what is an i search essay

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I-Search Paper Format Guide

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An I-Search paper is a personal research paper about a topic that is important to the writer. An I-Search paper is usually less formal than a traditional research paper; it tells the story of the writer’s personal search for information, as well as what the writer learned about the topic.

Many I-Search papers use the structure illustrated in this framework:

The Search Story

• Hook readers immediately. Your readers are more likely to care about your topic if you begin with an attention-getting opener. Help them understand why it was important for you to find out more about the topic.
• Explain what you already knew about your topic. Briefly describe your prior knowledge about the topic before you started your research.
• Tell what you wanted to learn and why . Explain why the topic is important to you, and let readers know what motivated your search.
• Include a thesis statement. Turn your research question into a statement that is based on your research.
• Retrace your research steps. Tell readers about your sources – how you found them and why you used them.

The Search Results

Describe the significance of your research experience. Restate your thesis.

Discuss your results and give support . Describe the findings of your research. Write at least one paragraph for each major research result. Support your findings with quotations, paraphrases, and summaries of information from sources.

Search Reflections

Describe important results of your research. Support your findings.

Reflect on your search . Describe what you learned and how your research experience might have changed you and your future. Also, remind readers of your thesis.

Source: This Writer’s Model has been formatted according to the standards of the MLA Handbook for Writers of Research Papers , Fifth Edition | Copyright © by Holt, Rinehart, and Winston. All rights renewed.

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ENGL 1A - I-Search

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• Evaluate your sources
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The I-Search paper is designed to teach the writer and the reader something valuable about a chosen topic and about the nature of searching and discovery. As opposed to the standard research paper where the writer usually assumes a detached and objective stance, the I-Search paper allows you to take an active role in your search, to experience some of the hunt for facts and truths first-hand, and to provide a step-by-step record of the discovery. 

I mage  by geralt, free for commercial use.

Your assignment

The first rule of the I-Search paper is to select a topic that genuinely interests you and that you need to know more about. In this case, you will be researching some aspect of Identity (Race, Class, Gender) that you are interested in or most concerned about exploring. 

The I-Search paper will be written in four integrated sections: 

Part I: Introduction (1-2 Pages) 

Part II: What I know, Assume, or Imagine (1-2 Pages) 

Part III: The Search -Two Parts (2-3 Pages) 

Part IV: What I Discovered- Two Parts (4-5 pages)  

Part V: References Page (1-2 pages)  

I. Introduction:

The introduction of your essay should give your reader some indication of why you have chosen to write about this particular topic. Keep in mind that your essay needs to have some point. What message do you want to communicate to your reader? The message needs to be something more than "I believe…I think…I feel…." The purpose of this essay will be to inform your reader of your (1) original assumptions, (2) the information you found on your search, and (3) your discoveries. 

II. What I Want to Know, What I Assume or Imagine: 

Before conducting any formal research, write a section in which you explain to the reader what you think you know, what you assume, or what you imagine about your topic. There are no wrong answers here. You are basically establishing your hypothesis. For this research project, it is most effective for your hypothesis or thesis to be presented as a series of three or four questions you plan to explore answers to in the following sections.  

III. The Search: 

Test your knowledge, assumptions, or conjectures by researching your paper topic thoroughly. Conducting a phone or face to face interview with someone who is a KEY PLAYER: one who may be able to change or improve the problem you are addressing. If your Identity Topic involves researching is a cultural concern, perhaps you can interview a family or community member who is working towards positive change. A second requirement will be to visit Merritt’s Online Library and investigate the abundant books and Internet resources available. Other first-hand activities that may provide valuable information include writing letters, and/ or making telephone calls. Also, consult useful second-hand sources such as books, magazines, newspapers, and documentaries. Be sure to record all the information you gather. 

Write up your search in a narrative form, relating the steps of the discovery process (this means that you are going to tell the story of what you did to research this topic and what you learned in the process). Do not feel obligated to tell everything (you don't have to tell us the boring stuff but highlight the happenings and facts you uncovered that were crucial to your hunt and contributed to your understanding of the information.  

