedule. See Chapter 11 “Writing from Research: What Will I Learn?” , Section 11.2 “Steps in Developing a Research Proposal” for an example of a research schedule.

Step 3: Conducting Research

When going about your research, you will likely use a variety of sources—anything from books and periodicals to video presentations and in-person interviews.

Your sources will include both primary sources and secondary sources . Primary sources provide firsthand information or raw data. For example, surveys, in-person interviews, and historical documents are primary sources. Secondary sources, such as biographies, literary reviews, or magazine articles, include some analysis or interpretation of the information presented. As you conduct research, you will take detailed, careful notes about your discoveries. You will also evaluate the reliability of each source you find.

Step 4: Organizing Research and the Writer’s Ideas

When your research is complete, you will organize your findings and decide which sources to cite in your paper. You will also have an opportunity to evaluate the evidence you have collected and determine whether it supports your thesis, or the focus of your paper. You may decide to adjust your thesis or conduct additional research to ensure that your thesis is well supported.

Remember, your working thesis is not set in stone. You can and should change your working thesis throughout the research writing process if the evidence you find does not support your original thesis. Never try to force evidence to fit your argument. For example, your working thesis is “Mars cannot support life-forms.” Yet, a week into researching your topic, you find an article in the New York Times detailing new findings of bacteria under the Martian surface. Instead of trying to argue that bacteria are not life forms, you might instead alter your thesis to “Mars cannot support complex life-forms.”

Step 5: Drafting Your Paper

Now you are ready to combine your research findings with your critical analysis of the results in a rough draft. You will incorporate source materials into your paper and discuss each source thoughtfully in relation to your thesis or purpose statement.

When you cite your reference sources, it is important to pay close attention to standard conventions for citing sources in order to avoid plagiarism , or the practice of using someone else’s words without acknowledging the source. Later in this chapter, you will learn how to incorporate sources in your paper and avoid some of the most common pitfalls of attributing information.

Step 6: Revising and Editing Your Paper

In the final step of the research writing process, you will revise and polish your paper. You might reorganize your paper’s structure or revise for unity and cohesion, ensuring that each element in your paper flows into the next logically and naturally. You will also make sure that your paper uses an appropriate and consistent tone.

Once you feel confident in the strength of your writing, you will edit your paper for proper spelling, grammar, punctuation, mechanics, and formatting. When you complete this final step, you will have transformed a simple idea or question into a thoroughly researched and well-written paper you can be proud of!

Review the steps of the research writing process. Then answer the questions on your own sheet of paper.

• In which steps of the research writing process are you allowed to change your thesis?
• In step 2, which types of information should you include in your project schedule?
• What might happen if you eliminated step 4 from the research writing process?

Key Takeaways

• People undertake research projects throughout their academic and professional careers in order to answer specific questions, share their findings with others, increase their understanding of challenging topics, and strengthen their researching, writing, and analytical skills.
• The research writing process generally comprises six steps: choosing a topic, scheduling and planning time for research and writing, conducting research, organizing research and ideas, drafting a paper, and revising and editing the paper.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Why Learning to Write Well in College Is Difficult

Bill cerbin, assistant to the provost, uw-la crosse terry beck, department of english, uw-la crosse.

The following list is not, of course, meant to rationalize sub-par writing by college students. Nor can one course instructor address all the challenges listed below. We can, though, learn from this list and push ourselves, for example, to teach explicitly the genres we assign or—when we confer with students about their papers—ask them about the previous writing advice they’ve received. By understanding why writing is difficult for some of our students, we can work to help students develop as more confident and able writers.

