research essay on book

The Process of Research Writing

(19 reviews)

Steven D. Krause, Eastern Michigan University

Publisher: Steven D. Krause

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

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

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

Comprehensiveness rating: 3 see less

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

Content Accuracy rating: 5

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

Relevance/Longevity rating: 5

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

Clarity rating: 4

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

Consistency rating: 5

The book is consistent throughout

Modularity rating: 4

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

Organization/Structure/Flow rating: 4

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

Interface rating: 3

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

Grammatical Errors rating: 3

I didn't note anything glaringly obvious

Cultural Relevance rating: 5

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

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

Comprehensiveness rating: 4 see less

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

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

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

Clarity rating: 5

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

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

Modularity rating: 5

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

Organization/Structure/Flow rating: 5

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

Interface rating: 4

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

Grammatical Errors rating: 5

No errors noted.

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

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

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

Content Accuracy rating: 4

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

Relevance/Longevity rating: 3

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

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

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

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

Organization/Structure/Flow rating: 3

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

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

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

Grammatical Errors rating: 4

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

Cultural Relevance rating: 2

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

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

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

Comprehensiveness rating: 5 see less

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

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

Relevance/Longevity rating: 4

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

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

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

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

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

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

Excellently proof-read,

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

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

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

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

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

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

Clarity rating: 3

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

Consistency rating: 4

no issues here

Modularity rating: 3

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

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

Interface rating: 2

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The information is accurate and straightforward.

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

The clarity is excellent.

There are no inconsistencies.

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

The progression of chapters is logical.

Interface rating: 5

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

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

Cultural Relevance rating: 4

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

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

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

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

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

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

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

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

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

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

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

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

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

The text is free of bias or stereotypes.

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

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

Twelve chapters are broken into multiple parts.

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

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

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

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

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

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

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

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

The guide poses purposeful questions.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The text covers all subject areas appropriately. read more

The text covers all subject areas appropriately.

Overall, the text is accurate.

Relevant and current.

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

This text is consistent -- good terminology!

Clear sections to focus on key points of research writing.

Well organized.

Not confusing

Overall, lacking grammatical errors.

Relevant -- research writing and thesis building are timeless.

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

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

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

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

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

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

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

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

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

There were noticeable grammatical errors.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Relevance/Longevity rating: 2

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

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

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

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

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

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

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

Cultural Relevance rating: 3

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

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

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

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

Content Accuracy rating: 3

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

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

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

Consistency rating: 3

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Modularity rating: 2

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

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

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

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

There is nothing culturally offensive here in any way.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The modular format would make it very easy to update.

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

This text is internally consistent.

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

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

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

This text is easy to navigate.

I found no grammar errors.

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

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

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

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

Ancillary Material

About the book.

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

About the Contributors

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

Contribute to this Page

Organizing Your Social Sciences Research Assignments

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

A book review is a thorough description, critical analysis, and/or evaluation of the quality, meaning, and significance of a book, often written in relation to prior research on the topic. Reviews generally range from 500-2000 words, but may be longer or shorter depends on several factors: the length and complexity of the book being reviewed, the overall purpose of the review, and whether the review examines two or more books that focus on the same topic. Professors assign book reviews as practice in carefully analyzing complex scholarly texts and to assess your ability to effectively synthesize research so that you reach an informed perspective about the topic being covered.

There are two general approaches to reviewing a book:

Descriptive review: Presents the content and structure of a book as objectively as possible, describing essential information about a book's purpose and authority. This is done by stating the perceived aims and purposes of the study, often incorporating passages quoted from the text that highlight key elements of the work. Additionally, there may be some indication of the reading level and anticipated audience.
Critical review: Describes and evaluates the book in relation to accepted literary and historical standards and supports this evaluation with evidence from the text and, in most cases, in contrast to and in comparison with the research of others. It should include a statement about what the author has tried to do, evaluates how well you believe the author has succeeded in meeting the objectives of the study, and presents evidence to support this assessment. For most course assignments, your professor will want you to write this type of review.

Book Reviews. Writing Center. University of New Hampshire; Book Reviews: How to Write a Book Review. Writing and Style Guides. Libraries. Dalhousie University; Kindle, Peter A. "Teaching Students to Write Book Reviews." Contemporary Rural Social Work 7 (2015): 135-141; Erwin, R. W. “Reviewing Books for Scholarly Journals.” In Writing and Publishing for Academic Authors . Joseph M. Moxley and Todd Taylor. 2 nd edition. (Lanham, MD: Rowan and Littlefield, 1997), pp. 83-90.

How to Approach Writing Your Review

NOTE: Since most course assignments require that you write a critical rather than descriptive book review, the following information about preparing to write and developing the structure and style of reviews focuses on this approach.

I. Common Features

While book reviews vary in tone, subject, and style, they share some common features. These include:

A review gives the reader a concise summary of the content . This includes a description of the research topic and scope of analysis as well as an overview of the book's overall perspective, argument, and purpose.
A review offers a critical assessment of the content in relation to other studies on the same topic . This involves documenting your reactions to the work under review--what strikes you as noteworthy or important, whether or not the arguments made by the author(s) were effective or persuasive, and how the work enhanced your understanding of the research problem under investigation.
In addition to analyzing a book's strengths and weaknesses, a scholarly review often recommends whether or not readers would value the work for its authenticity and overall quality . This measure of quality includes both the author's ideas and arguments and covers practical issues, such as, readability and language, organization and layout, indexing, and, if needed, the use of non-textual elements .

To maintain your focus, always keep in mind that most assignments ask you to discuss a book's treatment of its topic, not the topic itself . Your key sentences should say, "This book shows...,” "The study demonstrates...," or “The author argues...," rather than "This happened...” or “This is the case....”

II. Developing a Critical Assessment Strategy

There is no definitive methodological approach to writing a book review in the social sciences, although it is necessary that you think critically about the research problem under investigation before you begin to write. Therefore, writing a book review is a three-step process: 1) carefully taking notes as you read the text; 2) developing an argument about the value of the work under consideration; and, 3) clearly articulating that argument as you write an organized and well-supported assessment of the work.

A useful strategy in preparing to write a review is to list a set of questions that should be answered as you read the book [remember to note the page numbers so you can refer back to the text!]. The specific questions to ask yourself will depend upon the type of book you are reviewing. For example, a book that is presenting original research about a topic may require a different set of questions to ask yourself than a work where the author is offering a personal critique of an existing policy or issue.

Here are some sample questions that can help you think critically about the book:

Thesis or Argument . What is the central thesis—or main argument—of the book? If the author wanted you to get one main idea from the book, what would it be? How does it compare or contrast to the world that you know or have experienced? What has the book accomplished? Is the argument clearly stated and does the research support this?
Topic . What exactly is the subject or topic of the book? Is it clearly articulated? Does the author cover the subject adequately? Does the author cover all aspects of the subject in a balanced fashion? Can you detect any biases? What type of approach has the author adopted to explore the research problem [e.g., topical, analytical, chronological, descriptive]?
Evidence . How does the author support their argument? What evidence does the author use to prove their point? Is the evidence based on an appropriate application of the method chosen to gather information? Do you find that evidence convincing? Why or why not? Does any of the author's information [or conclusions] conflict with other books you've read, courses you've taken, or just previous assumptions you had about the research problem?
Structure . How does the author structure their argument? Does it follow a logical order of analysis? What are the parts that make up the whole? Does the argument make sense to you? Does it persuade you? Why or why not?
Take-aways . How has this book helped you understand the research problem? Would you recommend the book to others? Why or why not?

Beyond the content of the book, you may also consider some information about the author and the general presentation of information. Question to ask may include:

The Author: Who is the author? The nationality, political persuasion, education, intellectual interests, personal history, and historical context may provide crucial details about how a work takes shape. Does it matter, for example, that the author is affiliated with a particular organization? What difference would it make if the author participated in the events they wrote about? What other topics has the author written about? Does this work build on prior research or does it represent a new or unique area of research?
The Presentation: What is the book's genre? Out of what discipline does it emerge? Does it conform to or depart from the conventions of its genre? These questions can provide a historical or other contextual standard upon which to base your evaluations. If you are reviewing the first book ever written on the subject, it will be important for your readers to know this. Keep in mind, though, that declarative statements about being the “first,” the "best," or the "only" book of its kind can be a risky unless you're absolutely certain because your professor [presumably] has a much better understanding of the overall research literature.

NOTE: Most critical book reviews examine a topic in relation to prior research. A good strategy for identifying this prior research is to examine sources the author(s) cited in the chapters introducing the research problem and, of course, any review of the literature. However, you should not assume that the author's references to prior research is authoritative or complete. If any works related to the topic have been excluded, your assessment of the book should note this . Be sure to consult with a librarian to ensure that any additional studies are located beyond what has been cited by the author(s).

Book Reviews. Writing@CSU. Colorado State University; Book Reviews. The Writing Center. University of North Carolina; Hartley, James. "Reading and Writing Book Reviews Across the Disciplines." Journal of the American Society for Information Science and Technology 57 (July 2006): 1194–1207; Motta-Roth, D. “Discourse Analysis and Academic Book Reviews: A Study of Text and Disciplinary Cultures.” In Genre Studies in English for Academic Purposes . Fortanet Gómez, Inmaculada et al., editors. (Castellò de la Plana: Publicacions de la Universitat Jaume I, 1998), pp. 29-45. Writing a Book Review. The Writing Lab and The OWL. Purdue University; Writing Book Reviews. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Suárez, Lorena and Ana I. Moreno. “The Rhetorical Structure of Academic Journal Book Reviews: A Cross-linguistic and Cross-disciplinary Approach .” In Asociación Europea de Lenguas para Fines Específicos, María del Carmen Pérez Llantada Auría, Ramón Plo Alastrué, and Claus Peter Neumann. Actas del V Congreso Internacional AELFE/Proceedings of the 5th International AELFE Conference . Zaragoza: Universidad de Zaragoza, 2006.

Structure and Writing Style

I. Bibliographic Information

Bibliographic information refers to the essential elements of a work if you were to cite it in a paper [i.e., author, title, date of publication, etc.]. Provide the essential information about the book using the writing style [e.g., APA, MLA, Chicago] preferred by your professor or used by the discipline of your major . Depending on how your professor wants you to organize your review, the bibliographic information represents the heading of your review. In general, it would look like this:

[Complete title of book. Author or authors. Place of publication. Publisher. Date of publication. Number of pages before first chapter, often in Roman numerals. Total number of pages]. The Whites of Their Eyes: The Tea Party's Revolution and the Battle over American History . By Jill Lepore. (Princeton, NJ: Princeton University Press, 2010. xii, 207 pp.)

Reviewed by [your full name].

II. Scope/Purpose/Content

Begin your review by telling the reader not only the overarching concern of the book in its entirety [the subject area] but also what the author's particular point of view is on that subject [the thesis statement]. If you cannot find an adequate statement in the author's own words or if you find that the thesis statement is not well-developed, then you will have to compose your own introductory thesis statement that does cover all the material. This statement should be no more than one paragraph and must be succinctly stated, accurate, and unbiased.

If you find it difficult to discern the overall aims and objectives of the book [and, be sure to point this out in your review if you determine that this is a deficiency], you may arrive at an understanding of the book's overall purpose by assessing the following:

Scan the table of contents because it can help you understand how the book was organized and will aid in determining the author's main ideas and how they were developed [e.g., chronologically, topically, historically, etc.].
Why did the author write on this subject rather than on some other subject?
From what point of view is the work written?
Was the author trying to give information, to explain something technical, or to convince the reader of a belief’s validity by dramatizing it in action?
What is the general field or genre, and how does the book fit into it? If necessary, review related literature from other books and journal articles to familiarize yourself with the field.
Who is the intended audience?
What is the author's style? Is it formal or informal? You can evaluate the quality of the writing style by noting some of the following standards: coherence, clarity, originality, forcefulness, accurate use of technical words, conciseness, fullness of development, and fluidity [i.e., quality of the narrative flow].
How did the book affect you? Were there any prior assumptions you had about the subject that were changed, abandoned, or reinforced after reading the book? How is the book related to your own personal beliefs or assumptions? What personal experiences have you had related to the subject that affirm or challenge underlying assumptions?
How well has the book achieved the goal(s) set forth in the preface, introduction, and/or foreword?
Would you recommend this book to others? Why or why not?

III. Note the Method

Support your remarks with specific references to text and quotations that help to illustrate the literary method used to state the research problem, describe the research design, and analyze the findings. In general, authors tend to use the following literary methods, exclusively or in combination.

Description : The author depicts scenes and events by giving specific details that appeal to the five senses, or to the reader’s imagination. The description presents background and setting. Its primary purpose is to help the reader realize, through as many details as possible, the way persons, places, and things are situated within the phenomenon being described.
Narration : The author tells the story of a series of events, usually thematically or in chronological order. In general, the emphasis in scholarly books is on narration of the events. Narration tells what has happened and, in some cases, using this method to forecast what could happen in the future. Its primary purpose is to draw the reader into a story and create a contextual framework for understanding the research problem.
Exposition : The author uses explanation and analysis to present a subject or to clarify an idea. Exposition presents the facts about a subject or an issue clearly and as impartially as possible. Its primary purpose is to describe and explain, to document for the historical record an event or phenomenon.
Argument : The author uses techniques of persuasion to establish understanding of a particular truth, often in the form of addressing a research question, or to convince the reader of its falsity. The overall aim is to persuade the reader to believe something and perhaps to act on that belief. Argument takes sides on an issue and aims to convince the reader that the author's position is valid, logical, and/or reasonable.

IV. Critically Evaluate the Contents

Critical comments should form the bulk of your book review . State whether or not you feel the author's treatment of the subject matter is appropriate for the intended audience. Ask yourself:

Has the purpose of the book been achieved?
What contributions does the book make to the field?
Is the treatment of the subject matter objective or at least balanced in describing all sides of a debate?
Are there facts and evidence that have been omitted?
What kinds of data, if any, are used to support the author's thesis statement?
Can the same data be interpreted to explain alternate outcomes?
Is the writing style clear and effective?
Does the book raise important or provocative issues or topics for discussion?
Does the book bring attention to the need for further research?
What has been left out?

Support your evaluation with evidence from the text and, when possible, state the book's quality in relation to other scholarly sources. If relevant, note of the book's format, such as, layout, binding, typography, etc. Are there tables, charts, maps, illustrations, text boxes, photographs, or other non-textual elements? Do they aid in understanding the text? Describing this is particularly important in books that contain a lot of non-textual elements.

NOTE: It is important to carefully distinguish your views from those of the author so as not to confuse your reader. Be clear when you are describing an author's point of view versus expressing your own.

V. Examine the Front Matter and Back Matter

Front matter refers to any content before the first chapter of the book. Back matter refers to any information included after the final chapter of the book . Front matter is most often numbered separately from the rest of the text in lower case Roman numerals [i.e. i - xi ]. Critical commentary about front or back matter is generally only necessary if you believe there is something that diminishes the overall quality of the work [e.g., the indexing is poor] or there is something that is particularly helpful in understanding the book's contents [e.g., foreword places the book in an important context].

Front matter that may be considered for evaluation when reviewing its overall quality:

Table of contents -- is it clear? Is it detailed or general? Does it reflect the true contents of the book? Does it help in understanding a logical sequence of content?
Author biography -- also found as back matter, the biography of author(s) can be useful in determining the authority of the writer and whether the book builds on prior research or represents new research. In scholarly reviews, noting the author's affiliation and prior publications can be a factor in helping the reader determine the overall validity of the work [i.e., are they associated with a research center devoted to studying the problem under investigation].
Foreword -- the purpose of a foreword is to introduce the reader to the author and the content of the book, and to help establish credibility for both. A foreword may not contribute any additional information about the book's subject matter, but rather, serves as a means of validating the book's existence. In these cases, the foreword is often written by a leading scholar or expert who endorses the book's contributions to advancing research about the topic. Later editions of a book sometimes have a new foreword prepended [appearing before an older foreword, if there was one], which may be included to explain how the latest edition differs from previous editions. These are most often written by the author.
Acknowledgements -- scholarly studies in the social sciences often take many years to write, so authors frequently acknowledge the help and support of others in getting their research published. This can be as innocuous as acknowledging the author's family or the publisher. However, an author may acknowledge prominent scholars or subject experts, staff at key research centers, people who curate important archival collections, or organizations that funded the research. In these particular cases, it may be worth noting these sources of support in your review, particularly if the funding organization is biased or its mission is to promote a particular agenda.
Preface -- generally describes the genesis, purpose, limitations, and scope of the book and may include acknowledgments of indebtedness to people who have helped the author complete the study. Is the preface helpful in understanding the study? Does it provide an effective framework for understanding what's to follow?
Chronology -- also may be found as back matter, a chronology is generally included to highlight key events related to the subject of the book. Do the entries contribute to the overall work? Is it detailed or very general?
List of non-textual elements -- a book that contains numerous charts, photographs, maps, tables, etc. will often list these items after the table of contents in the order that they appear in the text. Is this useful?

Back matter that may be considered for evaluation when reviewing its overall quality:

Afterword -- this is a short, reflective piece written by the author that takes the form of a concluding section, final commentary, or closing statement. It is worth mentioning in a review if it contributes information about the purpose of the book, gives a call to action, summarizes key recommendations or next steps, or asks the reader to consider key points made in the book.
Appendix -- is the supplementary material in the appendix or appendices well organized? Do they relate to the contents or appear superfluous? Does it contain any essential information that would have been more appropriately integrated into the text?
Index -- are there separate indexes for names and subjects or one integrated index. Is the indexing thorough and accurate? Are elements used, such as, bold or italic fonts to help identify specific places in the book? Does the index include "see also" references to direct you to related topics?
Glossary of Terms -- are the definitions clearly written? Is the glossary comprehensive or are there key terms missing? Are any terms or concepts mentioned in the text not included that should have been?
Endnotes -- examine any endnotes as you read from chapter to chapter. Do they provide important additional information? Do they clarify or extend points made in the body of the text? Should any notes have been better integrated into the text rather than separated? Do the same if the author uses footnotes.
Bibliography/References/Further Readings -- review any bibliography, list of references to sources, and/or further readings the author may have included. What kinds of sources appear [e.g., primary or secondary, recent or old, scholarly or popular, etc.]? How does the author make use of them? Be sure to note important omissions of sources that you believe should have been utilized, including important digital resources or archival collections.

VI. Summarize and Comment

State your general conclusions briefly and succinctly. Pay particular attention to the author's concluding chapter and/or afterword. Is the summary convincing? List the principal topics, and briefly summarize the author’s ideas about these topics, main points, and conclusions. If appropriate and to help clarify your overall evaluation, use specific references to text and quotations to support your statements. If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new information in the conclusion. If you've compared the book to any other works or used other sources in writing the review, be sure to cite them at the end of your book review in the same writing style as your bibliographic heading of the book.

Book Reviews. Writing@CSU. Colorado State University; Book Reviews. The Writing Center. University of North Carolina; Gastel, Barbara. "Special Books Section: A Strategy for Reviewing Books for Journals." BioScience 41 (October 1991): 635-637; Hartley, James. "Reading and Writing Book Reviews Across the Disciplines." Journal of the American Society for Information Science and Technology 57 (July 2006): 1194–1207; Lee, Alexander D., Bart N. Green, Claire D. Johnson, and Julie Nyquist. "How to Write a Scholarly Book Review for Publication in a Peer-reviewed Journal: A Review of the Literature." Journal of Chiropractic Education 24 (2010): 57-69; Nicolaisen, Jeppe. "The Scholarliness of Published Peer Reviews: A Bibliometric Study of Book Reviews in Selected Social Science Fields." Research Evaluation 11 (2002): 129-140;.Procter, Margaret. The Book Review or Article Critique. The Lab Report. University College Writing Centre. University of Toronto; Reading a Book to Review It. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Scarnecchia, David L. "Writing Book Reviews for the Journal Of Range Management and Rangelands." Rangeland Ecology and Management 57 (2004): 418-421; Simon, Linda. "The Pleasures of Book Reviewing." Journal of Scholarly Publishing 27 (1996): 240-241; Writing a Book Review. The Writing Lab and The OWL. Purdue University; Writing Book Reviews. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University.

Writing Tip

Always Read the Foreword and/or the Preface

If they are included in the front matter, a good place for understanding a book's overall purpose, organization, contributions to further understanding of the research problem, and relationship to other studies is to read the preface and the foreword. The foreword may be written by someone other than the author or editor and can be a person who is famous or who has name recognition within the discipline. A foreword is often included to add credibility to the work.

The preface is usually an introductory essay written by the author or editor. It is intended to describe the book's overall purpose, arrangement, scope, and overall contributions to the literature. When reviewing the book, it can be useful to critically evaluate whether the goals set forth in the foreword and/or preface were actually achieved. At the very least, they can establish a foundation for understanding a study's scope and purpose as well as its significance in contributing new knowledge.

Distinguishing between a Foreword, a Preface, and an Introduction . Book Creation Learning Center. Greenleaf Book Group, 2019.

Locating Book Reviews

There are several databases the USC Libraries subscribes to that include the full-text or citations to book reviews. Short, descriptive reviews can also be found at book-related online sites such as Amazon , although it's not always obvious who has written them and may actually be created by the publisher. The following databases provide comprehensive access to scholarly, full-text book reviews:

ProQuest [1983-present]
Book Review Digest Retrospective [1905-1982]

Some Language for Evaluating Texts

It can be challenging to find the proper vocabulary from which to discuss and evaluate a book. Here is a list of some active verbs for referring to texts and ideas that you might find useful:

account for
demonstrate
distinguish
investigate

Examples of usage

"The evidence indicates that..."
"This work assesses the effect of..."
"The author identifies three key reasons for..."
"This book questions the view that..."
"This work challenges assumptions about...."