Your Hunt for Information: This is the story of your hunt for information.  For this section, you will rely on your Journal entries. Summarize your journey from Day One of your I-Search to the finish line. Make sure to summarize how you began your research. What process did you use to conduct your research? What types of searches did you try and how did they turn out? Include your opinion on sources and the information you discovered. Show the steps you took in your thinking/brainstorming. What challenges did you experience along the way? How did you handle these challenges? 

IV: What I Discovered: This section will be divided into two parts. 

 1) This section must be written in an objective tone which means that you should avoid using personal statements such as “I think”, “I believe”, or “I feel.” Save your opinions for your reflection. Where were each of the sources found? What did each source reveal? Did the sources effectively answer any of your questions? How? Describe each source as it relates to your original research questions (listed at the end of Part II: What I Want to Know). 

2) Your Reflection: What did you learn about yourself as a researcher? Did anything about this research process surprise you? Include your opinion on sources and the information you discovered. For example, did you realize you had a bigger interest in this social issue than you originally anticipated? Reflect upon the entire search experience, not only what you got out of it, not only what you have learned, but how this search has changed your life. What do you now know about searching for information that you didn’t know before? To answer this question, you will describe those findings that meant the most to you. What are the implications of your findings? How might your newly found knowledge affect your future? 

 After concluding your search, compare what you thought you knew, assumed, or imagined with what you discovered, assess your overall learning experience, and offer some personal commentary about the value of your discoveries and/or draw some conclusions. Some questions that you might consider at this stage: 

How accurate were your original assumptions?  

What new information did you acquire?  

What did you learn that surprised you?  

Overall, what value did you derive from the process of searching and discovery?  

Don’t just do a question/answer conclusion. Go back to the main point you want to make with this essay. What final message do you want to leave with your readers?  

V. REFERENCES (APA Format): 

You will be required to attach a formal bibliography, following the APA format, listing the sources you consulted to write your I-Search paper. You will need to use a minimum of six different sources. One of your sources has been chosen for you which is “The Banking Concept of Education” by Paulo Freire. Your research requires you to find five more sources: 1 – interview or survey (for extra credit), 1-book or e-book, 1-magazine, journal, or newspaper article, and 3- Internet sources. (This means that you will have at least 6 sources in your bibliography, and I would expect to see these sources cited in the body of your paper.) There are also Internet resources that can assist you with  APA Documentation  and other aspects of writing a research paper.  

Keeping your audience firmly in mind will be an important key to success with this assignment. You don’t want to write this up as if it is simply a long journal entry. Think of your audience as freshmen in college or university transfer students who might also be interested in the information you have collected. Remember, writing is a form of communication, and you need to be clear in your own mind who you are trying to communicate with and what you want to communicate to those people. Your I-Search will need to be a MINIMUM of 8 FULL pages. Note: The 8 pages do NOT include Title Page, Cover Letter, Abstract, References Page, or Appendices.   

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Introduction to Visual Culture

• I-Search Paper
• List of Pairs
• Books and Additional Resources
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• Types of Information This link opens in a new window
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I-Search Paper versus Research Report

An I-Search paper is a mindful introduction to doing research.

Instead of focusing on finding sources that support a thesis, an I-Search paper is all about the process. Through documentation and reflection, students can compare how their understanding of the pair of objects evolves as their knowledge about it deepens. They can examine their search strategies, to become better researchers in the future.

For experienced researchers, the I-Search paper is a way to reflect and improve upon your current research skills.

How to Write the I-Search Paper

What is an i-search paper.

An I-Search Paper helps you learn the nature of searching and discovery on a chosen topic. Your goal is to pay attention, track this exploration, and LEARN HOW YOU LEARN so that you can repeat the process in other courses.