• Variations from discipline to discipline. Disciplines are discourse communities with their own methods of developing and communicating knowledge. However, students take classes in several disciplines (i.e., several discourse communities) at the same time and often have difficulty mastering the different forms of inquiry and the different stylistic conventions that apply. It takes a long time to develop writing proficiency in one discipline, let alone several.
• Lack of uniform criteria and standards. Criteria, standards, and definitions of good writing differ from course to course (even within the same department). Students develop the idea that these are arbitrary and a matter of instructors’ personal preferences. This prompts them to search out “what you’re looking for” or “what you want” in their assignments.
• Lack of explicit criteria and standards. In some courses, students have little or no information about what constitutes appropriate writing and no clear sense of the goal they are supposed to work toward.
• Undeveloped writing processes. In many classes students are expected to write well, but are not taught to do so. Courses do not try to develop students’ writing: they simply require it. And students are left to use whatever strategies and competencies they have. But unless they are given feedback and helped with their composing processes, students will not get better by simply writing a lot.
• Misleading or incomplete writing instruction. In some classes, formal writing may be treated solely as a list of rules governing the use of language (grammar, spelling, punctuation) rather than as purposeful communication of ideas. If this is done, mechanical aspects of language are emphasized to the exclusion of important conceptual abilities. Often key writing concepts are never addressed in courses. For example, how to adapt one’s knowledge to the audience and the situation (i.e., rhetorical thinking) is extremely important but rarely taught. Similarly, how to develop a coherent train of thought is crucial to good writing—but rarely taught.
• Incomplete understanding of the subject matter. Students very often have to write about subjects that are unfamiliar to them. And, typical of novices in any subject area, their understanding as they write tends to be incomplete and naïve. Thus, it is very common that their writing lacks coherence and structure—reflecting their fragmented understanding of the topic, not necessarily their incompetence as writers.
• Lack of experience with and failure to understand genres. Most assignments are academic writing exercises: “tests” in which students demonstrate their knowledge to the teacher (e.g., essays, library research papers). These are genres that are rhetorically difficult and confusing—and poor preparation for the writing they will do after their university careers. Students have fewer opportunities to develop knowledge of other forms of writing and to write to different audiences.
• Lack of consistent coaching. As students go from class to class, they experience writing as a hodgepodge of activities, assignments, advice, etc. It is unlikely that these unrelated, discrete experiences promote cumulative learning and develop writing expertise.
• Non-reflective writing experiences. Students probably do not treat writing as a deliberate skill to develop. For the most part, they do not analyze their own writing or reflect on their strengths, weaknesses, and development as writers.
• Students do not care about what they write. Often students perceive academic writing as a chore rather than as a meaningful learning experience. While this is part of current student culture, it is not inevitable. Students are more likely to be invested in their work when they have some control over the selection of the topic and the work has an “authentic purpose” beyond getting a grade.

©2001, Bill Cerbin and Terry Beck.

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The curse of knowledge: Why are academic papers so difficult to read?

If you have ever read an academic paper, you’ve probably encountered sentences like “The individual member of the social community often receives his information via visual, symbolic channels.” It means “people read.”

Pick up an academic journal and you will find the prose defies everything you were taught about good writing. The articles are usually long-winded, needlessly dense and incomprehensibly jargonistic. Speaking from experience, even when you have background knowledge of the topic, papers are often very, very difficult to understand.

The question is: why is so much academic writing so bad? Why did the academic who wrote the first sentence not just write ‘people read’ instead?

One common theory is that academics write badly on purpose. Rather than trying to be as clear and understandable as possible, scholarly articles are attempts to impress other academics with how obscure and complex their research is, or worse, hide the fact that they have nothing new to say. This may be partially true, but to claim that all academics are egotistical show-offs is too simplistic. The causes for the prevalence of poor writing are more complex and more interesting.

In reality, part of the reason academics don’t try to engage their readers is that they don’t really need to. They are not writing for a wide audience, but for a small circle of fellow academics who are equally knowledgeable and have a vested interest in finding mistakes in their research.

Read any academic paper and you will find liberal use of “virtually”, “partially”, “probably” and other fence-sitting modifiers. This is largely to do with the scientific instinct of not making blanket statements. But it is also a safety net. Sprinkling your paper with these words makes it harder for your critics to pin you down. Academics are, after all, writing for a very small audience of competitors who want to destroy them. They’ve been trained to do this since their induction into academia with their ‘PhD thesis defence’.

Scholarly articles are written in the literary equivalent of a defensive crouch. They are not meant to interest their readers, they are meant to survive their readers. The more inaccessible an article, the greater the effort required to tear its arguments apart.