Paquot, Magali. Academic Keyword List. Centre for English Corpus Linguistics. Université Catholique de Louvain.

<< Previous: Leading a Class Discussion
Next: Multiple Book Review Essay >>
Last Updated: May 7, 2024 9:45 AM
URL: https://libguides.usc.edu/writingguide/assignments

4 Research Essay

Jeffrey Kessler

By the end of this chapter, you will be able to do the following:

Construct a thesis based upon your research
Use critical reading strategies to analyze your research
Defend a position in relation to the range of ideas surrounding a topic
Organize your research essay in order to logically support your thesis

I. Introduction

The goal of this book has been to help demystify research and inquiry through a series of genres that are part of the research process. Each of these writing projects—the annotated bibliography, proposal, literature review, and research essay—builds on each other. Research is an ongoing and evolving process, and each of these projects help you build towards the next.

In your annotated bibliography, you started your inquiry into a topic, reading widely to define the breadth of your inquiry. You recorded this by summarizing and/or evaluating the first sources you examined. In your proposal, you organized a plan and developed pointed questions to pursue and ideas to research. This provided a good sense of where you might continue to explore. In your literature review, you developed a sense of the larger conversations around your topic and assessed the state of existing research. During each of these writing projects, your knowledge of your topic grew, and you became much more informed about its key issues.

You’ve established a topic and assembled sources in conversation with one another. It’s now time to contribute to that conversation with your own voice. With so much of your research complete, you can now turn your focus to crafting a strong research essay with a clear thesis. Having the extensive knowledge that you have developed across the first three writing projects will allow you to think more about putting the pieces of your research together, rather than trying to do research at the same time that you are writing.

This doesn’t mean that you won’t need to do a little more research. Instead, you might need to focus strategically on one or two key pieces of information to advance your argument, rather than trying to learn about the basics of your topic.

But what about a thesis or argument? You may have developed a clear idea early in the process, or you might have slowly come across an important claim you want to defend or a critique you want to make as you read more into your topic. You might still not be sure what you want to argue. No matter where you are, this chapter will help you navigate the genre of the research essay. We’ll examine the basics of a good thesis and argument, different ways to use sources, and strategies to organize your essay.

While this chapter will focus on the kind of research essay you would write in the college classroom, the skills are broadly applicable. Research takes many different forms in the academic, professional, and public worlds. Depending on the course or discipline, research can mean a semester-long project for a class or a few years’ worth of research for an advanced degree. As you’ll see in the examples below, research can consist of a brief, two-page conclusion or a government report that spans hundreds of pages with an overwhelming amount of original data.

Above all else, good research is engaged with its audience to bring new ideas to light based on existing conversations. A good research essay uses the research of others to advance the conversation around the topic based on relevant facts, analysis, and ideas.

II. Rhetorical Considerations: Contributing to the Conversation

The word “essay” comes from the French word essayer , or “attempt.” In other words, an essay is an attempt—to prove or know or illustrate something. Through writing an essay, your ideas will evolve as you attempt to explore and think through complicated ideas. Some essays are more exploratory or creative, while some are straightforward reports about the kind of original research that happens in laboratories.

Most research essays attempt to argue a point about the material, information, and data that you have collected. That research can come from fieldwork, laboratories, archives, interviews, data mining, or just a lot of reading. No matter the sources you use, the thesis of a research essay is grounded in evidence that is compelling to the reader.

Where you described the conversation in your literature review, in your research essay you are contributing to that conversation with your own argument. Your argument doesn’t have to be an argument in the cable-news-social-media-shouting sense of the word. It doesn’t have to be something that immediately polarizes individuals or divides an issue into black or white. Instead, an argument for a research essay should be a claim, or, more specifically, a claim that requires evidence and analysis to support. This can take many different forms.

Example 4.1: Here are some different types of arguments you might see in a research essay:

Critiquing a specific idea within a field
Interrogating an assumption many people hold about an issue
Examining the cause of an existing problem
Identifying the effects of a proposed program, law, or concept
Assessing a historical event in a new way
Using a new method to evaluate a text or phenomenon
Proposing a new solution to an existing problem
Evaluating an existing solution and suggesting improvements

These are only a few examples of the kinds of approaches your argument might take. As you look at the research you have gathered throughout your projects, your ideas will have evolved. This is a natural part of the research process. If you had a fully formed argument before you did any research, then you probably didn’t have an argument based on strong evidence. Your research now informs your position and understanding, allowing you to form a stronger evidence-based argument.

Having a good idea about your thesis and your approach is an important step, but getting the general idea into specific words can be a challenge on its own. This is one of the most common challenges in writing: “I know what I want to say; I just don’t know how to say it.”

Example 4.2: Here are some sample thesis statements. Examine them and think about their arguments.

Whether you agree, disagree, or are just plain unsure about them, you can imagine that these statements require their authors to present evidence, offer context, and explain key details in order to argue their point.

Artificial intelligence (AI) has the ability to greatly expand the methods and content of higher education, and though there are some transient shortcomings, faculty in STEM should embrace AI as a positive change to the system of student learning. In particular, AI can prove to close the achievement gap often found in larger lecture settings by providing more custom student support.
I argue that while the current situation for undocumented college students remains tumultuous, there are multiple routes—through financial and social support programs like the Fearless Undocumented Alliance—that both universities and colleges can utilize to support students affected by the reality of DACA’s shortcomings.

While it can be argued that massive reform of the NCAA’s bylaws is needed in the long run, one possible immediate improvement exists in the form of student-athlete name, image, and likeness rights. The NCAA should amend their long-standing definition of amateurism and allow student athletes to pursue financial gains from the use of their names, images, and likenesses, as is the case with amateur Olympic athletes.

Each of these thesis statements identifies a critical conversation around a topic and establishes a position that needs evidence for further support. They each offer a lot to consider, and, as sentences, are constructed in different ways.

Some writing textbooks, like They Say, I Say (2017), offer convenient templates in which to fit your thesis. For example, it suggests a list of sentence constructions like “Although some critics argue X, I will argue Y” and “If we are right to assume X, then we must consider the consequences of Y.”

More Resources 4.1: Templates

Templates can be a productive start for your ideas, but depending on the writing situation (and depending on your audience), you may want to expand your thesis beyond a single sentence (like the examples above) or template. According to Amy Guptill in her book Writing in Col lege (2016) , a good thesis has four main elements (pp. 21-22). A good thesis:

Makes a non-obvious claim
Poses something arguable
Provides well-specified details
Includes broader implications

Consider the sample thesis statements above. Each one provides a claim that is both non-obvious and arguable. In other words, they present something that needs further evidence to support—that’s where all your research is going to come in. In addition, each thesis identifies specifics, whether these are teaching methods, support programs, or policies. As you will see, when you include those specifics in a thesis statement, they help project a starting point towards organizing your essay.

Finally, according to Guptill, a good thesis includes broader implications. A good thesis not only engages the specific details of its argument, but also leaves room for further consideration. As we have discussed before, research takes place in an ongoing conversation. Your well-developed essay and hard work won’t be the final word on this topic, but one of many contributions among other scholars and writers. It would be impossible to solve every single issue surrounding your topic, but a strong thesis helps us think about the larger picture. Here’s Guptill:

Putting your claims in their broader context makes them more interesting to your reader and more impressive to your professors who, after all, assign topics that they think have enduring significance. Finding that significance for yourself makes the most of both your paper and your learning. (p. 23)

Thinking about the broader implications will also help you write a conclusion that is better than just repeating your thesis (we’ll discuss this more below).

Example 4.3: Let’s look at an example from above:

This thesis makes a key claim about the rights of student athletes (in fact, shortly after this paper was written, NCAA athletes became eligible to profit from their own name, image, and likeness). It provides specific details, rather than just suggesting that student athletes should be able to make money. Furthermore, it provides broader context, even giving a possible model—Olympic athletes—to build an arguable case.

Remember, that just like your entire research project, your thesis will evolve as you write. Don’t be afraid to change some key terms or move some phrases and clauses around to play with the emphasis in your thesis. In fact, doing so implies that you have allowed the research to inform your position.

Example 4.4: Consider these examples about the same topic and general idea. How does playing around with organization shade the argument differently?

Although William Dowling’s amateur college sports model reminds us that the real stakeholders are the student athletes themselves, he highlights that the true power over student athletes comes from the athletic directors, TV networks, and coaches who care more about profits than people.
While William Dowling’s amateur college sports model reminds us that the real stakeholders in college athletics are not the athletic directors, TV networks, and coaches, but the students themselves, his plan does not seem feasible because it eliminates the reason many people care about student athletes in the first place: highly lucrative bowl games and March Madness.
Although William Dowling’s amateur college sports model has student athletes’ best interests in mind, his proposal remains unfeasible because financial stakeholders in college athletics, like athletic directors, TV networks, and coaches, refuse to let go of their power.

When you look at the different versions of the thesis statements above, the general ideas remain the same, but you can imagine how they might unfold differently in a paper, and even how those papers might be structured differently. Even after you have a good version of your thesis, consider how it might evolve by moving ideas around or changing emphasis as you outline and draft your paper.

More Resources 4.2: Thesis Statements

Looking for some additional help on thesis statements? Try these resources:

How to Write a Thesis Statement
Writing Effective Thesis Statements.

Library Referral: Your Voice Matters!

(by Annie R. Armstrong)

If you’re embarking on your first major college research paper, you might be concerned about “getting it right.” How can you possibly jump into a conversation with the authors of books, articles, and more, who are seasoned experts in their topics and disciplines? The way they write might seem advanced, confusing, academic, irritating, and even alienating. Try not to get discouraged. There are techniques for working with scholarly sources to break them down and make them easier to work with (see How to Read a Scholarly Article ). A librarian can work with you to help you find a variety of source types that address your topic in a meaningful way, or that one specific source you may still be trying to track down.

Furthermore, scholarly experts are not the only voices welcome at the research table! This research paper and others to come are an invitation to you to join the conversation; your voice and lived experience give you one-of-a-kind expertise equipping you to make new inquiries and insights into your topic. Sure, you’ll need to wrestle how to interpret difficult academic texts and how to piece them together. That said, your voice is an integral and essential part of the puzzle. All of those scholarly experts started closer to where you are than you might think.

III. The Research Essay Across the Disciplines

Example 4.5: Academic and Professional Examples

These examples are meant to show you how this genre looks in other disciplines and professions. Make sure to follow the requirements for your own class or to seek out specific examples from your instructor in order to address the needs of your own assignment.

As you will see, different disciplines use language very differently, including citation practices, use of footnotes and endnotes, and in-text references. (Review Chapter 3 for citation practices as disciplinary conventions.) You may find some STEM research to be almost unreadable, unless you are already an expert in that field and have a highly developed knowledge of the key terms and ideas in that field. STEM fields often rely on highly technical language and assume a high level of knowledge in the field. Similarly, humanities research can be hard to navigate if you don’t have a significant background in the topic or material.

As we’ve discussed, highly specialized research assumes its readers are other highly specialized researchers. Unless you read something like The Journ al of American Medicine on a regular basis, you usually learn about scientific or medical breakthroughs when they are reported by another news outlet, where a reporter makes the highly technical language of a scientific discovery more accessible for non-specialists.

Even if you are not an expert in multiple disciplines of study, you will find that research essays contain a lot of similarities in their structure and organization. Most research essays have an abstract that summarizes the entire article at the beginning. Introductions provide the necessary setup for the article. Body sections can vary. Some essays include a literature review section that describes the state of research about the topic. Others might provide background or a brief history. Many essays in the sciences will have a methodology section that explains how the research was conducted, including details such as lab procedures, sample sizes, control populations, conditions, and survey questions. Others include long analyses of primary sources, sets of data, or archival documents. Most essays end with conclusions about what further research needs to be completed or what their research further implies.

As you examine some of the different examples, look at the variations in arguments and structures. Just as in reading research about your own topic, you don’t need to read each essay from start to finish. Browse through different sections and see the different uses of language and organization that are possible.

IV. Research Strategies: When is Enough?

At this point, you know a lot about your topic. You’ve done a lot of research to complete your first three writing projects, but when do you have enough sources and information to start writing? Really, it depends.

If you’re writing a dissertation, you may have spent months or years doing research and still feel like you need to do more or to wait a few months until that next new study is published. If you’re writing a research essay for a class, you probably have a schedule of due dates for drafts and workshops. Either way, it’s better to start drafting sooner rather than later. Part of doing research is trying on ideas and discovering things throughout the drafting process.

That’s why you’ve written the other projects along the way instead of just starting with a research essay. You’ve built a foundation of strong research to read about your topic in the annotated bibliography, planned your research in the proposal, and understood the conversations around your topic in the literature review. Now that you are working on your research essay, you are far enough along in the research process where you might need a few more sources, but you will most likely discover this as you are drafting your essay. In other words, get writing and trust that you’ll discover what you need along the way.

V. Reading Strategies: Forwarding and Countering

Using sources is necessary to a research essay, and it is essential to think about how you use them. At this point in your research, you have read, summarized, analyzed, and made connections across many sources. Think back to the literature review. In that genre, you used your sources to illustrate the major issues, topics, and/or concerns among your research. You used those sources to describe and make connections between them.

For your research essay, you are putting those sources to work in a different way: using them in service of supporting your own contribution to the conversation. According to Joseph Harris in his book Rewriting (2017), we read texts in order to respond to them: “drawing from, commenting on, adding to […] the works of others” (p. 2). The act of writing, according to Harris, takes place among the different texts we read and the ways we use them for our own projects. Whether a source provides factual information or complicated concepts, we use sources in different ways. Two key ways to do so for Harris are forwarding and countering .

Forwarding a text means taking the original concept or idea and applying it to a new context. Harris writes: “In forwarding a text you test the strength of its insights and the range and flexibility of its phrasings. You rewrite it through reusing some of its key concepts and phrasings” (pp. 38-39). This is common in a lot of research essays. In fact, Harris identifies different types of forwarding:

Illustrating: using a source to explain a larger point
Authorizing: appealing to another source for credibility
Borrowing: taking a term or concept from one context or discipline and using it in a new one
Extending: expanding upon a source or its implications

It’s not enough in a research essay to include just sources with which you agree. Countering a text means more than just disagreeing with it, but it allows you to do more with a text that might not initially support your argument. This can include for Harris:

Arguing the other side: oftentimes called “including a naysayer” or addressing objections
Uncovering values: examining assumptions within the text that might prove problematic or reveal interesting insights
Dissenting: finding the problems in or the limits of an argument (p. 58)

While the categories above are merely suggestions, it is worth taking a moment to think a little more about sources with which you might disagree. The whole point of an argument is to offer a claim that needs to be proved and/or defended. Essential to this is addressing possible objections. What might be some of the doubts your reader may have? What questions might a reasonable person have about your argument? You will never convince every single person, but by addressing and acknowledging possible objections, you help build the credibility of your argument by showing how your own voice fits into the larger conversation—if other members of that conversation may disagree.

VI. Writing Strategies: Organizing and Outlining

At this point you likely have a draft of a thesis (or the beginnings of one) and a lot of research, notes, and three writing projects about your topic. How do you get from all of this material to a coherent research essay? The following section will offer a few different ideas about organizing your essay. Depending on your topic, discipline, or assignment, you might need to make some necessary adjustments along the way, depending on your audience. Consider these more as suggestions and prompts to help in the writing and drafting of your research essay.

Sometimes, we tend to turn our research essay into an enthusiastic book report: “Here are all the cool things I read about my topic this semester!” When you’ve spent a long time reading and thinking about a topic, you may feel compelled to include every piece of information you’ve found. This can quickly overwhelm your audience. Other times, we as writers may feel so overwhelmed with all of the things we want to say that we don’t know where to start.

Writers don’t all follow the same processes or strategies. What works for one person may not always work for another, and what worked in one writing situation (or class) may not be as successful in another. Regardless, it’s important to have a plan and to follow a few strategies to get writing. The suggestions below can help get you organized and writing quickly. If you’ve never tried some of these strategies before, it’s worth seeing how they will work for you.

Think in Sections, Not Paragraphs

For smaller papers, you might think about what you want to say in each of the five to seven paragraphs that paper might require. Sometimes writing instructors even tell students what each paragraph should include. For longer essays, it’s much easier to think about a research essay in sections, or as a few connected short papers. In a short essay, you might need a paragraph to provide background information about your topic, but in longer essays—like the ones you have read for your project—you will likely find that you need more than a single paragraph, sometimes a few pages.

You might think about the different types of sections you have encountered in the research you have already gathered. Those types of sections might include: introduction, background, the history of an issue, literature review, causes, effects, solutions, analysis, limits, etc. When you consider possible sections for your paper, ask yourself, “What is the purpose of this section?” Then you can start to think about the best way to organize that information into paragraphs for each section.

Build an Outline

After you have developed what you want to argue with your thesis (or at least a general sense of it), consider how you want to argue it. You know that you need to begin with an introduction (more on that momentarily). Then you’ll likely need a few sections that help lead your reader through your argument.

Your outline can start simple. In what order are you going to divide up your main points? You can slowly build a larger outline to include where you will discuss key sources, as well as what are the main claims or ideas you want to present in each section. It’s much easier to move ideas and sources around when you have a larger structure in place.

Example 4.6: A Sample Outline for a Research Paper

College athletics is a central part of American culture
Few of its viewers fully understand the extent to which players are mistreated
Thesis: While William Dowling’s amateur col lege sports model does not seem feasible to implement in the twenty-first century, his proposal reminds us that the real stakeholders in college athletics are not the athletic directors, TV networks, and coaches, but the students themselves, who deserve th e chance to earn a quality education even more than the chance to play ball.
While many student athletes are strong students, many D-1 sports programs focus more on elite sports recruits than academic achievement
Quotes from coaches and athletic directors about revenue and building fan bases (ESPN)
Lowered admissions standards and fake classes (Sperber)
Scandals in academic dishonesty (Sperber and Dowling)
Some elite D-1 athletes are left in a worse place than where they began
Study about athletes who go pro (Knight Commission, Dowling, Cantral)
Few studies on after-effects (Knight Commission)
Dowling imagines an amateur sports program without recruitment, athletic scholarships, or TV contracts
Without the presence of big money contracts and recruitment, athletics programs would have less temptation to cheat in regards to academic dishonesty
Knight Commission Report
Is there any incentive for large-scale reform?
Is paying student athletes a real possibility?

Some writers don’t think in as linear a fashion as others, and starting with an outline might not be the first strategy to employ. Other writers rely on different organizational strategies, like mind mapping, word clouds, or a reverse outline.

More Resources 4.3: Organizing Strategies

At this point, it’s best to get some writing done, even if writing is just taking more notes and then organizing those notes. Here are a few more links to get your thoughts down in some fun and engaging ways:

Concept Mapping
The Mad Lib from Hell: Three Alternatives to Traditional Outlining
Thinking Outside the Formal Outline
Mind Mapping in Research
Reverse Outlining

Start Drafting in the Middle

This may sound odd to some people, but it’s much easier to get started by drafting sections from the middle of your paper instead of starting with the introduction. Sections that provide background or more factual information tend to be more straightforward to write. Sections like these can even be written as you are still finalizing your argument and organizational structure.

If you’ve completed the three previous writing projects, you will likely also funnel some of your work from those projects into the final essay. Don’t just cut and paste entire chunks of those other assignments. That’s called self-plagiarism, and since those assignments serve different purposes in different genres, they won’t fit naturally into your research essay. You’ll want to think about how you are using the sources and ideas from those assignments to serve the needs of your argument. For example, you may have found an interesting source for your literature review paper, but that source may not help advance your final paper.

Draft your Introduction and Conclusion towards the End

Your introduction and conclusion are the bookends of your research essay. They prepare your reader for what’s to come and help your reader process what they have just read. The introduction leads your reader into your paper’s research, and the conclusion helps them look outward towards its implications and significance.

Many students think you should write your introduction at the beginning of the drafting stage because that is where the paper starts. This is not always the best idea. An introduction provides a lot of essential information, including the paper’s method, context, organization, and main argument. You might not have all of these details figured out when you first start drafting your paper. If you wait until much later in the drafting stage, the introduction will be much easier to write. In fact, most academic writers and researchers wait until the rest of their project—a paper, dissertation, or book—is completed before they write the introduction.

A good introduction does not need to be long. In fact, short introductions can impressively communicate a lot of information about a paper when the reader is most receptive to new information. You don’t need to have a long hook or anecdote to catch the reader’s attention, and in many disciplines, big, broad openings are discouraged. Instead, a good introduction to a research essay usually does the following:

defines the scope of the paper
indicates its method or approach
gives some brief context (although more significant background may be saved for a separate section)
offers a road map

If we think about research as an ongoing conversation, you don’t need to think of your conclusion as the end—or just a repetition of your argument. No matter the topic, you won’t have the final word, and you’re not going to tie up a complicated issue neatly with a bow. As you reach the end of your project, your conclusion can be a good place to reflect about how your research contributes to the larger conversations around your issue.

Think of your conclusion as a place to consider big questions. How does your project address some of the larger issues related to your topic? How might the conversation continue? How might it have changed? You might also address limits to existing research. What else might your readers want to find out? What do we need to research or explore in the future?

You need not answer every question. You’ve contributed to the conversation around your topic, and this is your opportunity to reflect a little about that. Still looking for some additional strategies for introductions and conclusions? Try this additional resource:

More Resources 4.4: Introductions and Conclusions

If you’re a bit stuck on introductions and conclusions, check out these helpful links:

Introductions & Writing Effective Introductions
Guide to Writing Introductions and Conclusions
Conclusions & Writing Effective Conclusions

Putting It All Together

This chapter is meant to help you get all the pieces together. You have a strong foundation with your research and lots of strategies at your disposal. That doesn’t mean you might not still feel overwhelmed. Two useful strategies are making a schedule and writing out a checklist.