The I-Search Paper should be the story of your search process , including chronological reflections on the phases of research in a narrative form. The I is for YOU. It's the story of YOUR search and what YOU learned.

Image: Franzi

Step 1. Document Your Research Process

Keep track of the actual search terms and specific databases you used and how you modified your strategy as you went along. You will include those details in your paper. Analyze the results. How many hits did you get? Say how and why you modified your search strategy to get more or less. What did you learn about each database that you tried? What kind of information did you find. Why were the names of the journals or magazines articles were in.

In all your research, include actual facts and theories that you discover about your topic as well as idiosyncratic information such as what surprised you. You could say what you already knew about the topic before beginning the research and how what you knew about that topic may have changed during the research process.

If you have trouble finding relevant materials in the Library, ask a librarian . They have Master's Degrees in research, are more discerning than search engines. Plus, they are happy to assist!

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2. Look Through Art History Survey Sites

Consult reputable online art history sites, such as the Heilbrunn Timeline of Art History and smARThistory .

If you are able to physically visit the Library, there are several general art history textbooks ( N 5300 ) available in the Reference section, including Art History by Marilyn Stokstad. They are concise sources for specific art historical contexts for your chosen objects. Some are as e-books.

Many (but not all) of the Wall items are discussed in all of these general art history resources.

Step 3. Search Wikipedia

What you want to learn is the facts about the object--context, movement, date, etc. To find more about how to appropriately use Wikipedia for college-level research, consult the Research Guide for Wikipedia .

Wikipedia is an encyclopedia which is excellent for background information . Pay special attention to the footnotes and references at the bottom of the page. they may guide you to excellent academic sources.

Step 4. Search the Library Catalog

Next, search OwlCat , the library catalog, for books, ebooks, and articles.

Many of the objects you are researching have articles and sometimes even entire books written about them. If not, you should find some articles. If you cannot find enough items, broaden your search to find a book about the artist, designer, or culture.

Once you find a suitable item, use its call number and browse the shelves for similar items.

Step 5. Search the Databases

Check out the Databases listed on the Library website. OwlCat's search results may be overwhelming, so it may be easier to search each research database individually.

Art Source is arguably the best for art courses and is tightly integrated into OwlCat. ProQuest Research Library also covers many art and desing publications; however, its results may not show up as much in OwlCat.

Explore our research databases!

Step 6. Create a Bibliography

You will then create a bibliography of at least 2 sources--books, museum websites, or journal articles. Wikipedia won't really count as one of your sources since it's really just about finding background information or referrals to other sources.

If you include websites in your bibliography, make sure they are educationally oriented. Find out who wrote them and what their credentials are. For instance, museum websites are often written by curators/art historians whose purpose is the educate. Additionally,  Smarthistory , now part of Khan Academy, discusses many iconic works and these are written by PhD. art historians. If you find something on this site, it would be a very good source. Make sure your web sources are Quality Web Sources.

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Step 7. Write Evaluative Annotations

You must annotate and evaluate the sources in the bibliography or works cited list. Remember, the annotations must include the credentials of the author and the type of information (scholarly, popular, etc.), and the intended audience of the publication. See:

• Sample Annotations
• Annotation Builder
• Criteria for Evaluating Information
• Types of Information

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Relevant Databases

Video: Searching Is Strategic

Locating information requires a combination of inquiry, discovery, and serendipity. There is no one size fits all source to find the needed information. Information discovery is nonlinear and iterative, requiring the use of abroad range of information sources and flexibility to pursuit alternate avenues as new understanding is developed. Depending on the information need and context, the learner may need to consult a variety of resources ranging from databases and books to observations and interviews.

Minimum Requirements

Foundation level competency, c - level information literacy.

Source information is RESTATED to support topic and includes TWO annotations that may be from books, database articles, or academic/museum/ professional websites.

Sources must appear as in‐text citations and on a works cited page

Each annotation must include 3 of the following criteria:

• Author’s credentials related to topic
• Description of type of source/audience
• Discussion of purpose/point of view
• Discussion of currency of the source
• Explain why the source is relevant to the assignment.