But the underlying reason for bad academic writing goes deeper than the culture of academia, and is a problem that academics share with anyone else who is considered an expert. The theory, put forward by several academics including Canadian psychologist Steven Pinker, states that if you know something, it is very difficult to imagine what it’s like to not know it. If you’ve spent your career researching a topic, you will be writing with a wealth of knowledge not available to most people. Putting yourself in the position of a reader who knows less than you is difficult.

This phenomenon is known as “the curse of knowledge,” and goes a long way in explaining why academics have so much trouble communicating their research. Writing is difficult: our minds have evolved to speak, not to write. Few people can actually write clearly, succinctly and engagingly. Add the fact that academics can’t understand what it’s like to read their papers as a layman, and it’s not hard to see why academic literature is usually poorly written.

Unfortunately, difficult-to-understand academic papers create a self-perpetuating cycle. Undergraduates learning to write scholarly articles learn by reading them. The style I’ve adopted for writing scientific reports is very different from the style I wrote this article in. When writing this, I tried to be as straightforward and engaging as possible. But when you read academic papers, you realise that isn’t the priority.

Undergraduates who read academic articles tend to imitate the so-called “academese” style. You begin to worry that your own writing isn’t ‘academic’ enough. But the truth is that the convoluted, jargonistic and often incomprehensible writing found in academic journals isn’t a writing style, it’s simply poor writing. 

Reading academic papers is a skill that it takes a while to acquire. Generally speaking, understanding what the author is talking about before reading the paper helps. Reading the introduction and conclusion, headings and topic sentences to get an idea of the overall structure helps you to skim over the less relevant passages. Over time, you become more adept at judging what is important to read, and what is just waffle. However, no matter how good you become, you invariably end up spending a depressingly large amount of time and energy deciphering needlessly complex prose. 

Bad writing makes life difficult for undergraduates and junior researchers. It also discourages anyone interested in the sciences or humanities from pursuing that interest. Public engagement and trust in science are damaged if scientists cannot effectively communicate their ideas. The general population does have an interest and will read about complex topics, but not when ‘reading’ is described as “receiving information via visual, symbolic channels.’

Keep Reading

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Is it normal to have a hard time comprehending academic papers?

I am starting my PhD in statistics program next year, and I have some concerns. In my institution, there is a mandatory course that every PhD student has to take in lieu of taking one qualifying examination. The course requires students to read five academic papers and write a report, which will be graded by faculty members.

I was browsing through the reading list for this course, and I often find myself pondering over one twenty-page paper for days and weeks because I want to make sure that I understand all the math, concepts, and other details of the paper. I am supposed to make a report for one paper/month, and I am now quite worried about what I am expected to do as a PhD student because it feels like it takes me forever to comprehend a single paper. I feel discouraged because I have done very well in my bachelor’s and master’s programs in statistics, but I am having such a hard time comprehending these academic papers.

Is it normal for beginning PhD students to have a hard time comprehending academic papers?

• 74 One thing that's important to learn on the meta level is how deep your understanding of a single unit of knowledge (e.g. a paper, a concept etc.) needs to be a at a given time for a given purpose. Many beginners get lost in various rabbit holes because they overestimate how deep they need to go. –  henning no longer feeds AI Commented Dec 28, 2018 at 0:45
• 1 Different problem, but partly applicable: academia.stackexchange.com/questions/89032/… –  henning no longer feeds AI Commented Dec 28, 2018 at 0:51
• 3 Who selects the 5 papers? If you choose them yourself, either randomly or based on the fact that the title looks interesting, you will eventually discover what proportion of papers in your field aren't worth understanding anyway. In my experience, that is at least 90% of what gets published in high quality journals (ignoring the rest completely) but YMMV. –  alephzero Commented Dec 28, 2018 at 11:16
• 2 I am disappointed that academia hasn't fully embraced the technology of hyperlinks. It would be great if papers which used high-level jargon would link to a source which could describe what that term actually means. Wikipedia has managed it. Why not academia? –  joeytwiddle Commented Dec 29, 2018 at 4:21
• 7 I know it is tempting to think that authors should put a little effort into making the paper more accessible to non-experts, but the simple fact is that in many fields the group of people who would practically benefit from that effort is of the same scale as the group that doesn't need it (rather than being much larger). Abstruse Goose explains: abstrusegoose.com/272 . And writing papers is hard as it is: that technical language exists for a reason and it makes it easier for the in-group to process the papers. –  dmckee --- ex-moderator kitten Commented Dec 29, 2018 at 23:10