You likely have a due date for your final draft, and maybe some additional dates for submitting rough drafts or completing peer review workshops. Consider expanding this schedule for yourself. You might have specific days set aside for writing or for drafting a certain number of words or pages. You can also schedule times to visit office hours, the library, or the writing center (especially if your writing center takes appointments—they fill up quickly at the end of the semester!). The more you fill in specific dates and smaller goals, the more likely you will be to complete them. Even if you miss a day that you set aside to write four hundred words, it’s easier to make that up than saying you’ll write an entire draft over a weekend and not getting much done.

Another useful strategy is assembling a checklist, as you put together all the pieces from your research, citations, key quotes, data, and different sections. This allows you to track what you have done and what you still need to accomplish. You might review your assignment’s requirements and list them out so you know when you’ve hit the things like required sources or minimum length. It also helps remind you towards the end to review things like your works cited and any other key grammar and style issues you might want to revisit.

You’re much closer to completing everything than you think. You have all the research, you have all the pieces, and you have a good foundation. You’ve developed a level of understanding of the many sources you have gathered, along with the writing projects you have written. Time to put it all together and join the conversation.

Key Takeaways

Your research essay adds to the conversation surrounding your topic.
Begin drafting your essay and trust that your ideas will continue to develop and evolve.
As you assemble your essay, rely on what works for you, whether that is outlining, mindmapping, checklists, or anything else.
You have come far. The end is in sight.

Image shows a person walking up the stairs, believing they are far from the top. In the next frame it shows that they have travelled a long distance and are much closer to the top than they think.

Clemson Libaries. (2016). “Joining the (Scholarly) Conversation.” YouTube . https://www.youtube.com/watch?v=79WmzNQvAZY

Fosslien, L. Remember how much progress you’ve made [Image].

Graff, G. & Birkenstein, C. (2017). They Say, I Say: The Moves that Matter in Academic Writing . W. W. Norton and Co.

Guptill, A. (2016). Constructing the Thesis and Argument—From the Ground Up : Writing in College . Open SUNY Textbooks.

Harris, Joseph. Rewriting: How to Do Things with Texts . Second Edition. Utah State University Press, 2017.

Share This Book

PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
EDIT Edit this Article
EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
Browse Articles
Learn Something New
Quizzes Hot
This Or That Game
Train Your Brain
Explore More
Support wikiHow
About wikiHow
Log in / Sign up
Education and Communications
College University and Postgraduate
Academic Writing

How to Write a Research Essay

Last Updated: January 12, 2023 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 384,991 times.

Research essays are extremely common assignments in high school, college, and graduate school, and are not unheard of in middle school. If you are a student, chances are you will sooner or later be faced with the task of researching a topic and writing a paper about it. Knowing how to efficiently and successfully do simple research, synthesize information, and clearly present it in essay form will save you many hours and a lot of frustration.

Researching a Topic

Be sure to stay within the guidelines you are given by your teacher or professor. For example, if you are free to choose a topic but the general theme must fall under human biology, do not write your essay on plant photosynthesis.
Stick with topics that are not overly complicated, especially if the subject is not something you plan to continue studying. There's no need to make things harder on yourself!

Specialty books; these can be found at your local public or school library. A book published on your topic is a great resource and will likely be one of your most reliable options for finding quality information. They also contain lists of references where you can look for more information.
Academic journals; these are periodicals devoted to scholarly research on a specific field of study. Articles in academic journals are written by experts in that field and scrutinized by other professionals to ensure their accuracy. These are great options if you need to find detailed, sophisticated information on your topic; avoid these if you are only writing a general overview.
Online encyclopedias; the most reliable information on the internet can be found in online encyclopedias like Encyclopedia.com and Britannica.com. While online wikis can be very helpful, they sometimes contain unverified information that you should probably not rely upon as your primary resources.
Expert interviews; if possible, interview an expert in the subject of your research. Experts can be professionals working in the field you are studying, professors with advanced degrees in the subject of interest, etc.

Organize your notes by sub-topic to keep them orderly and so you can easily find references when you are writing.
If you are using books or physical copies of magazines or journals, use sticky tabs to mark pages or paragraphs where you found useful information. You might even want to number these tabs to correspond with numbers on your note sheet for easy reference.
By keeping your notes brief and simple, you can make them easier to understand and reference while writing. Don't make your notes so long and detailed that they essentially copy what's already written in your sources, as this won't be helpful to you.

Sometimes the objective of your research will be obvious to you before you even begin researching the topic; other times, you may have to do a bit of reading before you can determine the direction you want your essay to take.
If you have an objective in mind from the start, you can incorporate this into online searches about your topic in order to find the most relevant resources. For example, if your objective is to outline the environmental hazards of hydraulic fracturing practices, search for that exact phrase rather than just "hydraulic fracturing."

Avoid asking your teacher to give you a topic. Unless your topic was assigned to you in the first place, part of the assignment is for you to choose a topic relevant to the broader theme of the class or unit. By asking your teacher to do this for you, you risk admitting laziness or incompetence.
If you have a few topics in mind but are not sure how to develop objectives for some of them, your teacher can help with this. Plan to discuss your options with your teacher and come to a decision yourself rather than having him or her choose the topic for you from several options.

Organizing your Essay

Step 1 Break up your essay into sub-topics.

Consider what background information is necessary to contextualize your research topic. What questions might the reader have right out of the gate? How do you want the reader to think about the topic? Answering these kinds of questions can help you figure out how to set up your argument.
Match your paper sections to the objective(s) of your writing. For example, if you are trying to present two sides of a debate, create a section for each and then divide them up according to the aspects of each argument you want to address.

An outline can be as detailed or general as you want, so long as it helps you figure out how to construct the essay. Some people like to include a few sentences under each heading in their outline to create a sort of "mini-essay" before they begin writing. Others find that a simple ordered list of topics is sufficient. Do whatever works best for you.
If you have time, write your outline a day or two before you start writing and come back to it several times. This will give you an opportunity to think about how the pieces of your essay will best fit together. Rearrange things in your outline as many times as you want until you have a structure you are happy with.

Style guides tell you exactly how to quote passages, cite references, construct works cited sections, etc. If you are assigned a specific format, you must take care to adhere to guidelines for text formatting and citations.
Some computer programs (such as EndNote) allow you to construct a library of resources which you can then set to a specific format type; then you can automatically insert in-text citations from your library and populate a references section at the end of the document. This is an easy way to make sure your citations match your assigned style format.

You may wish to start by simply assigning yourself a certain number of pages per day. Divide the number of pages you are required to write by the number of days you have to finish the essay; this is the number of pages (minimum) that you must complete each day in order to pace yourself evenly.
If possible, leave a buffer of at least one day between finishing your paper and the due date. This will allow you to review your finished product and edit it for errors. This will also help in case something comes up that slows your writing progress.

Writing your Essay

Keep your introduction relatively short. For most papers, one or two paragraphs will suffice. For really long essays, you may need to expand this.
Don't assume your reader already knows the basics of the topic unless it truly is a matter of common knowledge. For example, you probably don't need to explain in your introduction what biology is, but you should define less general terms such as "eukaryote" or "polypeptide chain."

You may need to include a special section at the beginning of the essay body for background information on your topic. Alternatively, you can consider moving this to the introductory section, but only if your essay is short and only minimal background discussion is needed.
This is the part of your paper where organization and structure are most important. Arrange sections within the body so that they flow logically and the reader is introduced to ideas and sub-topics before they are discussed further.
Depending upon the length and detail of your paper, the end of the body might contain a discussion of findings. This kind of section serves to wrap up your main findings but does not explicitly state your conclusions (which should come in the final section of the essay).
Avoid repetition in the essay body. Keep your writing concise, yet with sufficient detail to address your objective(s) or research question(s).

Always use quotation marks when using exact quotes from another source. If someone already said or wrote the words you are using, you must quote them this way! Place your in-text citation at the end of the quote.
To include someone else's ideas in your essay without directly quoting them, you can restate the information in your own words; this is called paraphrasing. Although this does not require quotation marks, it should still be accompanied by an in-text citation.

Except for very long essays, keep your conclusion short and to the point. You should aim for one or two paragraphs, if possible.
Conclusions should directly correspond to research discussed in the essay body. In other words, make sure your conclusions logically connect to the rest of your essay and provide explanations when necessary.
If your topic is complex and involves lots of details, you should consider including a brief summary of the main points of your research in your conclusion.

Step 5 Revisit your thesis or objective.

Making changes to the discussion and conclusion sections instead of the introduction often requires a less extensive rewrite. Doing this also prevents you from removing anything from the beginning of your essay that could accidentally make subsequent portions of your writing seem out of place.
It is okay to revise your thesis once you've finished the first draft of your essay! People's views often change once they've done research on a topic. Just make sure you don't end up straying too far from your assigned topic if you do this.
You don't necessarily need to wait until you've finished your entire draft to do this step. In fact, it is a good idea to revisit your thesis regularly as you write. This can save you a lot of time in the end by helping you keep your essay content on track.

Computer software such as EndNote is available for making citation organization as easy and quick as possible. You can create a reference library and link it to your document, adding in-text citations as you write; the program creates a formatted works cited section at the end of your document.
Be aware of the formatting requirements of your chosen style guide for works cited sections and in-text citations. Reference library programs like EndNote have hundreds of pre-loaded formats to choose from.

Step 7 Put finishing touches on your essay.

Create a catchy title. Waiting until you have finished your essay before choosing a title ensures that it will closely match the content of your essay. Research papers don't always take on the shape we expect them to, and it's easier to match your title to your essay than vice-versa.
Read through your paper to identify and rework sentences or paragraphs that are confusing or unclear. Each section of your paper should have a clear focus and purpose; if any of yours seem not to meet these expectations, either rewrite or discard them.
Review your works cited section (at the end of your essay) to ensure that it conforms to the standards of your chosen or assigned style format. You should at least make sure that the style is consistent throughout this section.
Run a spell checker on your entire document to catch any spelling or grammar mistakes you may not have noticed during your read-through. All modern word processing programs include this function.

Note that revising your draft is not the same as proofreading it. Revisions are done to make sure the content and substantive ideas are solid; editing is done to check for spelling and grammar errors. Revisions are arguably a more important part of writing a good paper.
You may want to have a friend, classmate, or family member read your first draft and give you feedback. This can be immensely helpful when trying to decide how to improve upon your first version of the essay.
Except in extreme cases, avoid a complete rewrite of your first draft. This will most likely be counterproductive and will waste a lot of time. Your first draft is probably already pretty good -- it likely just needs some tweaking before it is ready to submit.

Community Q&A

Avoid use of the word "I" in research essay writing, even when conveying your personal opinion about a subject. This makes your writing sound biased and narrow in scope. Thanks Helpful 0 Not Helpful 0
Even if there is a minimum number of paragraphs, always do 3 or 4 more paragraphs more than needed, so you can always get a good grade. Thanks Helpful 0 Not Helpful 0

Never plagiarize the work of others! Passing off others' writing as your own can land you in a lot of trouble and is usually grounds for failing an assignment or class. Thanks Helpful 12 Not Helpful 1

↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/research_papers/choosing_a_topic.html
↑ https://libguides.mit.edu/select-topic
↑ https://www.indeed.com/career-advice/career-development/research-objectives
↑ https://www.hunter.cuny.edu/rwc/handouts/the-writing-process-1/organization/Organizing-an-Essay
↑ https://www.lynchburg.edu/academics/writing-center/wilmer-writing-center-online-writing-lab/the-writing-process/organizing-your-paper/
↑ https://www.mla.org/MLA-Style
↑ http://www.apastyle.org/
↑ https://writing.wisc.edu/Handbook/PlanResearchPaper.html
↑ https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html
↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-12-peer-review-and-final-revisions/
↑ https://openoregon.pressbooks.pub/wrd/back-matter/creating-a-works-cited-page/

About This Article

The best way to write a research essay is to find sources, like specialty books, academic journals, and online encyclopedias, about your topic. Take notes as you research, and make sure you note which page and book you got your notes from. Create an outline for the paper that details your argument, various sections, and primary points for each section. Then, write an introduction, build the body of the essay, and state your conclusion. Cite your sources along the way, and follow the assigned format, like APA or MLA, if applicable. To learn more from our co-author with an English Ph.D. about how to choose a thesis statement for your research paper, keep reading! Did this summary help you? Yes No

Send fan mail to authors

Reader Success Stories

Nov 18, 2018

Did this article help you?

Jun 11, 2017

Christina Wonodi

Oct 12, 2016

Caroline Scott

Jan 28, 2017

Fhatuwani Musinyali

Mar 14, 2017

Featured Articles

100+ Good Morning Texts for Her (& Other Ways to Make Her Smile)

Watch Articles

Terms of Use
Privacy Policy
Do Not Sell or Share My Info
Not Selling Info

Don’t miss out! Sign up for

wikiHow’s newsletter

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

Elements of a Research Essay

Stephanie Ojeda Ponce

This section is an overview of the elements or parts of a research essay. Scholarly essays are long. There are several different styles of research essays and each have their own structure. For the argument-driven research essay, these are the main elements:

Purpose or research question
Your claim or thesis.
One or more reasons for your thesis.
Evidence for each reason.
Others’ objections, counterarguments, or alternative solutions.
Your acknowledgment of others’ objections, counterarguments, or alternative solutions.
Your response to others’ objections, counterarguments, or alternative solutions.

The Purpose or Goal

Sometimes your professor will give you the research question, but probably more often you will need to develop your own research topic. Even though you are likely writing an essay for an assignment or as part of a class, you are also developing your own purpose for the research and writing. This part of the essay may not be written down, but it can be helpful to keep in mind a purpose or overall question. That question might even be something you answer through your research, but don’t have

Examples: Purpose and Goal for Research Essays

How do at least some animals’ bones help control their weight?
Did the death of his beloved daughter have any effect on the writings of Mark Twain?

Your Claim or Thesis

You write the claim or thesis–it doesn’t come directly from a source. Instead, it is the conclusion you come to in answer to your question after you’ve read/listened to/viewed some sources. So it is a statement, not a question or a hypothesis that you plan to prove or disprove with your research.

After you’ve read/listened to/viewed more sources, you may need to change your thesis. That happens all the time–not because you did anything wrong but because you learned more.

Examples: Claims (or Theses) for Hypothetical Essays or Term Papers

Bone cells monitor whether more or less weight is pressing down on the skeleton and send biochemical signals to appetite centers in their brains to turn appetite down or up, accordingly.
Mark Twain wrote more urgently and with less humor during the four years immediately after the death of his daughter.

One or More Reasons

You write what you believe makes your claim or thesis (the answer to your research question) true. That’s your reason or reasons. Each reason is a summary statement of evidence you found in your research. The kinds of evidence considered convincing varies by discipline, so you will be looking at different sources, depending on your discipline. How many reasons you need depends on how complex your thesis and subject matter are, what you found in your sources, and how long your essay or research paper must be. It’s always a good idea to write your reasons in a way that is easy for your audience to understand and be persuaded by.

Examples: Reasons in Hypothetical Essays or Term Papers

Animals (including humans) have a biological tendency to regain any weight that they lose and lose any weight that they gain, seemingly in an effort to maintain whatever weight they have sustained for some time. Skeletons are logical places where any gains or losses could be noted, and recent studies seem to show that osteocytes (a kind of bone cell) are involved in whether appetites go up or down after weight gain or loss.
My content analysis and a comparison of publication rates four years before and after Mark Twain’s daughter died indicate that his writing was more urgent and less humorous for four years after. It is reasonable to conclude that her death caused that change.

Evidence for Each Reason

You write this also. This is the evidence you summarized earlier as each reason your thesis is true. You will be directly quoting, paraphrasing, and summarizing your sources to make the case that your answer to your research question is correct, or at least reasonable.

Examples: Evidence for Reasons in Hypothetical Essays or Term Papers

Report the results of studies about osteocyctes’ possible effect on weight grain or loss.
Report the results of your comparison of writing content and publication rate before and after Twain’s daughter’s death.

Others’ Objections, Counterarguments, or Alternative Solutions

Do any of your sources not agree with your thesis? You’ll have to bring those up in your research paper. In addition, put yourself in your readers’ shoes. What might they not find logical in your argument? In other words, which reason(s) and corresponding evidence might they find lacking? Did you find clues to what these could be in your sources? Or maybe you can imagine them thinking some aspect of what you think is evidence doesn’t make sense.

Examples: Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers

Imagine that some readers might think: The hormone leptin is released by fat cells when they are added to animals’ bodies so it is leptin that tells appetite centers to turn down when weight is gained.
Imagine that some readers might think: Computerized content analysis tools are sort of blunt instruments and shouldn’t be used to do precise work like this.

Your Acknowledgement of Others’ Objections, Counterarguments, or Alternative Solutions

So what will you write to bring up each of those objections, counterarguments, and alternative solutions? Some examples:

I can imagine skeptics wanting to point out…
Perhaps some readers would say…
I think those who come from XYZ would differ with me…

It all depends on what objections, counterarguments, and alternative solutions your audience or your imagination come up with.

Examples: Acknowledgement of Others’ Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers:

Some readers may point out that the hormone leptin, which is released by fat cells, signals appetite centers to lower the appetite when weight is gained.
Readers may think that a computerized content analysis tool cannot do justice to the subtleties of text.

Response to Others’ Objections, Counterarguments, or Alternative Solutions

You must write your response to each objection, counterargument, or alternative solution brought up or that you’ve thought of. (You’re likely to have found clues for what to say in your sources.) The reason you have to include this is that you can’t very easily convince your audience until you show them how your claim stacks up against the opinions and reasoning of other people who don’t at the moment agree with you.

Examples: Response to Others’ Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers:

But leptin must not be the entire system, since many animals do keep on the new weight.
Unlike other content tools, the XYZ Content Analysis Measure is able to take into account an author’s tone.

Adaptations

This page has been adapted from Where you Get the Components from Choosing & Using Sources: A Guide to Academic Research Copyright © 2015 by Teaching & Learning, Ohio State University Libraries. CC BY 4.0 DEED .

Reading and Writing Research for Undergraduates Copyright © 2023 by Stephanie Ojeda Ponce is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book

school Campus Bookshelves
menu_book Bookshelves
perm_media Learning Objects
login Login
how_to_reg Request Instructor Account
hub Instructor Commons

Margin Size

Download Page (PDF)
Download Full Book (PDF)
Periodic Table
Physics Constants
Scientific Calculator
Reference & Cite
Tools expand_more
Readability

selected template will load here

This action is not available.

11.5: Background Information (or Helping Your Reader Find a Context)

Last updated
Save as PDF
Page ID 6535

Steven D. Krause
Eastern Michigan University

$ \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } $

$ \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} $

$ \newcommand{\id}{\mathrm{id}}$ $ \newcommand{\Span}{\mathrm{span}}$

( \newcommand{\kernel}{\mathrm{null}\,}\) $ \newcommand{\range}{\mathrm{range}\,}$

$ \newcommand{\RealPart}{\mathrm{Re}}$ $ \newcommand{\ImaginaryPart}{\mathrm{Im}}$

$ \newcommand{\Argument}{\mathrm{Arg}}$ $ \newcommand{\norm}[1]{\| #1 \|}$

$ \newcommand{\inner}[2]{\langle #1, #2 \rangle}$

$ \newcommand{\Span}{\mathrm{span}}$

$ \newcommand{\id}{\mathrm{id}}$

$ \newcommand{\kernel}{\mathrm{null}\,}$

$ \newcommand{\range}{\mathrm{range}\,}$

$ \newcommand{\RealPart}{\mathrm{Re}}$

$ \newcommand{\ImaginaryPart}{\mathrm{Im}}$

$ \newcommand{\Argument}{\mathrm{Arg}}$

$ \newcommand{\norm}[1]{\| #1 \|}$

$ \newcommand{\Span}{\mathrm{span}}$ $ \newcommand{\AA}{\unicode[.8,0]{x212B}}$

$ \newcommand{\vectorA}[1]{\vec{#1}} % arrow$

$ \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow$

$ \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } $

$ \newcommand{\vectorC}[1]{\textbf{#1}} $

$ \newcommand{\vectorD}[1]{\overrightarrow{#1}} $

$ \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} $

$ \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} $

It is always important to explain, contextualize, and orientate your readers within any piece of writing. Your research essay is no different in that you need to include background information on your topic in order to create the right context for the project.

In one sense, you’re giving your reader important background information every time you fully introduce and explain a piece of evidence or an argument you are making. But often times, research essays include some background information about the overall topic near the beginning of the essay. Sometimes, this is done briefly as part of the introduction section of the essay; at other times, this is best accomplished with a more detailed section after the introduction and near the beginning of the essay.

How much background information you need to provide and how much context you need to establish depends a great deal on how you answer the “Getting Ready” questions at the beginning of this chapter, particularly the questions in which you are asked to consider you purpose and your audience. If one of the purposes of your essay is to convince a primary audience of readers who know little about your topic or your argument, you will have to provide more background information than you would if the main purpose of your essay was to convince a primary audience that knows a lot about your topic. But even if you can assume your audience is as familiar with the topic of your essay as you, it’s still important to provide at least some background on your specific approach to the issue in your essay.

It’s almost always better to give your readers “too much” background information than “too little.” In my experience, students too often assume too much about what their readers (the teacher included!) knows about their research essay. There are several reasons why this is the case; perhaps it is because students so involved in their research forget that their readers haven’t been doing the same kind of research. The result is that sometimes students “cut corners” in terms of helping their audience through their essay. I think that the best way to avoid these kinds of misunderstandings is for you to always remember that your readers don’t know as much about your specific essay as you do, and part of your job as a writer is to guide your reader through the text.