Complete Foundation Rubric

• LAS: Foundation level Core Compentency Rubric 3-Outcome Rubric, 2020 version

Do You Need Citation Help?

In addition to this guide, the Library offers a variety of information literacy instruction.

• Meet with a Librarian one-on-one for help with research, citations, and annotations
• The Student Learning Center (SLC) also provides drop-in tutoring. Be sure to check their current hours here.
• Faculty may request an in-class workshop for Annotations and/or Citations by filling out this form .

You may also visit the Library for citation help, or use the Ask a Librarian form on the Library website.

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The I-Search: Guiding Students Toward Relevant Research

Adapting a four-step process, a motivating theme, active learning, intriguing questions, a panoply of resources, assessing stage by stage, risks and rewards.

BOOM! You're sitting in the movie theater and all of a sudden a car blows up. Or you're quietly munching your popcorn while your favorite bad guy gets shot and almost simultaneously starts to bleed. Did you ever wonder how these effects are created? I certainly have. Sometimes I get so involved in figuring out how a special effect was accomplished that I lose interest in the movie. That is why I chose special effects for my I-Search topic.

Finally, each student poses an I-Search question to guide his or her inquiry. For example: Submarines helped find the remains of many ships, and also expanded our knowledge of the giant body of water that we call the ocean. I have wondered about the ocean ever since I was young. In this report I will show you what I have learned. My search question is: How do submarines expand our knowledge of the ocean?

• plan their units to engage students;
• coach students to take ownership of the inquiry process;
• incorporate a variety of materials and resources , including technology; and
• assess student work on an ongoing basis.
• What impact does technology have on our lives?
• How do job descriptions change as technology changes?
• How do the rapid changes in technology affect individuals and society?
• Why must people consider ethical issues when developing technology?

Because of their careful planning, teachers will be better able to help students connect seemingly isolated ideas and larger themes. The theme and concepts form a sort of umbrella, under which students will identify their own personally meaningful, researchable I-Search questions. In the technology unit, for example, one student framed her question this way: The reason why I chose animal treatment is because I was curious as to why they give certain things to my animals when they get sick. My question is: How has technology affected veterinary care? Now I know about some of the medicines they give our animals. I feel much better when the vet prescribes medicines that will make Lilly Mary Margaret better.

• to help students discover what they already know about the theme;
• to build background knowledge and deepen students' understanding of the theme and overarching questions;
• to model for students a variety of ways to gather information;
• to have students learn by doing; and
• to encourage students to take responsibility for their own inquiries.

The goal is for students to generate I-Search questions that they feel passionate about. Students recognize how important this is. When we asked them what advice they would give novices embarking on an I-Search process, one boy replied, You better find a question you really care about because you will be working with that question for six weeks.

• read books, magazines, newspapers, or reference texts;
• watch videos, filmstrips, or television shows;
• use CD-ROM reference tools;
• interview people or conduct surveys;
• conduct an experiment or engage in a simulation; or
• go on a field trip.

Modeling the interviewing process has been especially important. As one student reported, For my interview I called five hospitals to find an oncologist and finally I got one at Sloan Kettering.

During Phase 2, students design their search plan by working closely with the library media specialists to learn how to use the school's resources. The students' I-Search papers convey how they actively apply their research skills: I started my I-Search process by writing a business letter to a company....At first I used the computers in the library.... I looked under diabetes and there was too much information so I looked under diabetes and technology and I found a lot of good information. After the computers I went to the SIRS.... Then I finally went to microfiche and that's where I found all my information. So far that's my best source.When I first set out to research I wasn't sure where to start. I decided to use the UMI system on the school library's computer to find citations for magazines that had articles on special effects. I had never used this system before, but I soon found out it was quite simple to use. I got a list of seven or so citations in the time period I had on the computer.Walking back to my seat to look at my list I got distracted by a book I saw on the shelf. It proved to have excellent information on everything I needed and I would later find out it would be my best source of information.