7 Answers 7

Yes, yes it is. But it gets easier. What most people don't realize when starting out reading academic papers, is that not every paper is an island (to paraphrase...). Terminology and 'lingo' is something you learn over time, and suddenly you realize that you no longer have to look up every second concept you stumble upon in a paper - it simply references stuff that you already know.

This is of course also the reason that forcing new students to read papers, and even write a report about them to make sure that the papers have been properly digested, is a very good idea. The fact that members of faculty even take time out to grade these reports, tells me that you are probably in capable hands.

• 42 "It gets easier. Every day, it gets a little easier. But you gotta do it every day. That's the hard part. But it does get easier." –  Pedro Commented Dec 28, 2018 at 16:04
• 2 Indeed, this is the very process of research. –  Lightness Races in Orbit Commented Dec 30, 2018 at 1:15

I am in my second year of a statistics PhD. I have by now examined many hundreds of papers. Some of them are, I now know, of only tangential relevance to my research. Others are relevant but when I first saw them I did not understand them enough to know even that. And some are so relevant that I have sought to reproduce their findings and in doing so I have re-read them many times, often finding something new in them that I had not previously noticed. In parallel with reading these papers I have been learning about branches of statistics that I knew nothing of before.

The most important thing to realise, as I now have, is that academic papers are not generally written with the aim of explaining something to a novice, but rather are there to tell someone who is already expert how wonderful the author's research in that field of expertise should be seen to be.The day will come when you too can write papers that only a few people will understand, and to get there you will have struggled through countless really difficult papers.

Now, given that academic papers in statistics are bound to be hard to understand and that you have been asked to summarise as many as five of them in a short time, you have to accept that your summary will not be based on a complete understanding of all the material in all the papers. Imagine that you are a journalist rather than a researcher. You need to be able to write down:

• what question does this paper seek to answer?
• what is the answer?
• what reasons does the author give for that answer?

If you can do that you already have a good summary of the paper. To do it you do not need to understand all the author's reasons, still less agree with them all. Later in your research, maybe, you will recall one of these papers and realise that it is relevant to your own work: then you really do have to roll up your sleeves and understand in detail, but not now.

• 7 w.r.t. paragraph two I am reminded of the following: "Oppenheimer once said that most people gave talks to show others how to do the calculation, while Schwinger gave talks to show that only he could do it." (The paper I found this in , however, continues: "Although a commonly shared view, this witticism is unkind and untrue.") –  davidbak Commented Dec 28, 2018 at 0:45
• 10 Re: "The day will come when you too can write papers that only a few people will understand, and to get there you will have struggled through countless really difficult papers" . I'm hoping that that day never comes for you. When you write, write for the reader, not as @davidbak points out "to show that only [you[ can do it". It's possible to write an advanced paper that is readable. Learn (and strive) to do that instead. –  Flydog57 Commented Dec 28, 2018 at 19:58
• 1 "The most important thing to realise, as I now have, is that academic papers are not generally written with the aim of explaining something to a novice, but rather are there to tell someone who is already expert how wonderful the author's research in that field of expertise should be seen to be" this is just the naked truth about Academia, sadly. –  gented Commented Jan 1, 2019 at 4:22
• 1 Another aspect is that we are used to reading things written by people practiced in writing. In Academia, you often have people who are not necessarily good writers trying to communicate very difficult content. –  xdhmoore Commented Jan 2, 2019 at 3:41

Yes. But it's a question of practice. More reading= More understanding. More understanding easier to understand a new paper.

But you do not need to understand every single phrase. For instance, if it is not exactly your field, I would jump over the methods section.

I got a recommendation during my Ph.D. first read Abstract, second Intro, third Conclusion. Some cases 3rd Results, 4th Conclusion. The more you read the more you'll understand.