In Casey Copeman’s research essay at the end of this chapter, the context and background information for the subject matter after the introduction; for example:

Example $\PageIndex{1}$:

The problems surrounding corruption in university athletics have been around ever since sports have been considered important in American culture. People have emphasized the importance of sports and the significance of winning for a long time. According to Jerome Cramer in a special report published in Phi Delta Kappan, "Sports are a powerful experience, and America somehow took this belief of the ennobling nature of sports and transformed it into a quasi-religion" (Cramer K1).

Casey’s subject matter, college athletics, was one that she assumed most of her primary audience of fellow college students and classmates were familiar with. Nonetheless, she does provide some basic information about the importance of sports team in society and in universities in particular.

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

Research Essays: Overview

The further you go in college, the more research you will do, and the more research essays you will write. Being able to collect and synthesize research into our own writing are among the most important skills we learn in college. Finding and using research sources are skills that you will use throughout your professional and personal lives. For this reason, it’s important that you learn early in college to successfully compose an academic research essay.

Composing a complex and thoroughly researched essay provides opportunities for you to develop your critical thinking skills. No research essay can be successful without careful consideration of how evidence fits together into a cohesive whole. Writing an effective research essay also enhances our credibility as writers and communicators. Once you’re able to connect the research dots in order to make logical points about some larger significance, then you are better equipped to understand the world around you as well as help others understand the world around them, too.

Academic research essays are formal essays that engage with complex questions, research, and issues. When you write a research essay, you will go beyond just talking about a topic and transition to making informed claims about a topic. Readers expect that an academic research essays will have a clear focus, address a significant issue, include insightful research evidence, and explore the implications of the issue being addressed.

Before you begin writing a research essay, however, you need to conduct some research. The below chapters will help you better understand and navigate the research process:

Starting Your Research Process
Search Strategies
Evaluating Information
The Ethics of Information

Key Features

A singular focus and clear perspective.

Many writers enter college believing that broad, generalized topics are easier to research and write about: this could not be farther from the truth. Choosing a broad topic gives you, as well as your reader, no clear direction. You will find yourself aimlessly sifting through thousands of search results, struggling to pull disparate sources together into a logically organized essay. These challenges can be avoided by deciding on a singular focus and clear perspective early in the process.

Developing a Singular Focus and Clear Perspective

Imagine you are interested in animal conservation. That’s a good start, but far too broad of a topic for a research essay. From this initial interest, you might:

Identify a specific type of animal. Let’s go with lions.
Identify a specific type of lion. Let’s choose African lions.

At this point, you have a singular focus: African lions. But you’re not done. African lions is still too broad for a research topic. You need a clear perspective. From here, you might:

Identify a serious threat to the lions. Let’s go with illegal hunting.
Develop a perspective on the illegal hunting of African lions. Let’s try the impact of illegal hunting on African lion populations.

Now you would have a topic with singular focus and clear perspective that is researchable and will be much easier to organize into an effective essay.

As you develop your own research essay topic, use the above walkthrough to help develop a singular focus and clear perspective.

Formal Writing Style

While some of the writing you do in college will be more informal, such as personal essays or online discussions, academic research essays require us to adopt a formal writing style as we engage with complex questions, research, and issues. If you write your research essay the way you write text messages or how you chat with your friends, your readers will find your essay to be much less credible. In order to be taken seriously, you want your writing to come off as professional and authoritative rather than casual and underdeveloped.

Informative Tone and Objective Stance

While you will write argumentatively at various times throughout your college career, your purpose when writing an academic research essay is typically to inform, and this means that your stance should be objective. Since your goal is to inform, you will need to make clear claims about why readers need to know this information. As you write a research essay, you may provide new information on a known subject, provide historical context, clear up misconceptions, introduce the audience to something unknown, or develop a profile of a person, place, or object. Even though you should remain objective, research essays are usually written for a specific audience and purpose, so it’s your job to define the purpose and decide what kinds of information your audience needs and how best to present that information.

Credible Evidence That Suits Your Purpose

Without taking the necessary time to seek out and collect credible evidence about your topic, your research essay is unlikely to successfully inform readers. Academic research essays should rely almost exclusively on evidence in each section and paragraph, and the credibility and relevance of that evidence should be made clear to your reader. It’s your job to find not just any evidence related to your topic, but the evidence that suits your purpose for your audience. Your evidence, the information you use to support your main points, will most likely include a mix of sources from the college’s library collection as well as credible materials from the internet. Also keep in mind that you will, and should, find many more sources during your research process than you ultimately use in your essay. The first sources we find are rarely the best sources to use. It’s your job to identify which sources are are most suited for your topic and purpose.

A Logical Structure

Research essays need to be logically organized with a clear structure that creates connections between the different parts of your essay. When organizing a research essay, you will need to make careful rhetorical choices about the order in which you introduce ideas, define key terms, provide background information, and address key issues for your audience. Readers expect that research essays will guide them through the information logically, and your structure will be how you ensure that readers understand how topics and subtopics relate to your main focus.

As we write research essays, it’s vital that we use a detailed citation process in order to demonstrate to our readers where our supporting evidence comes from and why it’s credible. This process will involve citations at the end of your essay, but also, and just as importantly, in-text citations throughout your essay. Using in-text citations and signal phrases is necessary to successfully guide readers through the information you have collected in your essay. Without in-text citations, readers are completely lost as to where the information came from, why it’s credible, and how it connects to the main topic.

Drafting Checklists

These questions should help guide you through the stages of drafting your research essay.

How will you develop a singular focus and clear perspective on your topic?
What are some subtopics or related ideas you might need to learn more about during your research?
In other words, who do you want to share this information with? And why should they care about your research?
Are there key terms or concepts you will need to define or describe?
Where should try to find this evidence?
Why should your audience care about this evidence?
Why those sources and not others?
How will you use those sources in your essay?
What subtopics might you cover throughout your essay?
How might your start your essay?
How might you end your essay?

Writing and Revising

Does your title or intro paragraph effectively establish your focus and perspective?
Have you clearly made connections between your topic and subtopics?
Have you presented your research in the best way to guide readers through the information?
Does your conclusion offer readers intriguing final takeaways to consider?
Would your readers be confused at any point?
Would readers find your tone and style to be professional and authoritative? Or too casual and informal?
Have you avoided using any slang or other informal language that would detract from your credibility?
Have you written your essay from an objective stance that avoids using personal opinions or arguing a position?
Have you created correct works cited entries for all your sources?
Have you used signal phrases and in-text citations to integrate sources into your essay?
Would readers question the credibility or relevance of any of your sources?

Sources Used to Create this Chapter

Parts of this chapter were remixed from:

First-Year Composition: Writing as Inquiry and Argumentation , by Jackie Hoermann-Elliott and Kathy Quesenbury, which was published under a CC-BY 4.0 license.

Starting the Journey: An Intro to College Writing Copyright © by Leonard Owens III; Tim Bishop; and Scott Ortolano is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

12.3 Glance at Genre: Introducing Research as Evidence

Learning outcomes.

By the end of this section, you will be able to:

Identify key terms and characteristics of evidence-based research writing.
Participate effectively in a continuing scholarly conversation by synthesizing research and discussing it with others.
Identify and analyze genre conventions as shaped by purpose, culture, and expectation.

Good writing satisfies audience expectations in genre, style, and content. Similarly, careful research, conducted according to the scope and method of each discipline, is a precondition of good research writing. In the humanities, research usually focuses on texts, individual ideas, speculations, insights, and imaginative connections. On the other hand, research in the social and physical sciences tends to focus on data and ideas that can be verified through observation, measurement, and testing. However, regardless of differences in disciplines and preferences of varying audiences, certain principles of research, writing, and supporting a position hold true across the curriculum.

The Genre of Research: Joining Scholarly Conversations

Conducting research on topics about which you have limited knowledge can be intimidating. To feel more comfortable with research, you can think of it as participating in a scholarly conversation, with the understanding that all knowledge on a particular subject is connected. Even if you discover only a small amount of information on your topic, the conversations around it may have begun long before you were born and may continue beyond your lifetime. Your involvement with the topic is your way of entering a conversation with other students and scholars at this time, as you discuss and synthesize information. After you leave the conversation, or finish your research, others are likely to pick it up again.

What you find through research helps you provide solid evidence that empowers you to add productively to the conversation. Thinking of research in this way means understanding the connections among your topic, your course materials, and larger historical, social, political, and economic contexts and themes. Understanding such connectedness begins with choosing your topic and continues through all phases of your research.

Key Terms in Research Writing

These are key terms and characteristics of evidence-based research writing:

Citation . When reporting research, writers use citations to acknowledge and give credit for all borrowed materials. Citation also strengthens the credibility, or ethos, of the researcher. Citations always have two parts. Internal citations are short references that lead readers to more detailed information about how to find the sources. External citations are the entries listed, with publishing information, on the Works Cited or References page of the paper. Formatting of both internal and external citations is disciplinary specific. See the Handbook for specific information about MLA Documentation and Format and APA Documentation and Format .
claim . Claims are the points you make in your report. They are based on and supported by research and evidence.
Counterclaims . When it comes to research, the counterclaim is the writer’s thoughtful consideration and addressing of the other side’s objections to claims made or even to the topic itself. Counterclaims may need to be supported by further research and evidence.
Evidence . Within the genre of research, evidence is either findings from original research or, more often, borrowed information that helps you develop your thesis and support your organizational structure and line of reasoning.
Field research . Field research is basically primary research you conduct through observation or experimentation. Depending on your research question, you may need to seek answers by visiting museums or businesses, attending concerts, conducting interviews, observing classrooms or professionals at work, performing experiments, or following leads. Field research is covered extensively in Research Process: How to Create Sources .
Research question . Your research question dictates your general line or lines of inquiry that ultimately guide your research. In developing your research question(s), you are narrowing the scope of your topic. Your research question(s) will come from the purpose of your research, the audience of your research product, and the genre for reporting your research.
Thesis . The thesis is the claim, position, or hypothesis by which you attempt to answer your formulated research question(s).
Reasoning . Similar to an argumentative essay, the line of reasoning in a research essay, report, or presentation is the organizational arrangement of the supports and evidence that back up your thesis.
Topic . The topic is the general subject or content area of your research. Strong topics are usually those that involve some controversy or debate. Topics that are not debatable or have no nuanced perspectives do not make for strong research questions or lines of inquiry.

As an Amazon Associate we earn from qualifying purchases.

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/writing-guide/pages/1-unit-introduction

Authors: Michelle Bachelor Robinson, Maria Jerskey, featuring Toby Fulwiler
Publisher/website: OpenStax
Book title: Writing Guide with Handbook
Publication date: Dec 21, 2021
Location: Houston, Texas
Book URL: https://openstax.org/books/writing-guide/pages/1-unit-introduction
Section URL: https://openstax.org/books/writing-guide/pages/12-3-glance-at-genre-introducing-research-as-evidence

© Dec 19, 2023 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.

Organizing Academic Research Papers: Writing a Book Review

Purpose of Guide
Design Flaws to Avoid
Glossary of Research Terms
Narrowing a Topic Idea
Broadening a Topic Idea
Extending the Timeliness of a Topic Idea
Academic Writing Style
Choosing a Title
Making an Outline
Paragraph Development
Executive Summary
Background Information
The Research Problem/Question
Theoretical Framework
Citation Tracking
Content Alert Services
Evaluating Sources
Primary Sources
Secondary Sources
Tertiary Sources
What Is Scholarly vs. Popular?
Qualitative Methods
Quantitative Methods
Using Non-Textual Elements
Limitations of the Study
Common Grammar Mistakes
Avoiding Plagiarism
Footnotes or Endnotes?
Further Readings
Annotated Bibliography
Dealing with Nervousness
Using Visual Aids
Grading Someone Else's Paper
How to Manage Group Projects
Multiple Book Review Essay
Reviewing Collected Essays
About Informed Consent
Writing Field Notes
Writing a Policy Memo
Writing a Research Proposal
Acknowledgements

A book review is a decription, critical analysis, and/or evaluation of the quality, meaning, and significance of a book. Reviews generally range between 500-1000 words, but may be longer or shorter depending on the length and complexity of the book being reviewed, the overall purpose of the review, and whether the review is a comparative analysis examining two or more books that focus on the same topic. Professors assign book reviews as practice in carefully analyzing complex scholarly texts and to assess your ability in effectively synthesizing research to reach an informed perspective on an issue.

There are two general approaches to reviewing a book:

D escriptive review: presents the content and structure of a book as objectively as possible, giving essential information about a book's purpose and authority. This is done with description and exposition by stating the perceived aims and purposes of the author, often incorporating passages quoted from the text that highlight key elements of the work. Additionally, there may be some indication of the reading level and anticipated audience.
C ritical review: describes and evaluates the book in relation to accepted literary and historical standards and supports this evaluation with evidence from the text and, in most cases, in comparison to the research of others. It should include a statement about what the author has tried to do, evaluates how well [in the opinion of the reviewer] the author has succeeded, and presents evidence to support this evaluation. For course assignments, most professors want you to write a critical review.

Book Reviews. Writing Center. University of New Hampshire; Book Reviews: How to Write a Book Review. Writing and Style Guides. Libraries. Dalhousie University.

How to Approach Writing Your Review

I. Common Features

While book reviews vary in tone, subject, and style, they share some common features. These include:

A review gives the reader a concise summary of the content . This includes a relevant description of the research topic as well as an overview of its overall perspective, argument, or purpose.
A review offers a critical assessment of the content , often in relation to related studies on the same topic. This involves your reactions to the work under review: what strikes you as noteworthy, whether or not the arguments made by the author(s) were effective or persuasive, and how the work enhanced your understanding of the research problem under investigation.
In addition to analyzing a book's strengths and weaknesses, a scholarly review often suggests whether or not the reader would appreciate it for its authenticity and overall quality.

To maintain your focus, always keep in mind that most assignments ask you to discuss a book's treatment of its topic, not the topic itself . Your key sentences should, therefore, say "This book shows...,” "The study demonstrates...," or “The author argues..." rather than "This happened...” or “This is the case....”

II. Developing an Assessment Strategy

There is no definitive method to writing a book review in the social sciences, although it is necessary that you think critically about the research problem under study before you begin writing. Thus, writing a book review is a two-step process: 1) developing an argument about the work under consideration, and, 2) clearly articulating that argument as you write an organized and well-supported draft.

A useful strategy is to write the questions down and answer them as you read [remember to note the page numbers so you can refer back to the text!]. Which questions are most useful while evaluating what you read will depend upon the type of book are reading. Here are a series of questions to focus your thinking as you read a book.

What is the thesis—or main argument—of the book? If the author wanted you to get one idea from the book, what would it be? How does it compare or contrast to the world you know? What has the book accomplished?
What exactly is the subject or topic of the book? Does the author cover the subject adequately? Does the author cover all aspects of the subject in a balanced fashion? Can you detect any biases? What is the approach to the subject [e.g., topical, analytical, chronological, descriptive]?
How does the author support his or her argument? What evidence does the author use to prove his or her point? Do you find that evidence convincing? Why or why not? Does any of the author's information [or conclusions] conflict with other books you've read, courses you've taken, or just previous assumptions you had about the research problem under study?
How does the author structure his or her argument? What are the parts that make up the whole? Does the argument make sense to you? Does it persuade you? Why or why not?
How has this book helped you understand the subject? Would you recommend the book to others? Why or why not?

Beyond the content of the book, you may also consider some information about the author and the circumstances of the text's production. Question to ask may include:

Who is the author? The nationality, political persuasion, training, intellectual interests, personal history, and historical context may provide crucial details about how a work takes shape. Does it matter, for example, that the author is affiliated with a particular organization? What difference would it make if the author participated in the events he or she writes about? What other topics has the author written about? Does this work build on prior research or does it seem to represent a new area of research?
What is the book's genre? Out of what discipline does it emerge? Does it conform to or depart from the conventions of its genre? These questions can provide a historical or other contextual standard upon which to base your evaluations. If you are reviewing the first book ever written on the subject, it will be important for your readers to know this. Keep in mind, though, that declarative statements about being the “first,” the "best," or the "only" book of its kind can be a risky unless you're absolutely certain because your professor [presumably] has a much better understanding of the overall research literature.

Book Reviews . Writing@CSU. Colorado State University; Book Reviews . The Writing Center. University of North Carolina; Hartley, James. Reading and Writing Book Reviews Across the Disciplines. Journal of the American Society for Information Science and Technology 57 (July 2006): 1194–1207; Writing a Book Review . The Writing Lab and The OWL. Purdue University; Writing Book Reviews . Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University.

Structure and Writing Style

I. Bibliographic Information

Provide the essential information about the book using the writing style asked for by your professor [e.g., APA, MLA, Chicago, etc.]. Depending on how your professor wants you to organize your review, the bibliographic information represents the heading of your review. In general, it would look like this: The Whites of Their Eyes: The Tea Party's Revolution and the Battle over American History . By Jill Lepore. (Princeton, NJ: Princeton University Press, 2010. xii, 207pp.).

Reviewed by [your name].

II. Scope/Purpose/Content

In most scholarly works, the author(s) will state the purpose of their book in the preface or in an introductory chapter. Begin your review by telling the reader not only the overarching concern of the book in its entirety [the subject area] but also what the author's particular point of view is on that subject [the thesis statement]. If you cannot find an adequate statement in the author's own words or if you find that the thesis statement is not well-developed, then you will have to compose your own introductory thesis statement that does cover all the material. This statement should be no more than one paragraph and must be succinct, accurate, unbiased, and clear.

If you find it difficult to discern the overall aims and objectives of the book [and, be sure to point this out in your review if you believe it to be a deficiency], you may arrive at an understanding of the purpose by asking yourself the following questions:

Scan the Table of Contents because it can help you understand how the book is organized and will aid in determining the author's main ideas and how they are developed [e.g., chronologically, topically, etc.].
Why did the author write on this subject rather than on some other subject?
From what point of view is the work written?
Was the author trying to give information, to explain something technical, or to convince the reader of a belief’s validity by dramatizing it in action?
What is the general field or genre, and how does the book fit into it? Review related literature from other books and journal articles to familiarize yourself with the field, if necessary.
Who is the intended audience?
What is the author's style? Is it formal or informal? You can evaluate the quality of the writing style by noting some of the following standards: coherence, clarity, originality, forcefulness, correct use of technical words, conciseness, fullness of development, and fluidity.
How did the book affect you? Were any prior assumptions you had on the subject changed, abandoned, or reinforced due to this book? How is the book related to your own course or personal agenda? What personal experiences have you had that relate to the subject?
How well has the book achieved its goal(s)?
Would you recommend this book to others? Why or why not?

III. Note the Method

Illustrate your remarks with specific references and quotations that help to illustrate the literary method used to state the research problem, describe the research design, and analyze the findings. In general, authors tend to use the following methods, exclusively or in combination.

Description : The author depicts scenes and events by giving specific details that appeal to the five senses, or to the reader’s imagination. Description presents background and setting. Its primary purpose is to help the reader realize, through as many sensuous details as possible, the way persons, places, and things are within the phenomenon being described.
Narration : The author tells the story of a series of events, usually thematically or in chronological order. In general, the emphasis in non-fiction books is on narration of the events. Narration tells what has happened and, in some cases, using this method to project what will happen. Its primary purpose is to draw the reader into a story and create a contextual framework for understanding the research problem.
Exposition : The author uses explanation and analysis to present a subject or to clarify an idea. Exposition presents the facts about a subject or an issue clearly and as impartially as possible. Its primary purpose is to describe and explain, to document for the historical record an event or phenomenon.
Argument : The author uses techniques of persuasion to establish the truth of a statement, often in the form of a research question, or to convince the reader of its falsity. The overall aim is to persuade the reader to believe something and perhaps to act on that belief. Argument takes sides on an issue and aims to convince the reader that the author's position is valid, logical, and/or reasonable.

IV. Critically Evaluate the Contents

Critical comments should form the bulk of your book review . State whether or not you feel the author's treatment of the subject matter is appropriate for the intended audience. Ask yourself:

Has the purpose of the book been achieved?
What contribution does the book make to the field?
Is the treatment of the subject matter objective?
Are there facts and evidence that have been omitted?
What kinds of data, if any, are used to support the author's thesis statement?
Can the same data be interpreted to alternate ends?
Is the writing style clear and effective?
Does the book raise important or provocative issues or topics for discussion and further research?
What has been left out?

Support your evaluation with evidence from the text and, when possible, state it in relation to other sources. If relevant, note of the book's format, such as, layout, binding, typography, etc. Are there tables, charts, maps, illustrations, text boxes, photographs, or other non-textual elements? Do they aid in understanding the research problem? Describing this is particularly important in books that contain a lot of non-textual elements.

NOTE: It is important to carefully distinguish your views from those of the author to ensure that you do not confuse your reader.

V. Examine the Front Matter and Back Matter

Back matter refers to any information included after the final chapter of the book. Front matter refers to anything before the first chapter. Front matter is most often numbered separately from the rest of the text in lower case Roman numerals [i.e. i-xi ]. Critical commentary about front or back matter is generally only necessary if you believe there is something that diminishes the overall quality of the work or there is something that is particularly helpful in understanding the book's contents.