The I-Search: Guiding Students Toward Relevant Research-table

Teachers also encourage students to assess their own work, a process that often reveals insights that exceed a teacher's expectations. For example, one student wrote the following in the section of the report on “What This Means to Me”: This work will be a great influence on how I act and think toward people because with this project I was able to work with other people who had a similar topic to the one I had. I had to be nice and really communicate with that person or else we wouldn't get along. I am now used to being this way with other people and not just with that person.

It is a testimonial to the teachers' coaching that students appreciate being able to pick their own topics and generally exercise independence. Said one student with learning disabilities: In this project (I) learned a lot about myself because I did this project all by myself but sometimes I needed help. I feel that I did very good. Another 7th grader told how she developed as a researcher: I learned to use the computer to gather information, which I had never attempted before because I was scared to. I no longer shy away from large books, because I learned to take things slowly, and one paragraph at a time. I also learned to not get frustrated or become overwhelmed. I also realized that if you try your best, it will be satisfactory, and you don't always have to be the absolute best.... I was surprised that I took the risk of changing my topic, but even so I am extremely glad that I did because this is what I really wanted. Other students' comments: I've learned that in every job, big or small, there are many difficulties and at the same time, moments of triumph.I learned about a subject that I knew almost nothing about and that gave me a great feeling of accomplishment.I enjoyed researching information about my topic. The most fun part was when I did my interview.I appreciate myself as a researcher and a writer because I am able to make my own decisions. I also appreciate myself because I don't have to take that many orders from teachers and other people and I am able to take risks.

Macrorie, K. (1988). The I-Search Paper . Portsmouth, N.H.: Boynton/Cook Publishers.

Zorfass, J. (1991). Make It Happen ! Newton, Mass.: Education Development Center, Inc.

Judith Zorfass has been a contributor to Educational Leadership.

Harriet Copel has been a contributor to Educational Leadership.

ASCD is a community dedicated to educators' professional growth and well-being.

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Promoting Student-Directed Inquiry with the I-Search Paper

About this Strategy Guide

The sense of curiosity behind research writing gets lost in some school-based assignments.  This Strategy Guide provides the foundation for cultivating interest and authority through I-Search writing, including publishing online.

Research Basis

Strategy in practice, related resources.

The cognitive demands of research writing are numerous and daunting.  Selecting, reading, and taking notes from sources; organizing and writing up findings; paying attention to citation and formatting rules.  Students can easily lose sight of the purpose of research as it is conducted in “the real world”—finding the answer to an important question.

The I-Search (Macrorie, 1998) empowers students by making their self-selected questions about themselves, their lives, and their world the focus of the research and writing process.  The strong focus on metacognition—paying attention to and writing about the research process methods and extensive reflection on the importance of the topic and findings—makes for meaningful and purposeful writing.

Online publication resources such as blogging software make for easy production of multimodal, digital writing that can be shared with any number of audiences.

Assaf, L., Ash, G., Saunders, J. and Johnson, J.  (2011).  " Renewing Two Seminal Literacy Practices: I-Charts and I-Search Papers ."  English Journal , 18(4), 31-42.

Lyman, H.  (2006).  “ I-Search in the Age of Information .”  English Journal , 95(4), 62-67.

Macrorie, K. (1998).  The I-Search Paper: Revised Edition of Searching Writing .  Portsmouth, NH: Heinemann-Boynton/Cook.