Read, read, read. That's the key

Reviews on the field of study are excellent starting points

• 1 Reviews are a very good starting point. –  pink.slash Commented Dec 28, 2018 at 0:29
• @pinkslash The recommendation you had was good. Do you wonder why it is that authors do not write their papers in that order? I do not think that there is a good reason. –  JeremyC Commented Dec 28, 2018 at 1:26
• Completely agree with your advice. I'd also add "look at the figures" between Abstract and Intro. –  user71659 Commented Dec 28, 2018 at 7:46
• I like this advice a lot. In some sense it's like peeling an onion: (1) Abstract gives you executive summary; if promising then: (2) Intro & Conclusion bookends together give more detail to overall story; if still promising then: (3) read the whole Methods/Results heart of the paper and get all the gory details. –  Daniel R. Collins Commented Dec 31, 2018 at 6:25

Unfortunately, a paper is limited in length by money (lots of publications have a per page cost after their standard length) or guidelines. As such, authors have to sum up lots of dense information in a small space. They may take for granted lots of "known" papers. In a book, the authors would have more space to develop their ideas, add explanations that are only a citation in a paper.

It is hard indeed to start reading papers (it's even harder when it's not your mother tongue). I remember when I started that my understanding was very shallow. With time and experience, I'm now capable of understanding also the context, not just the paper itself. At the beginning, I had to look at the used terms and look them up online or read the cited papers/books to understand some of the mathematical basis for the paper I needed.

But it gets better, the curve in a specific domain may be similar close to 1-e^-t. Going from one domain to another gets easier, but there is always a learning curve to understand what everyone in a (new) domain takes for granted.

• 1 Papers are limited in length more by venue length restrictions (conferences, journals etc.) than by money - as far as I can tell. –  einpoklum Commented Dec 29, 2018 at 21:05
• Yes, but you can (for papers) pay for more pages. All this limits the amount of explanations you can add. –  Matthieu Brucher Commented Dec 29, 2018 at 21:12
• That is only true in some fields and some publications. In my (limited) experience in Computer Science - that's not an option even for journal papers; and I am 100% certain it is not an option for conference papers. The page limit is very strict and money has nothing to do with it. –  einpoklum Commented Dec 29, 2018 at 21:14
• I had a different experience in Computer Science for journal papers. But I do agree that I should have stated that some have guidelines. This is now fixed. –  Matthieu Brucher Commented Dec 29, 2018 at 21:17
• Indeed, papers are limited in length, but some authors write parallel "technical reports" which do not have the same length constraints. –  emory Commented Dec 31, 2018 at 2:17

I agree with @nabla's answer that as you go further and read more and more papers, it gets easier for you and you don't have the difficulties in comprehending the terminologies. It is also very good that you think a lot on each individual paper and want to understand each bit of it. However, remember that you should know how to read a paper. Reading a paper is different from studying a mathematical textbook, which you do in order to prepare yourself for the exam. I suggest you the following steps:

First, consider yourself as a reviewer, who is employed to judge the paper and its novelties and then gives his/her opinion.

Try to scan the paper first. Read the abstract and conclusion and try to understand the framework of the paper.

After reading the abstract you will understand how far you are from the topic. Thus, try to search a little about the terminologies and methods that you are unfamiliar with (by simply googling them and checking Wikipedia).

Read the introduction carefully to see the state of art and the previous studies on the topic. People usually explain things in detail in the introduction, if no they refer to some general and review papers. Try to get those papers and read them.

Now read the whole paper. But remember nobody expects you to understand the mathematical model that the author is presenting in details. Try to have an idea about it. You are not going to write about the detailed mathematics in your report. Don't waste your time on that. If you are personally interested in details then that is another story.

After finishing the paper, ask the following questions from yourself: 6.1. What was the main idea of the paper? 6.2 What was the method that the author implemented? 6.3 how satisfactory were the results? and so on...

Try to write your report according to the above information.