The following front matter may be included in a book and should be considered for evaluation when reviewing the overall quality of the book:

Table of contents --is it clear? Is it detailed or general? Does it reflect the true contents of the book?
Author biography --also found as back matter, the biography of author(s) can be useful in determining the authority of the writer and whether the book builds on prior research or represents new research. In scholarly reviews, noting the author's affiliation can be a factor in helping the reader determine the overall validity of work [i.e., are they associated with a research center devoted to studying the research problem under investigation].
Foreword --in scholarly books, a foreword may be written by the author or an expert on the subject of the book. The purpose of a foreword is to introduce the reader to the author as well as the book itself, and to help establish credibility for both. A foreword does not contribute any additional information about the book's subject matter, but it serves as a means of validating the book's existence. Later editions of a book sometimes have a new foreword apended [appearing before an older foreword if there was one], which may be included to explain in what respects that edition differs from previous ones.
Preface --generally describes the genesis, purpose, limitations, and scope of the book and may include acknowledgments of indebtedness to people who have helped the author complete the study. Is the preface helpful in understanding the study? Does it effectively provide a framework for what's to follow?
Chronology --also may be found as back matter, a chronology is generally included to highlight key events related to the subject of the book. Does it contribute to the overall work? Is it detailed or very general?
List of non-textual elements --if a book contains a lot of charts, photographs, maps, etc., they will often be listed in the front after the table of contents.

The following back matter may be included in a book and should be considered for evaluation when reviewing the overall quality of the book:

Afterword --this is a short, reflective piece written by the author that takes the form of a concluding section, final commentary, or closing statement. It is worth mentioning in a review if it contributes information about the purpose of the book, gives a call to action, or asks the reader to consider key points made in the book.
Appendix --is the supplementary material in the appendix or appendices well organized? Do they relate to the contents or appear superfluous? Does it contain any essential information that would have been more appropriately integrated into the text?
Index --is the index thorough and accurate? Are elements used, such as, bold text to help identify specific parts of the book?
Glossary of Terms --are the definitions clearly written? Is the glossary comprehensive or are key terms missing?
Endotes/Footnotes --check any end notes or footnotes as you read from chapter to chapter. Do they provide important additional information? Do they clarify or extend points made in the body of the text?
Bibliography/Further Readings --review any bibliography or further readings the author(s) may have included. What kinds of sources appear [e.g., primary or secondary, recent or old, scholarly or popular, etc.]? How does the author make use of them? Be sure to note important omissions.

VI. Summarize and Comment

State your general conclusions succinctly. Pay particular attention to the author's concluding chapter. Is the summary convincing? List the principal topics, and briefly summarize the author’s ideas about these topics, main points, and conclusions. If appropriate and to help clarify your overall evaluation, use specific references and quotations to support your statements. If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new information or ideas in the conclusion. If you've compared the book to any other works or used other sources in writing the review, be sure to cite at the end of your book review.

Book Reviews . Writing@CSU. Colorado State University; Book Reviews . The Writing Center. University of North Carolina; Gastel, Barbara. Special Books Section: A Strategy for Reviewing Books for Journals. BioScience 41 (October 1991): 635-637; Hartley, James. Reading and Writing Book Reviews Across the Disciplines. Journal of the American Society for Information Science and Technology 57 (July 2006): 1194–1207; Procter, Margaret. The Book Review or Article Critique . The Lab Report. University College Writing Centre. University of Toronto; Reading a Book to Review It . The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Scarnecchia, David L. Writing Book Reviews for the Journal Of Range Management and Rangelands. Rangeland Ecology and Management 57 (2004): 418-421; Writing a Book Review . The Writing Lab and The OWL. Purdue University; Writing Book Reviews. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University.

Some Language for Evaluating Texts

It can be challenging to find the proper vocabulary in which to discuss and evaluate a book. Here is a list of some active verbs for referring to texts and ideas that you might find useful:

account for
demonstrate
distinguish
investigate

Examples of usage

"The evidence indicates that..."
"This work assesses the effect of..."
"The author identifies three key reasons for..."
"This book questions the view that..."

Paquot, Magali. Academic Keyword List . Centre for English Corpus Linguistics. Université Catholique de Louvain.

<< Previous: How to Manage Group Projects
Next: Multiple Book Review Essay >>
Last Updated: Jul 18, 2023 11:58 AM
URL: https://library.sacredheart.edu/c.php?g=29803
QuickSearch
Library Catalog
Databases A-Z
Publication Finder
Course Reserves
Citation Linker
Digital Commons
Our Website

Research Support

Ask a Librarian
Appointments
Interlibrary Loan (ILL)
Research Guides
Databases by Subject
Citation Help

Using the Library

Reserve a Group Study Room
Renew Books
Honors Study Rooms
Off-Campus Access
Library Policies
Library Technology

User Information

Grad Students
Online Students
COVID-19 Updates
Staff Directory
News & Announcements
Library Newsletter

My Accounts

Interlibrary Loan
Staff Site Login

FIND US ON

About Hoover

Located on the campus of Stanford University and in Washington, DC, the Hoover Institution is the nation’s preeminent research center dedicated to generating policy ideas that promote economic prosperity, national security, and democratic governance.

The Hoover Story
Hoover Timeline & History
Mission Statement
Vision of the Institution Today
Key Focus Areas
About our Fellows
Research Programs
Annual Reports
Hoover in DC
Fellowship Opportunities
Visit Hoover
David and Joan Traitel Building & Rental Information
Newsletter Subscriptions
Connect With Us

Hoover scholars form the Institution’s core and create breakthrough ideas aligned with our mission and ideals. What sets Hoover apart from all other policy organizations is its status as a center of scholarly excellence, its locus as a forum of scholarly discussion of public policy, and its ability to bring the conclusions of this scholarship to a public audience.

Scott Atlas
Thomas Sargent
Stephen Kotkin
Michael McConnell
Morris P. Fiorina
John F. Cogan
China's Global Sharp Power Project
Economic Policy Group
History Working Group
Hoover Education Success Initiative
National Security Task Force
National Security, Technology & Law Working Group
Middle East and the Islamic World Working Group
Military History/Contemporary Conflict Working Group
Renewing Indigenous Economies Project
State & Local Governance
Strengthening US-India Relations
Technology, Economics, and Governance Working Group
Taiwan in the Indo-Pacific Region

Books by Hoover Fellows

Economics Working Papers

Hoover Education Success Initiative | The Papers

Hoover Fellows Program
National Fellows Program
Student Fellowship Program
Veteran Fellowship Program
Congressional Fellowship Program
Media Fellowship Program
Silas Palmer Fellowship
Economic Fellowship Program

Throughout our over one-hundred-year history, our work has directly led to policies that have produced greater freedom, democracy, and opportunity in the United States and the world.

Determining America’s Role in the World
Answering Challenges to Advanced Economies
Empowering State and Local Governance
Revitalizing History
Confronting and Competing with China
Revitalizing American Institutions
Reforming K-12 Education
Understanding Public Opinion
Understanding the Effects of Technology on Economics and Governance
Energy & Environment
Health Care
Immigration
International Affairs
Key Countries / Regions
Law & Policy
Politics & Public Opinion
Science & Technology
Security & Defense
State & Local
Books by Fellows
Published Works by Fellows
Working Papers
Congressional Testimony
Hoover Press
PERIODICALS
The Caravan
China's Global Sharp Power
Economic Policy
History Lab
Hoover Education
Global Policy & Strategy
National Security, Technology & Law
Middle East and the Islamic World
Military History & Contemporary Conflict
Renewing Indigenous Economies
State and Local Governance
Technology, Economics, and Governance

Hoover scholars offer analysis of current policy challenges and provide solutions on how America can advance freedom, peace, and prosperity.

China Global Sharp Power Weekly Alert
Email newsletters
Hoover Daily Report
Subscription to Email Alerts
Periodicals
California on Your Mind
Defining Ideas
Hoover Digest
Video Series
Uncommon Knowledge
Battlegrounds
GoodFellows
Hoover Events
Capital Conversations
Hoover Book Club
AUDIO PODCASTS
Matters of Policy & Politics
Economics, Applied
Free Speech Unmuted
Secrets of Statecraft
Pacific Century
Libertarian
Library & Archives

Support Hoover

Learn more about joining the community of supporters and scholars working together to advance Hoover’s mission and values.

What is MyHoover?

MyHoover delivers a personalized experience at Hoover.org . In a few easy steps, create an account and receive the most recent analysis from Hoover fellows tailored to your specific policy interests.

Watch this video for an overview of MyHoover.

Log In to MyHoover

Forgot Password

Don't have an account? Sign up

Have questions? Contact us

Support the Mission of the Hoover Institution
Subscribe to the Hoover Daily Report
Follow Hoover on Social Media

Make a Gift

Your gift helps advance ideas that promote a free society.

About Hoover Institution
Meet Our Fellows
Focus Areas
Research Teams
Library & Archives

Library & archives

Events, news & press.

“The End of Everything,” with Victor Davis Hanson

“The End of Everything,” With Victor Davis Hanson

Classicist Victor Davis Hanson is the Martin and Illie Anderson Senior Fellow at the Hoover Institution and the author of hundreds of articles, book reviews, and newspaper editorials on Greek, agrarian, and military history and essays on contemporary culture. He has written or edited twenty-four books, the latest of which is The End of Everything: How Wars Descend into Annihilation . The book—and this conversation—charts how and why some societies choose to utterly destroy their foes and warns that similar wars of obliteration are possible in our time. Hanson provides a warning to current societies not to repeat the mistakes of the past.

To view the full transcript of this episode, read below:

Peter Robinson: It may not happen often, but sometimes, sometimes, entire civilizations die in a single day. Historian Victor Davis Hanson on Uncommon Knowledge Now. Welcome to Uncommon Knowledge.

Peter Robinson: I'm Peter Robinson, a fellow at the Hoover Institution here at Stanford. Victor Davis Hanson is a classicist and military historian. Dr. Hanson has published more than two dozen major works of history, including A War Like No Other, his classic work on the Peloponnesian Wars. Victor Davis Hanson's newest book, The End of Everything, How Wars Descend into Annihilation. Victor, thanks for joining me.

Victor Davis Hanson: Thank you for having me, Peter.

Peter Robinson: First question, The Destruction of Thebes by Alexander the Great, The Obliteration of Carthage by the Romans, The Defeat of Constantinople by the Turks, and The Destruction of the Aztecs by Cortez. Those are your four case studies in this book. All those happened a while ago. Why write this book now?

Victor Davis Hanson: I was curious, most of my career, I've been curious why Thebes, or I can go into the details, but why these...

Peter Robinson: We'll come to it.

Victor Davis Hanson: Yes, we'll come to it.

Victor Davis Hanson: Why these civilizations were not just defeated, but were annihilated. And there were others. I had, there's a wide array in the ancient world, the island of Milos, towns in the Peloponnesian war like Schioni, et cetera. And this is very different than natural disasters like the Mycenaeans, et cetera. But I was wondering if there was a typology, a repeating pattern, and if it would be applicable to any of the value. And I found that there was, both on the part of the attacker, certain a mindset, and on the part of the defender, and that those situations that we think could not happen today, because we're supposedly a postmodern moral world.

Peter Robinson: We're more advanced than they were, Victor.

Victor Davis Hanson: That's what we think. And it's there...So in the epilogue, I just did a brief survey. Well, not a brief survey, but I did a survey of countries that are very vulnerable as described, either in the nature of their enemies and the intent of their enemies, or the neighborhood in which they reside, or their size, or their limits. So for example, there's only 12 million Greeks in the world.

Peter Robinson: Right.

Victor Davis Hanson: There's Cypriots, but Greeks, and they have a lot, they have a bad neighborhood, and they have been existentially threatened by the Turks, especially the present government. Israel is another example. The Kurds are an example. The Armenians are still an example. And all of them have had a history where at times people thought they would be existentially gone, because that was the intent. And yet, we feel that today when somebody threatens to wipe somebody out, either with nuclear weapons or with conventional weapons, we discount that. That can't happen.

Peter Robinson: It's mere hyperbole.

Victor Davis Hanson: In the epilogue, I think I mentioned maybe a half a dozen, or maybe even a dozen direct threats by various Turkish figures, Russian, Chinese, where they actually threaten to destroy and wipe out, whether it's Ukraine or Taiwan, or the Armenians, or Greeks, or Israel.

Peter Robinson: And the argument is, take that possibility seriously, because every so often it really does happen.

Victor Davis Hanson: Maybe so often the exception that nobody thinks, the unimaginable, or what people think it can't happen here does happen here.

Peter Robinson: The end of everything presents almost 300 pages of your usual approach, which is meticulous, thorough, and engrossing historical writing.This is television.We can't go into it that deeply.But I would like to touch on these case studies at least briefly, because even put in some reform, my feeling was as I went through the book, even in some reform, every one of them is just fascinating and surprising in some way. All right. Thebes, the end of everything, I'm quoting you. In 335 BC, the Thebans not only revolted against the Macedonian occupation of Greece, but defiantly dared Alexander the Great to take the legendary city, that is to take Thebes itself. He did just that. All right. Briefly, the significance of Thebes, it was a major city. Who were the Macedonians? Set it up. Who were the Macedonians? And who is this brilliant figure who arises as a very young man, Alexander the Great?

Victor Davis Hanson: Well for 20 years prior to 335, Philip II of Macedon...

Peter Robinson: Alexander's father.

Victor Davis Hanson: Alexander's father had taken a backwater area that was deprecated as uncivilized by Greeks.

Peter Robinson: The northern mountainous region.

Victor Davis Hanson: The mountainous region of today is parts of northern Greece and the autonomous state of so-called Macedon, Macedonia. And he had forged a imperial power. He borrowed...he was a hostage at Thebes when he was a young man himself and he learned from the great master of Pamanondas about Greek military tactics. He lengthened the Sarissa. He did all of his military war.

Peter Robinson: The Sarissa is..

Victor Davis Hanson: Pike. So he innovated and improved on Greek phalanx warfare, fighting in Colum. And it was a juggernaut and he came from the north and he conquered at the Battle of Carinea three years prior to this. He destroyed Greek freedom by this...basically it was an army of Thebans and Athenians and a few other city states and they were conquered and they were occupied and there was no longer a truly consensual government in these cities, 1500 city states.

And he had a plan or an agenda that said, "I will unite you and even though you think I'm semi-barbarous..." Macedonian, it was sort of hard to understand. You could understand it, the language and the tradition. But it had no culture, the Greeks thought, but we're going to unite and take Persia and pay them back for a century of slights and get rich in the process.

And the Greeks revolted in 335. He died, he was assassinated and he had his 21-year-old son who had been at the Battle of Carinea at 18 and had been spectacular in defeating the Theban and they didn't take him seriously.

Peter Robinson: The Thebans or the Greek city states in general?

Victor Davis Hanson: Yes, they thought, "You know what?"

Peter Robinson: He's a kid.

Victor Davis Hanson: And who's going to take over from Philip II? He was a genius and he's got bastard children here and concubines there and he's got this one guy named Alexander and it's, "Don't take him, we're going to revolt." And everybody said, "Well, we hear about him and he's kind of fanatic, be careful, but we're willing to revolt if you revolt first." And Thebes was at this time legendary because it's the legendary home of Oedipus and Antigone. It's the fountain of Greek mythology. It has kind of a dark history because bad things happen at Thebes like Oedipus kills his father or Antigone is executed.

Peter Robinson: Not a lot of cheerful stories.

Victor Davis Hanson: In Euripides' Bacchae, it's under the shadows of Mount Cthyrum. But the point is that it had been under a Pamanondas, a Pythagorean, enlightened society. The first really expansive democracy was trying to democratize the Peloponnese. So it was the moral leader at this point. It happened to be...

Peter Robinson: Roughly how big a population is.

Victor Davis Hanson: It was small. It was somewhere between 15 and 25,000 citizens and maybe at most 5 or 10,000 residents. But it was the capital of what we would call today in English a province called Boeotia. And that probably had somewhere around 150 to 250 and it was the capital that subjugated that.

Peter Robinson: Okay.

Victor Davis Hanson: But it has separate dialect, Theban dialect was different than the Boeotian dialect and it was the stellar city. So Alexander then says, "If you revolt, we're going to come down." So he eliminates his enemies. He starts to march. The Athenians are egging the Thebans on and said, "Don't worry, we'll come." And the Spartans are going to come, both of them in decline. And the long and the short of it is he arrives there. The Thebans mock him. They think we can replay the Battle of Carinea, we'll win. And all of a sudden, when he shows up, they have no idea who he is. They don't know what he's intending. Had they studied his career, they would see he's a killer and he's a genius and he's about ready to conquer the Persian Empire. And he needs to have a solid home front and he means business and he doesn't play by the rules. And the rules of Greek warfare, except for the Peloponnese, you don't destroy your enemy. You don't, even Athens as it lost the Peloponnesian War, they did not destroy Athens. The Spartans and the Thebans. So Spartans say they're going to come, the Athenians are going to help them, they egg them on, they revolt, they kill the Macedonian garrison, are they imprison them? And Alexander pulls up with this huge army. You can't get 200 miles from the north in 10 days. You can if you're Alexander. You march at 20 plus miles a day. He pulls up, they build siegecraft and...

Peter Robinson: Is it fair to say he's a little bit like Napoleon?

Victor Davis Hanson: Yes.

Peter Robinson: He's shocking.

Victor Davis Hanson: He's quick, or Caesar, quickness of Caesar and Napoleon, audacity, it's like Donton. And the Spartans dissipate and the Athenians dissipate.

Peter Robinson: You're on your own.

Victor Davis Hanson: You're on your own and they think, this is the seven gates of Thebes, the magnificent walls of Thebes. We've only been broached once after the Persian War. We can endure, we're on the defensive, we've got this wonderful army, we'll go out in front of the...and they're defeated. And they think...

Peter Robinson: But not just defeated.

Victor Davis Hanson: Not defeated. They think they can negotiate, I think. And he says, "I'm gonna kill every single person that's over the age of 16. I'm gonna enslave every woman and child." But you know what? I will save the descendants of Pindar, the poet, his house, and maybe some religious shrines and he levels the city down to the foundations and there are no more Thebans. Later the Macedoians will take the site and bring in other people, other Greeks.

And so there is no longer a Theban who have been there for two millennia. They're gone.

Peter Robinson: They have their own culture, their own history. It is recognized as such by the entire Greek-speaking world and they even have their own, not quite their own language, but their own dialect. And it just ends.

Victor Davis Hanson: And some of the surrounding Vyoshan villages, of course, don't like them so they join Alexander and they haul off the marble columns, they haul off the roof tiles, they level it. After Alexander's death, some two decades later, they think it's be good propaganda to refound Thebes and they call it Thebes, which is the modern city today, but it's not the same culture.

Peter Robinson: Okay, that's example number one. By the way, do we have, from contemporary sources, who would have written about that? What effect did that event have? It shocked all the other Greek city states into total submission?

Victor Davis Hanson: Yes, they could not believe it. They completely folded and it was...

Peter Robinson: So he got the stable home base he wanted that permitted him to advance into...

Victor Davis Hanson: Yes. And it became, even among the Macedonians, it became shameful that Alexander had destroyed this legacy city, the fountain, as I said, of Greek mythology and of Paminondas, the great liberator, his legacy Pythagoras, the Pythagorean group there, and he'd wipe them out and they regretted it later. But at the time, nobody came to their aid. They were very confident. They didn't think anybody would ever do that and they were shocked. It was something that had not happened before.

Peter Robinson: Carthage.

Peter Robinson: Rome and Carthage, The End of Everything, your book, the three centuries long growth of the Roman Republic, this is BC, we're not at Caesar, we're certainly not close to Augustus, we're seeing Rome grow from a city to the dominant force in the Mediterranean. The three centuries long growth of the Roman Republic was often stalled or checked by its formidable Mediterranean rival Carthage on the other side of the Mediterranean, at the northern tip of, northern edge of Africa. The competition between Rome and Carthage involved antithetical civilizations.

Peter Robinson: Explain that.

Victor Davis Hanson: Carthage was founded about the same time as Rome was, but it was... We use the word, they use, it's an ancient word, Punic, and all that is, is a Phoenician transliteration for Phoenician culture that would be today where Gaza is along that area. This was a colony, colonists founded under the mythical Dido at what is modern Tunisia, right? Just 90 miles opposite, it's the narrowest point of the Mediterranean. 90 miles opposite Sicily.

Peter Robinson: 90 miles..thats Sicily, yes.

Victor Davis Hanson: And they were a Punic-Semitic culture, so their language was not linguistically related to Greek or Latin. They did things that classical culture abhorred such as child sacrifice. However, they did, were heavily influenced by Greek constitutional history, so they actually had a constitutional system. They learned about Western warfare from Spartan taskmasters. And so they fought these series, what we call the Punic War, first and second.

Unfortunately for Rome, they were confronted with an authentic Alexander Napoleon-like figure in Hannibal who took the war home.

Peter Robinson: Second Punic War, he goes across into what is now Spain.

Peter Robinson: And goes behind the Roman line, so to speak, famously taking elephants up over the Alps and then wreaking havoc.

Victor Davis Hanson: From 219 to 202, this war went on.

Peter Robinson: In Italy itself.

Victor Davis Hanson: In a series of battles at the river Caecanius, Trebia, Lake Trasimone and Canai, he killed or wounded a quarter million Italians. And he ran wild for over a decade in Italy until Scipio Africanus invaded Tunisia and forced him to come home. But when I'm getting it.

Peter Robinson: To defend his home.

Victor Davis Hanson: Yes, and he lost the Battle of Zama. He was exiled. But that was such a trauma or wound in the Italian mind. It was always Hannibal ad Portis. They scared little kids with, "Hannibals at the gates." And they were traumatized. So they had given a very punitive piece to the Carthaginians and they said, "You're going to pay this huge fine and you can never make war without our permission. You're going to surrender all of your European and Sicilian colonies. You're going to have it and you're going to be largely confined to the city of Carthage and some satellite villages."