• Before introducing the I-Search paper, set clear goals and boundaries for the assignment.  In some contexts, a completely open assignment can be successful.  In others, a more limited focus such as research on potential careers (e.g., Lyman, 2006)  may be appropriate.
• Introduce the concept of the I-Search by sharing with students that they will be learning about something that is personally interesting and significant for them—something they have the desire to understand more about.  Have students generate a list of potential topics.
• Review student topic lists and offer supportive feedback—either through written comments or in individual conferences—on the topics that have the most potential for success given the scope of the assignment and the research resources to which students will have access.
• After offering feedback, have students choose the topic that seems to have the most potential and allow them to brainstorm as many questions as they can think of.  When students have had plenty of time to ponder the topic, ask them to choose a tentative central question—the main focus for their inquiry—and four possible sub-questions—questions that will help them narrow their research in support of their main question.  Use the I-Search Chart to help students begin to see the relationships among their inquiry questions.
• Begin the reflective component of the I-Search right away and use the I-Search Chart to help students  write about why they chose the topic they did, what they already know about the topic, and what they hope to learn from their research.  Students will be please to hear at this point that they have already completed a significant section of their first draft.
• Engage reader’s attention and interest; explain why learning more about this topic was personally important for you.
• Explain what you already knew about the topic before you even started researching.
• Let readers know what you wanted to learn and why.  State your main question and the subquestions that support it.
• Retrace your research steps by describing the search terms and sources you used.  Discuss things that went well and things that were challenging.
• Share with readers the “big picture” of your most significant findings.
• Describe your results and give support.
• Use findings statements to orient the reader and develop your ideas with direct quotations, paraphrases, and summaries of information from your sources.
• Properly cite all information from sources.
• Discuss what you learned from your research experience.  How might your experience and what you learned affect your choices or opportunities in the future.
• At this point, the research process might be similar to that of a typical research project except students should have time during every class period to write about their process, questions they’re facing, challenges they’ve overcome, and changes they’ve made to their research process.  Students will not necessarily be able to look ahead to the value of these reflections, so take the time early in the process to model what reflection might look like and offer feedback on their early responses.  You may wish to use the I-Search Process Reflection Chart to help students think through their reflections at various stages of the process.
• Support students as they engage in the research and writing process, offering guidance on potential local contacts for interviews and other sources that can heighten their engagement in the authenticity of the research process.
• To encourage effective organization and synthesis of information from multiple sources, you may wish to have students assign a letter to each of their questions (A through E, for example) and a number to each of their sources (1 through 6, for example).  As they find content that relates to one of their questions, they can write the corresponding letter in the margin.  During drafting, students can use the source numbers as basic citation before incorporating more sophisticated, conventional citation.

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Home › Blog Topics › The I-Search Paper: Getting Students Excited about Research

The I-Search Paper: Getting Students Excited about Research

By Karin Greenberg on 01/25/2021 • ( 1 )

Whenever I teach a research lesson to a class of high school students, I notice the lack of enthusiasm for the project they’re about to start. I find myself working hard to convince them that research is a rewarding endeavor and that the process can be exciting and fun. After I’ve gone through the details of how to use databases and other resources to search for information, I answer any questions they have. Like a thought bubble in a cartoon strip, each student’s question is accompanied by the unspoken words, “How can I get what I need quickly so I can be done with my assignment.” 

Last week, while teaching research lessons to 9th-grade classes, I encountered something different. Maybe I was imagining it (we were on Zoom, after all), but the students seemed more interested in the work that was ahead of them. The reason, I believe, is that their English teacher assigned an I-Search paper, instead of the traditional research paper. Fueled by a topic that interests them, the I-Search paper includes information about their subject, but also catalogues their search processes and pushes them to analyze each step along their research paths. 

Research is an acquired skill, one that is more important than ever in a time of continually flowing information and disinformation. Not only is responsible investigating necessary for finding credible information, but it also serves as a catalyst for critical thinking and analysis, tools that will benefit students in every area of their lives. Some high school students are actively involved in research programs in which they develop college-level abilities that will help them continue on a strenuous academic path. But for average students who are not afforded the extra attention, an I-Search paper can be a motivating factor in setting them on the right course toward inquiry and engagement.