Every person had that time of not comprehending some papers/ academic papers especially if it does have a lot of information. More pages to read we sometimes forget the ideas contained in some pages while reading the concurrent ones. So I think it is very normal if sometimes you did not understand a certain concept because everybody does. What I did if that time happens to me, I read it succeedingly 5 or more times to grasp the information contained in the article and then I can now write my own reflection or output.

I'd like to provide a theoretical explanation:

The novice learner must be cognizant of these labels and symbols and learn the generally accepted referents that are attached to them. As the expert must communicate with these terms, so must those learning the discipline have a knowledge of the terms and their referents as they attempt to comprehend or think about the phenomena of the discipline. Here, to a greater extent than in any other category of knowledge, experts find their own labels and symbols so useful and precise that they are likely to want the leamer to know more than the leamer really needs to know or can learn. This may be especially true in the sciences, where attempts are made to use labels and symbols with great precision. Scientists find it difficult to express ideas or discuss particular phenomena with the use of other symbols or with "popular" or "folk knowledge" terms more familiar to a lay population.

Those details and concepts are the first level of knowledge: factual knowledge in the Revised Bloom's Taxonomy.

References: A taxonomy for learning teaching and assessing

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Why Students Struggle With Essay Writing

Published by Alaxendra Bets at August 19th, 2021 , Revised On August 23, 2023

Writing comes naturally for some of us. Students with good essay writing skills have words flow into  sentences , sentences,  paragraphs , and paragraphs into an essay  or  dissertation . However, for many students, writing is tedious work they want to avoid.

If you are struggling with  essay  or  dissertation writing , rest assured you are not the only student facing this problem. But it’s important to understand the reasons for your essay, coursework, exams, or dissertation writing failures to put your academic life back on track.

Here, we discuss and attempt to figure out the causes as to why are so many students struggling with essay writing.

In the unfortunate event that you have already failed coursework, dissertation, essay, or exam, we have compiled comprehensive guidelines  on what you could do to improve your situation.

Reasons Why Students Struggle with Essay Writing

Before we shed light on the obscure causes of students finding it hard to deal with essay and  coursework writing , let us look into the more apparent causes. Research studies have confirmed that writing and reading are reciprocal processes. Apart from providing professional writing guidelines to students, we also provide professional writing services , i.e. essay services , coursework writing services and dissertation writing services .

If you read regularly enough, your writing will improve by leaps and bounds. Likewise, your writing improves your reading significantly. Many students apprehend the importance of this relationship as they read complicated transcripts and texts to improve their writing abilities.

But not all students can comprehend this relationship between reading and writing, and eventually, writing becomes a continuous struggle for them. Debbie Lee, in her article published on Educator Community (2017), states that;

“To write, we use many parts of our brain at the same time as well as the kinesthetic process of writing. For many students, especially those with language or fine motor skill delays, the task of writing is challenging.”

Poor Mechanical & Content Skills

In the same article, Debbie argued that students with poor processing and poor content and mechanical skills often struggle with essay writing. The most notable processing skills that many students would often lack include fluent development of ideas, language formulation and ideation, and active working memory.

Content and mechanical skills that are essential for any student to be good at writing are as follows;

• Expressing ideas
• Organising ideas
• Punctuation
• Capitalisation
• Basic Spelling & Vocabulary
• Automatic Letter Formation
• Clarity of Expression
• Use of appropriate grammar in essay
• Different styles of essay writing
• Flexibility in the writing process
• Understanding the viewpoint from the text in books
• Lack of enthusiasm and passion

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When you consider all of the above underlying skills that students should master to become proficient writers, you can understand how frustrating it can be. Perhaps, it also explains why most students prefer not to write their papers and  get experienced writers to write .

No Right Answers When You Are Inexperienced

Unable to find what the right answer to a particular  problem question is? Many students end up scratching their heads around the basic question they must answer as part of their essay  or  dissertation  assignment.

While every other skill student learns the right way to do it, it can be hard to figure out the correct way to write an essay  because most of us approach writing naturally and emotionally.

But let it be clearly stated here that the right or correct way of writing an essay does exist if your supervisor or tutor is not teaching the  essay writing structures for different types of essays , dissertations, and research papers, you are not getting the help you deserve, and the confidence needed to jump into an assignment writing task.