Peter Robinson: So the Romans, I'm thinking now of a phrase that was used by Madeleine Albright to describe what we had done to Saddam Hussein.The Romans had Carthage in a box.

Victor Davis Hanson: Yes. That was the idea.

Peter Robinson: So may I set up the third Punic War here, which brings us to the event to which this chapter is dedicated. I'm quoting the end of everything. After the first two Punic Wars, there was no call at Rome to level a defeated Carthage and yet Rome attacks Carthage again. Why?

Victor Davis Hanson: Well, it's very ironic and tragic because they paid the identity off early.

Peter Robinson: The Carthaginians did.

Victor Davis Hanson: Yes. They were Carthaginians and they discovered that without these overseas colonies and given their prime location in North Africa. I've got to remember that this time North Africa was the most fertile part of the Mediterranean, much more fertile than the shores of Europe, southern shores. And so they sent a delegation three years earlier to Carthage to inspect what was going on and how did they pay the fine off and they were astounded. The city had somewhat 500,000 to 600,000 people in it. It was booming. It was lush. The countryside was lush. They were confident and unfortunately for them...

Peter Robinson: And they had one of the great ports of the ancient world.

Victor Davis Hanson: Yes, it was the part of Carthage. It's about 20 miles from modern Tunis today. Was starting to rival Rome again and yet they professed no bellicosity at all. They said, "You know, we have no problem with you."

Peter Robinson: We've learned our lesson.

Victor Davis Hanson: We learned our lesson. We're just a mercantile. They were sort of re-fashioning themselves from an imperial power to something like Singapore or Hong Kong.

Victor Davis Hanson: And Rome unfortunately was in this expansionary mood. They had now consolidated Spain. They had consolidated Italy. They consolidated much of Greece and soon would conquer all of Greece and Macedon and they had Cato the Elder and he got up, you know, legendarily and say, "Carthage must be destroyed as the epithet of every speech." So there was...

After the inspectors came back, they said, "These people are insidious. They may not have Hannibal but they're going to rival us again."

Peter Robinson: They're doing too well.

Victor Davis Hanson: They're doing too well and we've got all... There were people in the Roman Senate that said, "No, no, don't do that." They don't pose a threat and actually they're good for us because the more that they're there they put us on guard and they don't...we don't get luck. The Romans had this idea that affluence and leisure make you decadent. So just the fact that they're right across the Mediterranean means it will always be vigilant.

Peter Robinson: The competition is good for us, Cato.

Victor Davis Hanson: Yes. Kind of what Americans used to think, 19th century. So unfortunately they decided that they would present Carthage with a series of demands that could not possibly be met and still be autonomous. So they sent a group from the Senate down to consuls. Consular army was rare but they brought two consuls in an army and they landed them there and they said to them, "You're going to move your city at least 15 miles from the ocean. You're not going to be a sea power." If you get mad about it, we're the same way. We're Rome, we have Ostia, we're from the end. No problem. But you're going to destroy this ancient city and then you're going to have to move lock, stock and barrel. And by the way, we want all of your arms. We want your elephants, your famous elephants. They have personal names even. We want your elephants, we want your siege craft, we want your armor, we want everything.

Peter Robinson: You’ll live.

Victor Davis Hanson: And if you're willing to do that, we'll consider that the city can live.And they were willing to do that. Not to move. They sent a delegation. They said, "Okay, here's our catapults, here's our body armor and we'll negotiate about the rest." They went back and they think, "I think we're okay." And then they went back the next time and the Romans who were camped away with this huge army said, "You know..."

Peter Robinson: You said that the Romans took an army across the Mediterranean.

Victor Davis Hanson: It's in Utica, right near them, about 20 miles away.

Peter Robinson: That was bigger than the landing force in the invasion of Normandy.

Victor Davis Hanson: Yes.

Peter Robinson: It was a vast force.

Victor Davis Hanson: Our sources are somewhat in disagreement but it could have been anywhere from 70 to 90 to 100,000 people. It took us all day to land 135,000, us being the British and the Americans. But the Americans themselves did not have as many people as the Romans landed at Utica. And so the Romans then told all of the Carthaginian allies on the North Coast, "Are you with us or against us? Because if you're with us, we're going to destroy them and you're going to be a favored colony. You're going to get to share in the spoils. We won't tax you. You'll be the guys that run North Africa for it." If you're with them, we're going to do to them what you...And so most of them, not all defect. And then the legates come back and they tell the Carthaginians, "We blew it. They're going to kill us. And now we have no weapons because they're going to make us move." We thought if we turned in our weapons, they might not make us move. So they bring out of retirement, Hasrbal, who's this fanatic, not the famous Hasrbal, father of Hannibal, but another named Hasrbal. And he's a complete maniac and they had not trusted him. And he says, "Kill all the legates. Anybody who was an appeaser, we're in full moor. We're going to rearm." And they do. They get all the women's hair, they make catapults and they go crazy and then they put a siege around the city. The problem the Romans have is these walls are, until Constantinople, they are the greatest walls in the ancient world, 27 miles of fortifications. Carthage is on a peninsula and it's kind of like a round circle with a corridor. And they've got that all area walled and they have a fleet still and it's very hard to take that city and the Romans are not known for their siege craft and they can't take it. And they lose, lose, lose and they get the Numidian allies to join them. And suddenly, after two years, they've lost probably 20 or 30,000 Romans. Sometimes they break into the suburbs but not the main walls and it looks like it is an ungodly disaster. And they are very confident and then just in the case of Alexander, they don't know who they're dealing with. They bring out of this obscurity, Scipio Emilianus and he is the adopted nephew, grand nephew of Scipio Africanus, the famous one. And he is a philosopher like Alexander the Great. He's a man of letters. He wouldn't do such a thing. He has a Scipionic circle, playwrights, terrains. He's a friend of Polybius the Great historian just like Alexander has the student of Aristotle. So he comes and he's a legate and he's been there and he keeps saying the consuls are incompetent and they don't know what they're doing and I should be it but he's a lowly young guy. And they said, "You take over." So he comes, he gives a big lecture and says, "You guys are pathetic, his soldiers. You're lazy. This is what's going to happen." He has discipline. They build a counter wall and over the next year he turns out to be an authentic military genius. He cuts off the city. He cuts off the corridor. He cuts off all the allies supplying them and he besieges them and they will not surrender but they still have a hope that he's a man of principle and he will negotiate with them and he will give them terms and he is a killer. And he does not give them terms and he systematically breaks for the first time and only time in history the great walls of Carthage. He gets into the city and then over a two-week period he systematically kills every single person that the Romans. In fact, the descriptions are horrific.

Peter Robinson: Now, are we still dealing with half a million people or have men haven't fled by now?

Peter Robinson: No, no, it's still densely possible.

Victor Davis Hanson: They have nowhere to go. They're stuck and they're starving now. And he's...

Peter Robinson: So this is an act of butchery. Like Slaughtering and cattle or sheep.

Victor Davis Hanson: Well, our sources, we have accounts in Diodorus and somewhat in Libya, Polybius fragments here and there. We're told that the Roman army has to scrape off the bodies because they've killed so many people because they're in...it's like Gaza or Fallujah or Mosul.

It's fighting in block by block and they're destroying...to get rid of the Carthaginian defenders, they're destroying the buildings and they topple and then the bodies are there and then the army can't move. So they go, go, go until they get to the pinnacle, the capital. And there is Hasrbal and his wife and of course he flips and cuts a deal with...

Peter Robinson: And on your side now, boys.

Victor Davis Hanson: He leaves his wife and they burn themselves up. And then he goes...he ends up in retirement in Italy, one of the few people who is...endures a Roman triumph and humiliated in the parade and they let him live.

Peter Robinson: and they let him live.

Victor Davis Hanson: And then they wipe it out. I don't think it's accurate to say they sowed the ground with salt as myth goes, but they did completely declare it an inhospitable place and it was sacrosanct to even get near it. They took it down to the foundation. There is no more formal Punic center of knowledge. They had a very rich agriculture, agronomy literature. It's gone. What happens? It's remnants of people who in Augustine's time in the fifth century AD, there are still people who they claim speak Punic, very few of them. And Romans under Caesar then they make something called Carthago Nova, a new city, but it's a Roman city built on the...somewhat near the old city.

Peter Robinson: So it's gone.

Victor Davis Hanson: It's gone.

Peter Robinson: It's just disappeared.

Victor Davis Hanson: Gone. Caput.

Peter Robinson: All right. I want to get two more stories, but probably don't have time to go into as much detail.

Victor Davis Hanson: Yeah, I won't break it. Yeah, I won't go into it.

Peter Robinson: But well, these become a little bit more modern, so maybe we know a little bit more about them. I mean, maybe your listeners will know more. Constantinople. The end of everything. Quote, "The most infamous of wartime extinction was the destruction of Byzantine Constantinople on May 29, 1453." Let me just set this up to go to so I can do this set up, kind of condense the material a little bit. We have the Emperor Constantine in the very early fourth century moves the capital of the empire from Rome to this city in what is now Turkey.

It's been called Byzantium. He refounds the capital as Constantinople. Walls get erected.

It remains, it becomes a Christian, Greek speaking empire that lasts a thousand years.

Victor Davis Hanson: Beyond the West, when the West falls. A thousand years.

Peter Robinson: A thousand years after Rome itself falls. Eighth century AD, we have the rise of Islam. And now pressure begins to be brought on the Christian Byzantine empire century after century after century after century. And in 1453, on May 29th, what happens?

Victor Davis Hanson: Black Tuesday. I lived in Greece and on Black Tuesday I was awakened by my landlord to make sure that I went to mass or Greek Orthodox services to lament that the Emperor Constantine had been marbleized and saved by the archangels. And he was going to come one day and free Constantinople. So around noon, the Ottomans under Met that had brought this.

Peter Robinson: Sultan.

Victor Davis Hanson: Yes, Sultan. And he had, his father and everybody had said they're declining. The empire of 20 million is now shrunk down to about a million. And there's only the city of a million people because of the fourth crusade where Christians, Western Christians sacked it. It's in decline. All we have to do is wait. And it's very lucrative because it's still a beacon of Western culture in our area. So Venetians come in, Genovese come in, they bring in crossbows, they bring in gunpowder. It's very—

Peter Robinson: It's in trade with these people.

Victor Davis Hanson: Exactly. So most Sultans had let it live. And there was actually Turkish people within the city. This amendment, the great says, no, no, no, no, no, no. I am 19. I'm going to destroy this. And he systematically fortifies the Hell's Point, the entrance in the Black Sea. And he takes the Dardanelles, you can't go in or out. And he squeezes it. And when he surrounds the city, there's only about 7,000 to 8,000 actual combatants of a city that's no more than 50,000. And he thinks it's going to be easy. But the walls of Constantinople, the so-called built by the emperor Theodosus, are, they remain the most impressive walls in the world. They were a tripart system.

Peter Robinson: When you say remain, you mean today.

Victor Davis Hanson: Yes. You can vote you— Yes, you can see them today. Yes, you can see it.

Peter Robinson: There was a-- Istanbul, and go ahead.

Victor Davis Hanson: There's a mound, there was a moat, another mound, and then the so-called outer wall. And then with turrets, 20 to 30 feet high. And then in between a killing space of a plaza where there's nowhere to hide, and then the massive inner walls of 40 feet, and gates where they could retreat in. And no one had ever taken that. The Fourth Crusade came in through a fluke on the seaside. But no army had ever. It was like a triangle. So there was sea on the Golden Horn, sea on the sea of Marmara. And then the exposed land had the Theodosian walls, five to six miles. And they camp out there, and they cannot take it. And with this reduce, they have these brilliant Genovese that are fighting for them, some mercenary. They call to Christendom, "Help us. We're your Christian brotherhood." And they said, "Nah, you're orthodox, and we're not going to help you." They said they were.

Peter Robinson: How many forces has Mehmet got?

Victor Davis Hanson: It's debatable, but he's probably got 250,000 and probably at least 100,000.

Peter Robinson: On land?

Victor Davis Hanson: Yes. The whole force is 250,000 and probably 100,000 on land. And he's got at least 10,000 cracked Janissaries, the mercenary elite. And they can't take the city.

Peter Robinson: So it says something about those walls, that 7,000 defenders can hold off 100,000.

Victor Davis Hanson: Yes. And they have a massive, the so-called Hungarian cannon that was built by a Hungarian. And they have these huge cannon, and they knock down holes on the walls. At night, the civilians are all mobilized. And then Gustiani, the famous Genovese merchant, gets wounded. And he is the—

Peter Robinson: The leader of the defenders.

Victor Davis Hanson: And he, even though he's Italian, he's the spiritual anchor. And he, for some reason, they withdraw the contingent. And people say, "Oh my God, he's withdrawing." And they panic. And when they leave the outer wall, they don't do it in order to get into the inner wall. They leave the gates open. And then it's every man for themselves. And it's one of the most heart-wrenching descriptions in Byzantine literature. We have about 11 different sources in Italian, Turkish, Byzantine Greek. And it's a free-for-all. And they slaughter everybody. And 7,000 go into the great church that you can go to today at Hagia Sophia. They think the archangel is going to come down and save them. He doesn't. The Janissaries break in. And it's three days of absolute slaughter, wreckage, sort of like the Fourth Crusade. But the—

Peter Robinson: More deadly. These are being-- Civilians are being slaughtered.

Victor Davis Hanson: Yes. And so at the end, after three days, Mehmet and the Sultan, his entourage, realized that we need somebody to run this city because we're not going to destroy it like Carthage or Thebes. We're going to take a new DNA and use it because it's a beautiful city. And we'll put Menoroth.

Peter Robinson: We could use those walls. We could use that church.

Victor Davis Hanson: We could use those walls. It's got the best location in the world. We need menorets on Hagia Sophia. We'll turn it into a mosque. So they get a few there. And within 50 years, they have wiped out what had one time been 20 million Byzantine Christian Greek speakers. In the ancient home, the Seljuk Turks who became Ottomans were not indigenous to that area. Something Mr. Erlian today does not understand. This was from time memorial a Greek-speaking area way back. Now it never would be again.

Peter Robinson: Cardinal-- St. John Henry Newman referred in this history, he referred to the Turks as the people who had destroyed half the civilized world. He was very conscious that Byzantine culture represented half of Christendom up until it was gone. Okay. But what is the legend that you referred to at the very beginning?

Victor Davis Hanson: Constantine didn't die.

Peter Robinson: That the last emperor—

Peter Robinson: - was turned into marble.

Victor Davis Hanson: Yes, he's marbleized. And he went into a secret chamber in Hagia Sophia. And he was lifted up into heaven. And he's in suspended animation. And in 1928-21, there was the Megala Iida, the idea that after World War I, Greeks had bet on the winning side and Turks had been on the losing side and they were going to reform. And they got almost to Ankara. And then—

Peter Robinson: The Greeks did.

Victor Davis Hanson: Yes. And maybe he was going to come out of marbleization and they would have Constantinople as the spiritual, political, religious home of Hellenism again. And then, of course, they were betrayed by the Europeans. They cut off and they were slaughtered.

Peter Robinson: So we have-- and that is an extinction. Well, I suppose the most dramatic way of describing how completely it ended, we still have Orthodox. We still have the Orthodox Church.We still have devout Greeks who remember that day and shake young Victor awake and saying, you must remember this day with us. You must go to Orthodox Mass. But Hagia Sophia, which was for centuries the largest church in Christendom, is now a mosque.

Victor Davis Hanson: Yeah. And today, if you or I were to walk along Ionia and see the ancient-- the richest part of Hellenism, the ancient-- or the pre-Socratic philosophers, the lyric poets were if we went to Didama or Pergamum or Ephesus or Miletus, it's Ottoman Muslim culture, Turkish. If we went to Constantinople, especially under Mr. Erdogan, it's—

Peter Robinson: There's no current leader of Turkey.

Victor Davis Hanson: There are Christian churches are being shut down. And this was a UN historical site, Hagia Sophia, the great cathedral. And now it is a mosque again under his leadership.

Peter Robinson: Well, it was a museum and now it's back to being a—

Victor Davis Hanson: He took it away from its UN status and made it into a mosque. And there are no Greeks to speak of who speak Greek and openly are Christian in all of what was a 20 million person. There is no such thing as Hellenism or Greek speakers outside of Cyprus and Greece except the diaspora, say, in Europe, the United States. He extinguished it.

Peter Robinson: This brings us to the last of these four, which I'm going to try to-- this is like turning an ox into a bullion cube here. We're engaging in an act of compression victory. Hernán Cortés lands in Mexico in 1519. He has 500 soldiers, about 100 sailors. The sailors climb out of their ships and march with him. He has 600 men, some horses, some guns. And two years later, he destroys the Aztec capital, 1521. And well, let me quote you. "Although they had become familiar with Aztec civilization over the prior two years, the Spanish almost immediately sought to obliterate its religion, race, and culture. In their view, they had more than enough reasons to destroy the Aztec empire." Close quote. Now, the book describes the way Cortés does-- he's a politician as well as a general. And he discovers that many of the subject tribes in the area hate the Aztecs. So he assembles a force that he can use against the Aztecs. The history here is rich and fascinating. It is an astonishing story of how this small Spanish force conquers Mexico.

But what I want to get to-- the Spaniards had more than enough reasons to destroy the Aztec empire. Could you explain that a little bit? This was not just raw hunger for land. It wasn't just gold lust. What else was going on?

Victor Davis Hanson: Unfortunately, for the Az-- Tenochtitlán, the historic capital, they had an empire of four million people. And they-- this was 1492 to 1519 was only 30 years, not even that. So they didn't really know what-- the Westerners didn't know what was in Mexico. They'd heard of this legendary—

Peter Robinson: 1492 being Columbus' first encounters, the new one.

Victor Davis Hanson: And Cortés was a minor official. He wasn't a general. He wasn't-- he was just-- he was an entrepreneur. And he got it in his head that he got temporary permission from the governor of Cuba to form this tiny force and go explore. But he knew that he wanted to do more than that. So he goes in, he marches, and he's entertained. They cannot-- they think he's-- it's debatable whether they really think he's a god. But they've never seen people with white skin. They've never seen people with armor. They think the horses and the man are one person. They're centaurs. They think the dogs are-- they've never seen these mass-steeped dogs before. They've never heard gunpowder before. They have no idea what steel is. Steel. They use obsidian blades. They don't know what Toledo steel is. They have no idea what the wheel is. They've never seen-- except in toys. So these guys come and they think they're gods. And then the more they see, they like to eat, they like to drink, they like to have sex. They bleed and they start to get wary. So there's a faction. And on the Nochetriste, the sad night of sorrows, they almost get completely slaughtered. And they're chased out. They come back with more soldiers. Never at one time did he ever have in one place more than 1,500 soldiers. Unfortunately for the Aztecs, they were not dealing with Plymouth Rock and pilgrims. They were dealing with the most warlike, deadly Europeans in the world. They were dealing with the Spanish who had just finished the Reconquista and fought for 300 years against Islam. They had been fighting during the Reformation field. They had been in Italy.

Peter Robinson: By the way, both of those are religious wars.

Victor Davis Hanson: Yes. And the people who came with Cortez were some of the most brilliant-- Pedro Alvarado, people like that-- some of the most skilled soldiers. And they had horses. And they loved to fight. And they were accompanied by a zeal that was in reaction. It was just the very beginning of the Counter-Reformation. And they felt that their religion was going to be questioned unless they got souls. They come here and they say, oh my God, 25,000 people are being sacrificed, human sacrifices, on the Great Pyramid.

Peter Robinson: Now this, by the way, this has become a matter that intrudes into political correctness.

Peter Robinson: And Lord knows I'm not an expert on this. But in my little lifetime, we were taught that the Aztecs engaged in widespread human sacrifice. Then we have a revisionist school that says, well, no, wait a minute. The only authority we have on that is the Spanish documents. And they clearly overstated what was taking-- And now it's my understanding that the archaeologists are discovering more and more and more evidence that it was indeed not just occasional human sacrifice, but a regular feature, a daily feature of-- I mean, it's almost as if in the island of Manhattan every single day there were some human sacrifices at the top of the Empire State Building. Is that right?

Victor Davis Hanson: No, it's absent.

Peter Robinson: And you insist on that in this book.

Victor Davis Hanson: You look at contemporary archaeological reports that confirm what Bernal Diaz said or Prescott said in the 19th century great historian. But more importantly, there are pictorial skull racks that can be-- that they have numerical records. And we know that the lake that surrounds-- it's an island civilization, Tenochtitlán, was polluted because of a festival where they may have sacrificed 20,000 or 30,000 or 40,000 within a four-day period. It was something like Auschwitz. And they threw the bodies into the-- so I don't think anybody-- what they challenge is there are anthropologists that say, well, there was no large herbivores. So there was no source of protein for the sophisticated, systematic, centrally planned economy. And they were very architecturally advanced. And they needed, in this very urban society of a quarter million people. And the Spanish said it was more impressive than Venice. Venice at its height. It had a very sophisticated system of law.

Peter Robinson: But the Spanish are not saying these people are barbarians.

Victor Davis Hanson: No, they're not. They're saying that they are very sophisticated people, which means that we have-- they're even more dangerous because they have spread three or four things that we think are terrible. They're cannibals, and we know that they did eat portions of the sacrificial. They engage in ritual sodomy, which we don't think is permissible. And they sacrifice humans. And so it's our duty as emissaries of Christianity, defined as Catholicism of the Spanish Reconquista period, to kill people to save them. We've got to kill the people who are doing this. And then we're going to surround all of the people around the lake of the empire who resent being harvested. When they lose-- war is not fought to take land. War is fought to get captives, so-called flower wars. So you don't try to kill somebody. You knock them down and tie them up. And you drag them. And then the guy that has the most captives is very famous. And then they're brought up to Tempo Major, and they're sacrificed. And the Spanish find this horrific, but they also discover that it's in their interest, because they're not-- when you get Spanish Toledo steel, male helmet, especially if you're mounted, Toledo blade, arquebus, gunpowder—

Peter Robinson: They can't capture you.