To produce a high-quality essay paper, you need to learn to be good at brainstorming, writing the essay outline, and developing the rough draft and the final copy because that is how you will improve your writing skills.

ResearchProspect provides the tools, and they help students need to have their essays written to the highest possible academic standard.

Fear of Failure

Have so many questions in mind before writing even a word of your assignment? What is the  question I need to address ? What is the objective of this assignment? Which academic sources should I use as reference material? What should be the structure of the essay ? What abilities and skills will I be graded on? What writing style must I follow?

These questions and many more could swarm around in your mind. Don’t worry, Don’t Panic. Don’t Be Overwhelmed! It’s normal to have so many questions. It’s completely normal to fear failure, especially if you haven’t had much writing experience in your previous academic years.

If you haven’t been taught about the writing and structuring processes (yes, a range of writing structures and styles exist), it can be pretty hard to get going. The fear of failure will stay with students if they do not provide help on creative writing rules and the  different types of essay writing structures .

For example, this is an article on how you structure a dissertation paper.

Also read: Sociology Essay Writing Service .

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Helping Students Who Struggle with Essay Writing

The world we are living in is changing rapidly. With texts, tweets, posts, snaps, and Insta around us, it’s no wonder students don’t want to get in struggle with writing. This is particularly frustrating for teachers and students alike, as students scrap to express their thoughts and views clearly in the traditional fashion their schools expect them to.

But the world of academia has remained pretty much unchanged over centuries, with universities expecting students to become good researchers and capable writers . We will never replace essays , assignments, research , dissertation , and analysis with tweets, Instagram posts, and Facebook stories in universities.

Your teachers will not be delighted with you if you eagerly indulge in social media postings but struggle with basic essay writing tasks. A study conducted by ResearchProspect concluded that as many as 3 of every 5 students lack proficiency in writing – a number that cannot be ignored.

Our Essay Writers

ResearchProspect writers  know the writing rules and are proficient in all types of writing structures and styles.

Our essay writers understand that essays aren’t going anywhere, and so they have mastered the art of presenting their expression, arguments, and analysis through their writing. They love sentence diagrams and grammar drills because it is their job to do so.

Contact us via telecom, email, or mail to discuss anything regarding your essay. Our staff is always there to help!

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The essay writing tips in this blog post aim to help readers establish why they struggle to write a first-class essay or dissertation paper that meets academic expectations. The post directly aims to help students experiencing writing difficulties in achieving the grade they desire despite their writing limitations.

View some  essay writing samples  here!

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More From Forbes

A psychologist explains how the ‘lion’s gate portal’ can benefit you.

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Days like 8/8 can benefit you regardless of your belief in them as they create the perfect storm of ... [+] positivity, placebo and manifestation practice.

Research has confirmed time and again that the gaps between psychological science and spirituality are wide. While one uses treatment modalities developed through scientific rigor, the other banks on faith, belief and optimism.

Paradoxically, however, psychological healing often intersects with spirituality in the realm of practice. “Manifestation” exercises such as meditation and chanting, positive visualization, journaling and affirmations are prescribed in both spaces regularly and are often rooted in gaining more knowledge of and control over the subconscious and unconscious mind.

Research published in 2023 also indicates that certain psychological constructs, like being in a “flow state,” mirror spiritual experiences. The study further argues that incorporating spirituality into your life may enhance self-understanding and potential through self-belief, a goal therapists often set for clients they treat.

All of this is to say that there are many paths that lead to a desired destination. Whether you are a realist with elaborate plans for the future or you’re a spiritual soul building a deeper connection with the universe, manifestation exercises can help you break substantial ground on the journey you’re already on.

And while there is no perfect time to start this journey, many swear by certain fated days, meant to be more powerful and “bountiful” than others. Today is supposed to be one such day, marking the opening of the “Lion’s Gate portal.” Here’s the lore behind the popular legend.

Musk-Trump X Interview: Trump Takes Friendly Questions From Musk After Glitch-Plagued Start

Today’s nyt mini crossword clues and answers for tuesday, august 13, wwe raw results, winners and grades on august 12, 2024, the astrological tale behind lion’s gate portal.