Victor Davis Hanson: And they're trying to capture you. They're not trying to-- if they would just swarm them and cut their throat, they might have won. But they're trying to knock them down and tie. And then the final thing about it is they don't know who Cortez is. He's more gifted than Alexander in some ways. He's more gifted than Mehmet. He's probably more gifted than even Scipio. And nobody knows that he's never had any experience in this. And it turns out he is a natural military genius. And every time they should have been extinguished, they lose, they've got-- they're sick. He comes out.

Peter Robinson: He finds a way out.

Victor Davis Hanson: And he finds a way out. He's a military genius. And he's ruthless. And he—

Peter Robinson: So, Victor, on the Spaniards, wipe out the Aztecs. To what extent-- I'm just trying to think, to what extent is that an annihilation of the kind that takes place in the other examples? We have-- I have a Mexican friend who said, well, just look around Mexico City. You see very few people of Spanish descent and millions of people of Indian or Aztec descent. They didn't destroy them.

Victor Davis Hanson: Aztec is a key word.

Peter Robinson: Oh, is that so? And then the other thing is there is-- I checked on this. I went online. There is still a duke de Montezuma in Spain today. They took the grandchildren of the last emperor of the Aztecs back to Spain.

Victor Davis Hanson: They did.

Peter Robinson: And honored them by making-- ennobling them. OK, so what gets destroyed? What is ended?

Victor Davis Hanson: Nahutul, the language exists in Mexico today. I have been in my hometown where people who have come from Mexico and Spanish speakers cannot understand them. So-- but Aztecs as a city, as a unique culture among indigenous people is destroyed. So when you talk to somebody and you say, well, if somebody says to you, the San Diego Aztecs, they never say to San Diego-- you know, the sports team, college team, they never say to San Diego Tlaxcalans or Toltecs. Why do they not do that?

Peter Robinson: They couldn't spell it apart from anything else.

Victor Davis Hanson: Because first of all, we have a chronicle of this majestic civilization and how advanced they were, as I said, in architecture, town planning, sanitation, very sophisticated. But they don't want to talk about the downside of cannibalism, human sacrifice. But the point is, if we were transported to 1521, Cortes would have never been able to defeat them without the help of the Tlaxcalans. He had-- and their allies, he must have had at least-- he drew on an army of-- over that two and a half year period of over 200,000. And they probably lost—

Peter Robinson: Because the surrounding tribes are tired of being raided for captives who would be sacrificed.

Victor Davis Hanson: As soon as the word got out that Cortes was back again, that he was not annihilated, he came back. And this time he had brigandines or boats. And he would navigate in a combined amphibious and land attack on the causeways and by land. And he figured out how to beat them. And he gave them an ultimatum that I want to save your city and make it the capital of New Spain. But if you don't, I'm going to destroy it. That word went out. And all of a sudden, these fickle allies that sometimes had helped them, they-- they masked. I said, my God, you're going to destroy—

Peter Robinson: We have a moment here.

Victor Davis Hanson: And I can pay them back for all the things they did. And they ran wild. And in fact, he says in his letters and so does contemporary sources that he regretted that once he unleashed these people, they butchered and butchered and butchered and they destroyed Aztec's central civilization. So yes, there are people who survived the Holocaust, and that's what it was, but centrally planned civilization with a precinct class, an urban center, an-- no, it's now Spain and sp-- the Spanish build on top of it, right on top of Tenochtitlan. They used the very foundations of the destroy-- they destroyed it down to the foundations. It's gone. And there is no formal Aztec culture. There are indigenous people, of course, because they form about 1% of the population in what is Mexico, the Spanish.

Peter Robinson: And you can go to the Socoló in Mexico City today. And on the very side of the Templo Mayor, the great Aztec pyramid is a gigantic Spanish cathedral which says among any-- among other things what it says is, we won, we lost.

Victor Davis Hanson: Yes. They were-- they were actually given special-- there were concessions given from the Spanish to the Flaxcawans, and they honored them. In other words, that you are not going to be subject to the same degree of subservience, of the scattered remnants of anybody who fought for the Aztecs.

Peter Robinson: I see. Last questions. You've got a number of themes of relevance to us today. One theme here is the capacity of the doomed for self-delusions. The Thebans failed to grasp the military revolution that's taking place under Philip. They failed to grasp, even though they have some intelligence, they have reasons to question their own judgment of Alexander's ability, they say no. The Carthaginians failed to grasp the change in Roman power and determination over two centuries. The Byzantines cannot bring themselves to imagine that a city that has lasted a thousand years could fall, let alone fall in a day. The end of everything, I'm quoting you, the gullibility and indeed ignorance of contemporary leaders about the intent, hatred, ruthlessness, and capability of their enemies are not surprising given unchanging human nature. At the beginning of the program, you talked about the plight of the Greeks, you talked about threats against Israel. What are Americans to make of this?

Victor Davis Hanson: Well, I think we should take these lessons very seriously, both from the point of the attacker and the attack, because you mentioned some of the commonalities. At the end of the book, I give you a kind of a common denominator blueprint. People who have not been defeated or accustomed to a position of superiority culturally, militarily, they think that they're invulnerable forever and they're not aware of insidious decline. The things that Alexander took is not the themes of the Pamanandas and yet the walls look as stout as they ever were and the people are the same, they think. Same thing with Carthage, the same thing with Constantinople. Nobody's ever, they said nobody's ever going to get through the walls. They tried just early, you know, 50 years early, they couldn't do it. We're invulnerable and people said, "Well, we're not the same people." They don't think that anybody would ever dream of extinguishing them. We've been here a thousand years. We're the children of Oedipus. To note, Shitlan, we've been here, this is the pinnacle of our civilization, etc. Constantinople, this is the city of Constantine and Justinian. We can't fall. So there's an unreality and then they have no idea who they're facing. They have no idea what's in the mind of Cortez. They have no idea.

Peter Robinson: Do we have any idea what's in the mind of Xi Jinping, of Vladimir Putin?

Victor Davis Hanson: We have no idea. We think that he, we think that Xi thinks as I think George H.W. Bush, George W. Bush, Bill Clinton, Barack Obama, all bipartisan. They all thought that he is so impressed with Western civilization. He's globalizing, he's changed his economy. Yes, he's rough around their edges but our leisure, our affluence, globalization will acculturate them and China will take their place among the family of nations.

Peter Robinson: Because of course they want to be like us.

Victor Davis Hanson: They don't understand that that is exactly what the Byzantines said about the Ottomans, that's exactly what people said about Alexander, that's exactly what they said about the Carthage. And these people don't understand, so in our, whether it's Putin, so when Putin says I'm going to use nuclear weapons if I lose. And there's been about 17 threats from high members of the Russian military, high members of the Russian parliament such as it is and Putin himself, tactical, nuclear, even. We say this is crazy. They would never do that. We never say, well if I was going to lose and be humiliated or if I wanted Ukraine the breadbasket of the old Soviet Union and ports on the Black Sea and a window right under Europe I'd be willing to do a lot of stuff for it. And I've done, so there's an unreality and then on the part of the attacker they need to understand what the attacker is capable of. I just add one quick thing. I also mentioned the serial threats that China has given Taiwan. And they even made a brief film about nuking Japan if it interfered, called in the war criminal.

Peter Robinson: The Chinese have.

Victor Davis Hanson: Chinese commerce.

Peter Robinson: And they've distributed that in China.

Victor Davis Hanson: And just like Er And just like Er Israel, he said I'm going to do the same thing to the Armenians and he just ethnically cleansed 100,000 of them. I'm going to do the same thing as my grandfathers. They had the solution. So these people are serious when they say this. But I had one line in the epilogue to that effect of what China and that's a very big market, the Chinese market. And I've had a lot of success with other books.

Peter Robinson: Victor, one other of the... But anyway, just to... Yeah, go ahead. I'm sorry.

Victor Davis Hanson: I was given notice by the Chinese publisher. I had to take out that line or there would be no book sales and everything would be cancelled, no Chinese translation in the epilogue.

Peter Robinson: So they are serious.

Victor Davis Hanson: So I didn't do it and there's not going to be a book in China. That book will never be in China.

Peter Robinson: Oh, well, all right. Yes. You don't think somebody will... Okay. That's a good conversation. Another of the themes that strikes me here, war changes things. I'm quoting you again, the end of everything. Once Alexander grasped the full extent of Theban hatred, he concluded that only destroying the city rather than merely capturing it would end Greek opposition to Macedonia. Cortes decided there was no way to root out the imperial system without knocking the Aztecs' infrastructure down upon them. Such revised decisions are common throughout military history. Near the end of World War II, US Army Air Corps General Curtis LeMay decided the only way to destroy Japan's dispersed manufacturing, which was deeply embedded within the neighborhoods of Tokyo, was to ignite the city and we get the fire bombing of Tokyo. Again, war changes things. So we are supplying the Ukrainians with weapons and materiel. We have two carrier groups in the Eastern Mediterranean to support the Israelis and we have our forces disposed, our naval forces disposed in the Pacific. We don't know where our attack submarines are because there's no reporting on that and there shouldn't be, but we're concerned about Taiwan. We're very concerned about Taiwan. What are the lessons of the end of everything for Americans as we face trouble, military challenges on three fronts?

Victor Davis Hanson: If we would look at ourselves dispassionately and not say we're Americans, we're always numbered countries. We would say the following. We've never had in terms of the percentage of GDP debt or in actual numbers except for a brief period in World War II, $35 trillion we owe and we are borrowing $1 trillion every hundred days. It's completely unsustainable. We've never had the military admit to us that it is short 40,000 troops and they don't know where to get them at a time when the American population has never been larger. We have ...

Peter Robinson: The Army missed its recruiting goals last year by 10%.

Peter Robinson: And that was not the first year.

Victor Davis Hanson: We have had a porous border. We have never had no border at all. It ceased to exist. We've had 10 million people walk across without audit. We've never seen anything like it. We have the largest number of foreign-born residents, both in numbers, 50 million and in percentages of the resident population, 13. We've ever had at a time when we haven't lost confidence in the melting pot. Okay. We've had high crime areas before, high crime periods. We've never had a period in American history where our elites say that crime is not crime. It's a social construct and you have to let somebody, a violent criminal out the same day that he's arrested. That's a new theory, critical legal theory. Okay. We're a multiracial society and we're the only successful multiracial democracy. We know that it depends on relegating your tribal affiliations to the general idea of being an American. We are regressing into tribalism. So when you look at all of these challenges and you look at the symptoms, we have never done anything like Afghanistan. Just completely flee and leave $50 billion in weaponry to the terrorist organization that's selling all over the globe. Never had that before. We have never had since World War II a Verdun. We have passed the numbers of dead and wounded in Verdun. We're above 700,000 wounded, missing or killed Russians and Ukrainians and we're headed to Somme territory and nobody has any idea how to stop this. Russia is not going to be able to take all of Ukraine and we are not going to be able to get back the Donbass in Crimea. So it's going to continue. Nobody has an answer. Nobody takes serious that the Chinese would be crazy enough to go across the Taiwanese Strait and try to take that city. They say they can do it. So my point is, never have we been faced with such existential challenges in the post-war period. At a period when we are so weak, or at least we're not naturally weak, our constitution is there, our natural resources, we lead the world. But when you look at crime, when you look at debt, when you look at the border, when you look at our universities, which were the envy of the world, they were the engine that drove American culture and power and technology and they're in crisis. Science is in crisis.

Peter Robinson: So we're like the Thebans. We're not the same people.

Victor Davis Hanson: We're not the same people. We're not the same people that maybe we have it in us. We're not the same people who stormed Omaha Beach when the first 2,000 people were mowed down. They just kept coming.

Peter Robinson: Victor, I want to play a brief video excerpt.

Video Excerpt:

-You both work here.

-You're among the intellectuals who are offstage, the members of Congress are on stage, but they're always turning around saying, Blumenthal, did I get that right?

-Bridge, what about this?

-Is this town serious?

-Do you feel a sense of seriousness descending that is adequate to the moment?

-Absolutely not.

-Absolutely.

-We're in a world of warfare and we're not on a war footing.

Peter Robinson: Victor, Washington is, there's no sense of seriousness in Washington.

Victor Davis Hanson: No. We think that the most important thing is counseling student debt or inaugurating new woke programs, but it's going to take us seven years to replace the javelin anti-tank weapons. We're short 155 millimeter. That was our signature. We were the biggest producer of shells in the world.

Peter Robinson: Victor, can I ask one, the book is called The End of Everything and you describe four episodes, all of which take place, the most recent of which takes place about four centuries before the invention of nukes. So let me quote if I may, here's a quotation from Clausewitz, who saw the Napoleonic Wars as a young Prussian officer and meditated on military theory and the rest of his life. Here's Clausewitz. This has always bothered me. “If one side uses force without compunction, that side will force the other to follow suit. Even the most civilized of peoples can be fired with passionate hatred of each other. The thesis must be repeated. War is an act of force and there is no logical limit to the application of that force.” Thebes wiped out. Carthage leveled.

Constantinople civilization blotted out. His text gone. And now we have nuclear weapons.

Victor Davis Hanson: Among other things, we have AI, we have bio weapons apparently, an accidental release from the Wuhan lab.

Peter Robinson: So what I'm desperate to do here is to end on an upbeat if I can find one anywhere. Should we take encouragement from the long period of the Cold War? When we had nuclear weapons but managed to defeat Soviet communism without any use, without warfare, without a major war, without a major confrontation, should we be cheered by that?

Victor Davis Hanson: We should learn—

Peter Robinson: Or are we doomed?

Victor Davis Hanson: No, we're not doomed. We need to learn from wise men like Franklin Roosevelt, Harry Truman, Dwight Eisenhower, John Kennedy, even to an extent Lyndon Johnson, Richard Nixon and the rest of them.

Peter Robinson: They all had one thing-- You mentioned Ronald Reagan?

Victor Davis Hanson: Yeah, I'm getting to him.

Peter Robinson: Oh, all right.

Victor Davis Hanson: And in a period of doubt where people had questioned their so-called Neanderthal approach to human nature that they believed that deterrence and not dialogue or the UN kept the peace, along came Ronald Reagan. And he said-- he basically said the degree which we are safe is the degree to which we help our friends and tell our enemies to be careful because we will defend us and we're going to have the capability to do it. Deterrence, deterrence, deterrence, which is just a Latin word to scare somebody off from doing something stupid. And if you don't believe in deterrence, then as Vegeta said, if you want peace, prepare for war. If you want war, prepare for peace.

Peter Robinson: Victor, will you close our conversation by reading a passage from-- Victor Davis Hanson, the author of The End of Everything, reading a passage from The End of Everything.

Victor Davis Hanson: Well, thank you. I'm going to give you the degree that I can read well.

“The fate of the Thebans, Carthaginians, Byzantines, and Aztecs remind us that what cannot possibly happen can indeed on occasion occur when war unleashes timeless human passions and escalation rather than reduction in violence becomes a role of conflict.”

“In this regard, we should remind ourselves that we really do not know the boundaries of what may follow from the dispute in the Ukraine or a standoff over Taiwan or strikes on nuclear facilities in Iran.”

“Like their predecessors, modern attackers will on occasions insist on impossible turn.

They will sometimes become further enraged by prolonged and toxic resistance.”

“The targeted will believe that doom resistance may not be so impossible, that their defenses are underestimated while their enemies' powers are exaggerated, and that reason rules war.”

“And so they will hope that even their own defeat cannot possibly entail the end of everything.”

Peter Robinson: Victor Davis Hanson, author of The End of Everything. Thank you.

Victor Davis Hanson: Thank you very much for having me.

Peter Robinson: For Uncommon Knowledge, the Hoover Institution, and Fox Nation, I'm Peter Robinson.

View the discussion thread.

Join the Hoover Institution’s community of supporters in ideas advancing freedom.

Cancer stalked his family. It took years to find the culprit.

In “A Fatal Inheritance,” Lawrence Ingrassia weaves together personal history and scientific discovery.

When Regina Ingrassia died at 42, leaving four children, her death seemed cataclysmic but random. “She was one of 318,500 Americans who died of cancer in 1968,” Lawrence Ingrassia, her second-oldest child, writes. “It was tragic, but what was there to say?”

There would be much more to say, sadly. “Cancer was far from done with my family,” Ingrassia writes in his new book, “ A Fatal Inheritance .” Eventually, he would lose two sisters, a brother and a nephew to malignancies that seemed to strike out of the blue. It would take years for researchers to be able to answer fundamental questions about the killer that stalked his family.

Part memoir, part medical mystery, Ingrassia’s deeply reported book interweaves two narratives. One is the poignant and distressing story of his family, and others, who were repeatedly menaced by something they knew nothing about. The other is the often stirring account of scientists who worked tirelessly to unravel the mystery. Ultimately, researchers identified an inherited cancer syndrome and, eventually, the culprit behind it.

“A Fatal Inheritance” is not a beach book; reading about the agonized families can be painful and frustrating, given there still is no cure for the disorder. But readers will be rewarded with a detailed look at the high — and all-too-human — stakes of cancer research. And the anecdotes about the scientists, by turns inspirational and competitive, leaven the stories of heartbreak.

Ingrassia, a former high-ranking editor at the New York Times, the Wall Street Journal and the Los Angeles Times, wisely sets his narratives within the broader framework of cancer research, with its various fads and preoccupations. At the time of his mother’s death, few scientists were focusing on an inherited susceptibility to cancer; viruses were viewed as much more likely to cause the disease. But at the National Cancer Institute, two young epidemiologists — Frederick Pei Li and Joseph F. Fraumeni Jr. — were beginning what would be their lives’ work: studying the fatal predisposition that seemed to run in some families.

Piquing their interest was an unusual case that Li heard about at a dinner party: A young father, named Ned Kilius, was undergoing treatment for leukemia in Baltimore at the same time his 10-month-old son, Darrel, was being seen for a rare soft-tissue cancer in his arm. The patients’ doctors did not see a connection. But Li and Fraumeni were intrigued, constructing a detailed medical history of the Kilius clan that showed an unusually high rate of malignancies. The work was central to their seminal 1969 paper, which suggested the discovery of a previously unknown inherited cancer syndrome. The paper got little attention. But in subsequent years, Li and Fraumeni found additional cancer-prone families, and the disorder came to be known as Li-Fraumeni syndrome .

In 1990, scientists discovered the cause of the cancer syndrome — a mutation in a gene called p53 that normally suppresses tumors but, if defective, can allow cancer to grow uncontrollably. If a parent has the mutation, a child has a 50 percent chance of inheriting it, drastically raising the risk of cancer.

Only about 5 to 10 percent of cancers are caused by inherited cancer disorders, Ingrassia writes, and Li-Fraumeni syndrome is among the rarest. But research into the condition has provided important insights into cancer mechanics in general.

While lucidly describing the science involved, Ingrassia keeps the focus on the beating heart of the book — the patients, many of whom were stricken at a young age, often more than once. Darrel Kilius, who as a baby had survived the soft-tissue cancer by having part of his right arm removed, was battered by tumors in his 20s and died at 29.

The Ingrassia family fared no better.

In the 1980s, Lawrence writes, his younger sisters died at 24 and 32. His nephew Charlie was diagnosed at 2 with the first of three different cancers. In 1997, Charlie’s father — Paul Ingrassia, a Pulitzer Prize-winning journalist for the Wall Street Journal and Dow Jones Newswires — developed early-stage lung cancer at 46. (I knew Paul, as we both worked at the Journal, but was never aware of his health situation.)

Sometimes, the brothers wondered why their family was so unlucky. Had their father, a research chemist, inadvertently carried toxic chemicals home on his clothes? They were unaware of Li-Fraumeni syndrome — as were many doctors — and genetic testing outside of studies was years away.

But in late 2014, the mystery was finally resolved. Paul underwent genetic testing and was positive for the p53 mutation, a huge blow. His brother, tested later, was negative, a big relief. When Lawrence emailed his brother about the fortuitous result, Paul quickly responded, “Great news!!!”

There are other moments of grace and courage. In 2019, while Paul battled pancreatic cancer, his son Charlie fought bone cancer that required the amputation of his leg. A week before Charlie died at 39, he renewed his Chicago Cubs baseball tickets. A few months later, 69-year-old Paul called friends from the ICU to say goodbye.

Today, Ingrassia writes, there are a few glimmers of hope for people with the disorder. Intensive screening is detecting some cancers early enough to save lives. And the gene-editing technology CRISPR might someday be a useful tool for treating the condition.

But that is far down the road. When Paul was diagnosed with pancreatic cancer, he received harsh chemotherapy, not a high-tech game changer.

Still, Paul was not one to complain, his brother writes. Accepting a prestigious journalism award for lifetime achievement a few years before he died, Paul deadpanned, “I often think my biggest lifetime achievement is simply having a lifetime.”

Laurie McGinley is a former health reporter and editor at The Washington Post and the Wall Street Journal.

A Fatal Inheritance

How a Family Misfortune Revealed a Deadly Medical Mystery

By Lawrence Ingrassia

Henry Holt. 320 pp. $29.99

We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites.

Important Addresses

Harvard College

University Hall Cambridge, MA 02138

Harvard College Admissions Office and Griffin Financial Aid Office

86 Brattle Street Cambridge, MA 02138

Social Links

If you are located in the European Union, Iceland, Liechtenstein or Norway (the “European Economic Area”), please click here for additional information about ways that certain Harvard University Schools, Centers, units and controlled entities, including this one, may collect, use, and share information about you.