Spiritual practitioners claim the eighth of August to be the day the universe supposedly opens a cosmic gateway known as the Lion’s Gate Portal. With Sirius rising and the Sun in Leo, believers claim this is a magical window for transformation and manifestation, as if the universe itself is conspiring to grant all wishes.

For those who believe the lore, it presents a tantalizing chance to harness the universe’s supposed powers. Whether it’s celestial truth or just a fanciful story lacking scientific or cosmic corroboration, the intent to start manifesting in your life is never unuseful. Regardless of these beliefs, manifestation can always help people achieve their best potential.

Why Does Manifestation Work Well With Spirituality?

While they may use vastly different language, construct different arguments and are trying to prove different things—spiritual healing and psychological healing often coincide when it comes to execution. Here’s a psychologist’s take on why manifestation works in both worlds:

• The placebo effect of faith and positive outcomes. Research published in Philosophical Transactions of the Royal Society B suggests that belief systems, including spiritual practices, can impact physical health and well-being. Another study examining the Covid-19 pandemic found that patients with higher emotional, social, physical and spiritual resilience experienced less severe symptoms and recovered more quickly, illustrating how faith can influence outcomes through the placebo effect. And finally, in a 2020 article discussing the power of religious practices, psychiatrist Harold Koening notes: “Placebos have been used in medicine since antiquity and may have significantly improved health and quality of life when little was known about the causes of most illnesses. Many outcomes were likely due to the placebo effect, as available treatments were either unproven or later disproven.” In the same vein, practices like manifestation may rely on the placebo effect, where believing in positive outcomes creates a psychological environment that supports achieving those outcomes.
• The powerful role of self-efficacy. Prolific researcher Albert Bandura's work on self-efficacy highlights the power of one’s belief in their own ability to succeed. When individuals engage in manifestation practices, spiritual or not, they are essentially boosting their self-efficacy—which can lead to better performance and greater resilience in the face of challenges. This helps in building a positive self-image and enhances strength to take righteous actions towards one's ambitions.
• Principles of Cognitive Behavioral Therapy (CBT). CBT , a well-established psychological treatment modality, emphasizes the importance of changing negative thought patterns to improve mental health. Manifestation techniques, such as affirmations and visualization, align closely with CBT principles by encouraging individuals to focus on positive thoughts and outcomes, thereby reducing anxiety and self-sabotaging thoughts.

How You Can Harness The “Magic” Of Days Like 8/8

Whether ordained by the universe or not, there may not be a better time than now to channelize your mental and spiritual energy toward manifesting the goals you desire to achieve. Here’s why the efficacy of these tools can feel like magic:

• Meditation and visualization. Meditation and visualization are powerful tools that help individuals focus their intentions and reduce stress. Research led by epidemiologists at West Virginia University shows that regular meditation can enhance cognitive function and emotional regulation.
• Journaling. Writing down aspirations and goals can clarify intentions and create a tangible blueprint for success. Journaling has been shown to improve mental health by allowing individuals to process emotions and articulate their own thoughts.
• Environmental enhancements. Creating a conducive environment for manifestation, such as lighting candles or using fragrances, can enhance mood and focus. Research published in Scientia Pharmaceutica suggests that certain olfactory stimulation can positively affect mood and cognitive function.
• Affirmations. Repeating affirmations can reinforce positive beliefs and motivate individuals to pursue their goals. A 2015 study indicates that affirmations, when practiced consistently and spoken as if true, can improve performance and self-perception through a sense of achieving rewards.

While the myths surrounding events like the Lion’s Gate portal may blend astrological assumptions into daily life, the practice of manifestation itself holds significant psychological value at all times in life. The power of intention, belief and structured practice can have profound effects on cognitive health and personal growth. By understanding and harnessing these psychological techniques, individuals can achieve positive transformations, regardless of their spiritual beliefs.

Test your levels of spirituality by taking the science-backed Ego Dissolution Scale, here .

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How to cite ChatGPT

Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.

We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

• Parenthetical citation: (OpenAI, 2023)
• Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.

We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

Update: APA Journals has published policies on the use of generative AI in scholarly materials .

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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