Application Tips
Navigating Campus
Preparing for College
How to Complete the FAFSA
What to Expect After You Apply
View All Guides
Parents & Families
School Counselors
Información en Español
Undergraduate Viewbook
View All Resources

Search and Useful Links

Search the site, search suggestions, alert: harvard yard closed to the public.

Please note, Harvard Yard gates are currently closed. Entry will be permitted to those with a Harvard ID only.

Last Updated: May 03, 11:02am

Open Alert: Harvard Yard Closed to the Public

My unusual path to neuroscience, and research.

Picture of a Boston Children's Hospital sign placed across a stone wall.

I remember having a conversation with my mom where I essentially regurgitated my desire to research plants and plant medicine in college.

Picture of a small bamboo plant rooted in a bottle with water on top of a red wooden surface.

I've loved plants for as long as I've known. I've had plants like this one in my room since I first got my own room.

As a kid, I knew little about research, but I knew I wanted to be part of it when I grew older. Fast forward a few years, and I’m now working in the Faja Lab at the Boston Children’s Hospital as a student intern.

What happened in between? A lot!

Since I was little, I’ve always wanted to do research. As a kid, I thought scientists looked so cool with their bottles, lab coats, and bubbling chemicals. Later, I realized research was about so much more than that. In high school, I studied genetics through fruit fly experiments, learned about the lens through dissecting cow eyes, and wrote papers upon papers about literature and how the disconnect between agricultural science and farmers contributed to the Great American Dust Bowl.

In high school, I realized research was a limitless adventure where I could explore just about anything. It’s a curious kid’s playground, a skeptic’s dreamland. When I realized I had a passion for plants, chemicals, and psychology, I thought, “Why not research all of these?”

Close-up picture of a flowering lavender plant in a garden.

I was (and still am) particularly interested in terpenes and terpenoids in herbs like lavender.

So, I came into college ready to take on a unique branch of science: plant chemistry. But, when I arrived, I realized there were few labs studying plants, and no labs studying plant chemistry. My passion was a unique one at best.

It took a while to realize that my passions were not what I had thought they were. Through the past few years, I’ve learned so much about myself and what I am interested in. In this blog, I’d like to share my journey to choosing Neuroscience and working in a research lab.

An Unexpected Path to Neuroscience

Interested in plants and their chemicals, I came into college with one concentration (Harvard’s word for major) in mind: Molecular and Cellular Biology (MCB). There are around 9 life sciences concentrations at Harvard, but I just knew I wanted to do MCB. I’d done my research. I’d get the chance to study how chemicals interact with the body and brain, I thought. I’d learn about how individual cells might interact with different compounds, I thought.

Well, I was wrong—in two ways. First, despite thinking I knew everything about MCB, MCB was not the only concentration that studied those interactions. If anything, Chemical and Physical Biology (or just Chemistry) might be better suited to studying those relationships. Second, after taking a few classes on molecular biology, I realized that MCB was awesome, but it wasn’t the only subject that interested me.

During sophomore year, I decided to take an intro neuroscience class called Neuro 80, one of the foundational MCB classes that double counts as a neuroscience class. I loved it! I realized I was fascinated by the brain and how it worked. My journey in neuroscience began with learning about neurons and the history of neuroscience and evolved into studying the molecular basis of behavior. I found myself drawn to the inner workings of the mind and brain. I took a psychology class, and since then, I’ve taken four more. By the time I realized I was interested in the mind and brain, I had already declared Neuroscience on the Mind, Brain, and Behavior (MBB) track as my concentration.

Picture of a male-presenting student holding a brain.

Brains are cool!

Then, this year, I realized that my passion for plants and plant science had never disappeared. I took an MBB seminar called “Drug Use in Nature” (one of the best classes I’ve taken at Harvard!) where we learned about bugs that can sense chemicals released by rotting wood to find homes, cardiac glycosides and why monarch butterflies are resistant to them, and the role of terpenes and terpenoids in plant survival. The class was eye-opening. Somehow, it brought together everything I was interested in—plants, chemistry, psychology, the brain, and medicine. After junior fall, I realized my “passion” was not one thing, but rather a conglomerate of many things. Realizing that opened up my eyes to so many new possibilities, perspectives, and opportunities.

Close-up picture of a green and yellow dawn redwood leaf.

Like "Tree," a class on trees that I took my first year, this class brought me a new appreciation of plants and how they work.

A winding road to research.

I’d always wanted to do research, but I came into college set on doing one thing: plants. I realized later on that there were other interesting topics, too—like behavioral and developmental neuroscience! At the beginning of my junior year, I’d been thinking about joining a lab when, one day, I got an email about an opportunity at the Boston Children’s Hospital. The Faja Lab was a clinical psychology and cognitive neuroscience lab studying individual differences observed in autistic children. I was fascinated by psychiatry, developmental psychology, and cognitive neuroscience, so this lab felt like the perfect match. I applied with great hopes, and was invited to join the team!

However, my journey to this point took a while. When I came in as a first-year, I was intimidated by research. After attending the annual Harvard Undergraduate Research Opportunities in Science (HUROS) fair, I realized research was far more complex than I had thought. Without any previous research experience, I didn’t feel ready. However, the fair seeded in me a hope to learn more.

By the end of my first year, I had reached out to several labs, but I realized that many of them weren’t the right fit for me. So, I waited. During sophomore year, I had found a few cool plant science labs, but, unfortunately, I was busy during the school year and already had summer plans, so the timing didn’t work out. Some of the labs were also at capacity, so I would have to wait. When my junior year began, I had started thinking more about ways to explore the intersection between psychology and neuroscience. That’s when I came across the Faja Lab!

Picture of a "Boston Children's Hospital" sign on a stone wall.

A picture I took the first time I visited the Boston Children's Hospital to get my badge.

I will never forget the first day I went to Boston Children’s Hospital. I was excited to work with children, and everyone on the team was incredibly kind, fun, and supportive. I feel incredibly lucky to be a part of the team!

Meet Pompom, our lab mascot!

Reflections.

I remember receiving a letter that I wrote for myself last year. “Are you still studying neuroscience on MBB—are you now working in a lab?” Yes, and yes! It’s been a crazy ride, but I’m so happy about where I've ended up. I could never have imagined that after a few years, I’d be working in an awesome lab studying something I love. I’m excited for this summer and upcoming year when I’ll be working on a project exploring the relationship between executive function and play that will (hopefully!) culminate in a senior thesis. Here’s to a new beginning!

Picture of a drawing of a brain on a whiteboard with the words "Memory" and "#Braintree" written beside it.

A picture I drew in one of my psychology classes. Somehow, "Braintree" sums up what I'm interested in.

I’d like to shout out everyone at my lab and Ryan, my Neuroscience concentration advisor, for making my experience in research so great! I’m looking forward to this upcoming year and am excited about this summer.

Student Activities
Student Life

Raymond Class of '25

Hey everyone! My name is Raymond, and I’m a junior at Harvard College studying Neuroscience on the Mind, Brain, and Behavior track. I live in Currier House—objectively the best house at the College!

Student Voices

Goodbye, harvard.

Kathleen Class of '24

An aerial photo of the Harvard dormitories Dunster House and Leverett House. A sunset.

Vacation on Campus: Events in Boston this Summer

Trinh Class of '25

Love Letter to BASHA: BASHA Recap Part 1

Samia Afrose Class of '25

Supported by

editors’ choice

6 New Books We Recommend This Week

Suggested reading from critics and editors at The New York Times.

Share full article

This week’s recommended books include two memoirs by writers recalling their parents: “The Whole Staggering Mystery,” by Sylvia Brownrigg, digs into her father’s secret history, and “Did I Ever Tell You?,” by Genevieve Kingston, aims to capture her lost mother on the page. We also recommend two books about Mexico (a history and a journalistic exposé), along with a look at the neurological effects of climate change and a novel that puts U.S. immigration policy front and center. Happy reading. — Gregory Cowles

THE WEIGHT OF NATURE: How a Changing Climate Changes Our Brains Clayton Page Aldern

Aldern, a science journalist, asks us to consider the impact of climate change on our brains: According to this alarming book, a warming planet and natural resource depletion will mean everything from angrier, more anxious people to dolphins with Alzheimer’s disease. The litany, he writes, is almost “comically apocalyptic.”

“Aldern is the rare writer who dares to ask how climate change has already changed us.”

From Nathaniel Rich’s review

Dutton | $30

THE WHOLE STAGGERING MYSTERY: A Story of Fathers Lost and Found Sylvia Brownrigg

When Brownrigg’s remote and enigmatic father, Nick, died, his children were left with a key to his past in the form of a mysterious scrapbook. What they found was wilder than they could have possibly guessed: This hippie dropout, seemingly without family, was in fact heir to a British title and had a complex history that included colonial postings, mysterious deaths, lost novels and unexplained estrangements. Brownrigg sets out to discover what, exactly, happened — and does so with style and sensitivity.

“Gets at … the way in which, over generations and in the face of good intentions, family bonds can loosen and die. It’s dreadfully sad, and yet through Brownrigg’s sleuthing, something touching is redeemed.”

From Emma Brockes’s review

Counterpoint | $34.99

AMERICAN ABDUCTIONS Mauro Javier Cárdenas

In his new novel, Cárdenas considers the devastating effects of U.S. immigration policy on Latin American families, using expansive, pages-long sentences full of references to art, mysticism and ominous technologies. The main narrative involves an ailing Colombian man, recently deported from Califorrnia, and the painful choices facing his American-born daughters.

“Cárdenas creates what I’ll call an art-polemic — a melding of play with political purpose. From it, the cruelty of American immigration policy emerges: How else to capture such surreal inhumanity?”

From Gina Apostol’s review

Dalkey Archive | Paperback, $17.95

HABSBURGS ON THE RIO GRANDE: The Rise and Fall of the Second Mexican Empire Raymond Jonas

Jonas vividly recounts the story of Maximilian I of Mexico, the delusional Austrian archduke who tried to establish an enlightened monarchy on America’s southern border in the midst of the U.S. Civil War. “May my blood end the misfortunes of my new country,” he said as he stood before a republican firing squad, in 1867. “Viva Mexico!”

“Vividly reconstructs how Maximilian’s power was forged and maintained by the sharp end of a French bayonet. … Jonas is astute and judicious in navigating the kaleidoscope of contradictory political ideologies that came together in the Second Mexican Empire.”

From Natasha Wheatley’s review

Harvard University Press | $35

THE WAY THAT LEADS AMONG THE LOST: Life, Death, and Hope Among Mexico City’s Anexos Angela Garcia

An investigation of Mexico’s makeshift drug rehab centers for the poor, Garcia’s book combines anthropological field work with personal history, delivering an unvarnished chronicle of desperate patients, brutal treatment regimes and her own struggles with depression and a traumatic past.

“Offers a view of the war on drugs that differs from the familiar one. … The characters who populate Garcia’s pages reside on the periphery of urban life, and of the conflict itself.”

From Azam Ahmed’s review

Farrar, Straus & Giroux | $29

DID I EVER TELL YOU? Genevieve Kingston

In this heartfelt memoir, Kingston reflects on her mother’s death, in her late 40s, from breast cancer and the carefully cataloged notes and gifts she left for her children to open when she was gone. Kingston opens each on schedule, while reflecting that “the person I needed … was not the smiling, gentle mother wrapping birthday gifts” but “all of my mother, not only the softest pieces.”

“Wrenching. … Helped Kingston see the rage and terror her mother had papered over, as well as the steely will she’d summoned to keep going.”

From Kim Hubbard’s review

Marysue Rucci Books | $28.99

Explore More in Books

Want to know about the best books to read and the latest news start here..

As book bans have surged in Florida, the novelist Lauren Groff has opened a bookstore called The Lynx, a hub for author readings, book club gatherings and workshops , where banned titles are prominently displayed.

Eighteen books were recognized as winners or finalists for the Pulitzer Prize, in the categories of history, memoir, poetry, general nonfiction, fiction and biography, which had two winners. Here’s a full list of the winners .

Montreal is a city as appealing for its beauty as for its shadows. Here, t he novelist Mona Awad recommends books that are “both dreamy and uncompromising.”

The complicated, generous life of Paul Auster, who died on April 30 , yielded a body of work of staggering scope and variety .

Each week, top authors and critics join the Book Review’s podcast to talk about the latest news in the literary world. Listen here .

IMAGES

How to write a good essay paper on a book
Writing Research Papers (Macmillan Writing Series) (Paperback
10 Lines On Book 📚
😱 Research paper cover page sample. (DOC) Harvard sample cover page
Research Paper Book. How To Start A Research Paper
Book Review Essay Example Free Essay Example

VIDEO

How to write essays, thesis and research
10 Lines Essay on books
How to Write an Essay in 40 Minutes
Essay on my favourite book
Short essay on Importance of Books || A paragraph writing on Importance of Books#importance_of_books
10 Lines Essay On Importance Of Reading Books

COMMENTS

The Process of Research Writing
The title of this book is The Process of Research Writing, and in the nutshell, that is what the book is about. A lot of times, instructors and students tend to separate "thinking," "researching," and "writing" into different categories that aren't necessarily very well connected. First you think, then you research, and then you write.
Writing a Book Review
NOTE: Since most course assignments require that you write a critical rather than descriptive book review, the following information about preparing to write and developing the structure and style of reviews focuses on this approach. I. Common Features. While book reviews vary in tone, subject, and style, they share some common features. These include:
How to Write a Literary Analysis Essay
Table of contents. Step 1: Reading the text and identifying literary devices. Step 2: Coming up with a thesis. Step 3: Writing a title and introduction. Step 4: Writing the body of the essay. Step 5: Writing a conclusion. Other interesting articles.
Research Essay
The goal of this book has been to help demystify research and inquiry through a series of genres that are part of the research process. Each of these writing projects—the annotated bibliography, proposal, literature review, and research essay—builds on each other. Research is an ongoing and evolving process, and each of these projects help ...
How to Write a Research Paper
Develop a thesis statement. Create a research paper outline. Write a first draft of the research paper. Write the introduction. Write a compelling body of text. Write the conclusion. The second draft. The revision process. Research paper checklist.
Writing a Research Paper Introduction
Table of contents. Step 1: Introduce your topic. Step 2: Describe the background. Step 3: Establish your research problem. Step 4: Specify your objective (s) Step 5: Map out your paper. Research paper introduction examples. Frequently asked questions about the research paper introduction.
11: The Research Essay
11.8: The Conclusion. As research essays have a beginning, so do they have an ending, generally called a conclusion. While the main purpose of an introduction is to get the reader's attention and to explain what the essay will be about, the goal of a conclusion is to bring the reader to a satisfying point of closure.
How to Write a Research Essay (with Pictures)
Download Article. 1. Break up your essay into sub-topics. You will probably need to address several distinct aspects of your research topic in your essay. This is an important tactic for producing a well-organized research essay because it avoids 'stream of consciousness' writing, which typically lacks order.
Elements of a Research Essay
There are several different styles of research essays and each have their own structure. For the argument-driven research essay, these are the main elements: Purpose or research question. Your claim or thesis. One or more reasons for your thesis. Evidence for each reason. Others' objections, counterarguments, or alternative solutions.
11.2: Getting Ready- Questions to Ask Yourself About Your Research Essay
Example 11.2.1 11.2. 1: Write a research essay about the working thesis that you have been working on with the previous writing assignments. Your essay should be about ten pages long, it should include ample evidence to support your point, and it should follow MLA style. Some research writing assignments are more specific than this, of course.
PDF ACADEMIC WRITING
build ideas and write papers. - The Writing Process: These features show all the steps taken to write a paper, allowing you to follow it from initial idea to published article. - Into the Essay: Excerpts from actual papers show the ideas from the chapters in action because you learn to write best by getting
11.5: Background Information (or Helping Your Reader Find a Context)
But often times, research essays include some background information about the overall topic near the beginning of the essay. Sometimes, this is done briefly as part of the introduction section of the essay; at other times, this is best accomplished with a more detailed section after the introduction and near the beginning of the essay.
Research Essays: Overview
Academic research essays are formal essays that engage with complex questions, research, and issues. When you write a research essay, you will go beyond just talking about a topic and transition to making informed claims about a topic. Readers expect that an academic research essays will have a clear focus, address a significant issue, include ...
PDF Strategies for Essay Writing
research on something related to the course. Even if the instructor has introduced the assignment in class, make sure to read the prompt on your own. You'd be surprised how often someone comes to the Writing Center to ask for help on a paper before reading the prompt. Once they do read the
12.3 Glance at Genre: Introducing Research as Evidence
Similar to an argumentative essay, the line of reasoning in a research essay, report, or presentation is the organizational arrangement of the supports and evidence that back up your thesis. Topic. The topic is the general subject or content area of your research. Strong topics are usually those that involve some controversy or debate.
Organizing Academic Research Papers: Writing a Book Review
A book review is a decription, critical analysis, and/or evaluation of the quality, meaning, and significance of a book. Reviews generally range between 500-1000 words, but may be longer or shorter depending on the length and complexity of the book being reviewed, the overall purpose of the review, and whether the review is a comparative analysis examining two or more books that focus on the ...
How to Write a Research Paper on a Book
II. Decide on the main points to highlight in your paper. III. Decide on the structure of your paper. IV. Consider the main ideas of each paragraph. V. Review your paper. Writing a research paper about a book may not be an easy task. The preparation of any research requires high precision and mastery over the subject.
Google Scholar
Google Scholar provides a simple way to broadly search for scholarly literature. Search across a wide variety of disciplines and sources: articles, theses, books, abstracts and court opinions.
Open Research Library
The Open Research Library (ORL) is planned to include all Open Access book content worldwide on one platform for user-friendly discovery, offering a seamless experience navigating more than 20,000 Open Access books.
How to Find Sources
Research databases. You can search for scholarly sources online using databases and search engines like Google Scholar. These provide a range of search functions that can help you to find the most relevant sources. If you are searching for a specific article or book, include the title or the author's name. Alternatively, if you're just ...
"The End of Everything," with Victor Davis Hanson
Classicist Victor Davis Hanson is the Martin and Illie Anderson Senior Fellow at the Hoover Institution and the author of hundreds of articles, book reviews, and newspaper editorials on Greek, agrarian, and military history and essays on contemporary culture.
'A Fatal Inheritance,' by Lawrence Ingrassia book review
Ingrassia, a former high-ranking editor at the New York Times, the Wall Street Journal and the Los Angeles Times, wisely sets his narratives within the broader framework of cancer research, with ...
My Unusual Path to Neuroscience, and Research
Later, I realized research was about so much more than that. In high school, I studied genetics through fruit fly experiments, learned about the lens through dissecting cow eyes, and wrote papers upon papers about literature and how the disconnect between agricultural science and farmers contributed to the Great American Dust Bowl.
How to Write a Summary
Table of contents. When to write a summary. Step 1: Read the text. Step 2: Break the text down into sections. Step 3: Identify the key points in each section. Step 4: Write the summary. Step 5: Check the summary against the article. Other interesting articles. Frequently asked questions about summarizing.
6 New Books We Recommend This Week
May 16, 2024, 4:35 p.m. ET. This week's recommended books include two memoirs by writers recalling their parents: "The Whole Staggering Mystery," by Sylvia Brownrigg, digs into her father ...

The Process of Research Writing

Formats Available

Table of Contents

Ancillary Material

About the Contributors

Contribute to this Page

Organizing Your Social Sciences Research Assignments

How to Approach Writing Your Review

Structure and Writing Style

Writing Tip

Locating Book Reviews

Some Language for Evaluating Texts

4 Research Essay

I. Introduction

II. Rhetorical Considerations: Contributing to the Conversation

III. The Research Essay Across the Disciplines

IV. Research Strategies: When is Enough?

V. Reading Strategies: Forwarding and Countering

VI. Writing Strategies: Organizing and Outlining

Think in Sections, Not Paragraphs

Build an Outline

Start Drafting in the Middle

Draft your Introduction and Conclusion towards the End

Putting It All Together

Share This Book

How to Write a Research Essay

Researching a Topic

Organizing your Essay

Writing your Essay

Community Q&A

You Might Also Like

About This Article

Reader Success Stories

Did this article help you?

Featured Articles

Trending Articles

Watch Articles

Elements of a Research Essay

The Purpose or Goal

Examples: Purpose and Goal for Research Essays

Your Claim or Thesis

Examples: Claims (or Theses) for Hypothetical Essays or Term Papers

One or More Reasons

Examples: Reasons in Hypothetical Essays or Term Papers

Evidence for Each Reason

Examples: Evidence for Reasons in Hypothetical Essays or Term Papers

Others’ Objections, Counterarguments, or Alternative Solutions

Examples: Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers

Your Acknowledgement of Others’ Objections, Counterarguments, or Alternative Solutions

Examples: Acknowledgement of Others’ Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers:

Response to Others’ Objections, Counterarguments, or Alternative Solutions

Examples: Response to Others’ Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers:

Share This Book

Margin Size

11.5: Background Information (or Helping Your Reader Find a Context)

Research Essays: Overview

Key Features

Developing a Singular Focus and Clear Perspective

Formal Writing Style

Informative Tone and Objective Stance

Credible Evidence That Suits Your Purpose

A Logical Structure

Drafting Checklists

Writing and Revising

Sources Used to Create this Chapter

Share This Book

12.3 Glance at Genre: Introducing Research as Evidence

The Genre of Research: Joining Scholarly Conversations

Key Terms in Research Writing

Organizing Academic Research Papers: Writing a Book Review

How to Approach Writing Your Review

Structure and Writing Style

Some Language for Evaluating Texts

Research Support

Using the Library

User Information

My Accounts

About Hoover

Support Hoover

What is MyHoover?