Research Tips for Students:

• Sweet Search: Instead of using Google, which contains information that is not always credible, use Sweet Search, an academic search engine whose results are vetted by scholars and experts.
• Google Books: Take advantage of this database of millions of digitally scanned books and magazines from libraries around the world.
• Works Cited: Open up a blank Google Doc (or Microsoft Word Doc) where you can quickly paste a citation copied from a database.
• Database Tools: Become familiar with the tools on each of the school’s databases. The most important ones are the citation tool, the date limiter, and the icon that saves an article to Google Drive or your computer file.
• Search Terms: Practice finding different words or phrases for keywords used in your information search. If you’re having trouble, Google a term to find similar words commonly used to discuss it.
• Purdue OWL: Explore this comprehensive website that will help you check format, style, and many other areas of your research paper.

Work Cited:

Appling-Jenson, Brandy, Carolyn Anzia, and Kathleen G. 2013. “ Bringing Passion to the Research Process: The I-Search Paper.” 130-151.

Author: Karin Greenberg

Karin Greenberg is the librarian at Manhasset High School in Manhasset, New York. She is a former English teacher and writes book reviews for School Library Journal. In addition to reading, she enjoys animals, walking, hiking, and spending time with her family. Follow her book account on Instagram @bookswithkg.

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Categories: Blog Topics , Student Engagement/ Teaching Models

Tags: collaboration , databases , high school library , I-Search paper , library lessons , Research , search engines , student engagement , technology

Great article! Self-determination theory (Deci & Ryan, 2000) backs up Ms. Greenberg’s observation on the motivating power of student choice. An I-search paper is a great assignment at any time, but perhaps never more so than during a public health crisis which necessarily limits choice options.

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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Table of contents

Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

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

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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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I Search, Essay Example

Pages: 2

Words: 516

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You are free to use it as an inspiration or a source for your own work.

Prior to researching the legalization of marijuana, I have assumed that there are benefits in which the public could be taking advantage of the drug.  Marijuana has a host of benefits, including physical and psychological ones that are not realized in society. Thus, measures should be taken to realize should benefits.

In my opinion, legalizing marijuana would allow citizens to make their own decisions about the drug.  While every drug has its dangers, I believe and assume that the benefits outweigh the dangers.  I also believe that dangers in other legalized drugs are more severe.

Research Process

The first step in this process was to define a particular research area.  For me, I wanted to look at scientific evidence on the long-term effects of marijuana.  I was especially interested in how marijuana can be taken in a safer manner, allowing citizens to use the drug in a safe manner, if it were to be legalized or allowed in some fashion.

I began with an Internet search on the topic.  However, at first I was not successful.  There were far too many ill-advised websites that were certainly not documented in their findings and views.  If anything, they subscribed to a particular view to the extreme, which was not beneficial for my research.

Instead I tried targeting academic sources.  I limited my search to educational websites, by restricting the domain names in the search.  Thus, I was not subject to the .com websites that could have been written by anyone.  This made quite a bit of difference in being able to target believable sources.

From a research-based website, I was able to locate a couple of sources within an article on the subject.  There I found the two sources that I have used in this brief introduction.  The article used the sources within the article that I read.

What I Learned

The two sources were very interesting to read.  Particularly, it was interesting to read of the disparity between how marijuana was taken.  The studies and research in the sources that I found cleared up some notions regarding what was safe and unsafe in taking marijuana.

The first source was research conducted by Grotenhermen (2001).  From the article I learned that smoking marijuana was the most harmful method to consume marijuana. Apparently inhaling smoke from organic materials, as stated by Grotenhermen (2001), accounted for a number of health problems.

The second source followed up to the original, and was conducted by Vizoso (2007).  It looked at how vaporizers compared to smoking marijuana as a means of consuming marijuana.  Vizoso found vaporizers to be “a safe and effective” system for consuming marijuana (2007).

These articles helped me take into account the long-term risks involved in marijuana.  Apparently alternative methods of consuming marijuana are necessary, due to health concerns.  If marijuana is to be legalized to realize such health and alternative benefits it brings, vaporizers or other methods must be considered.

Grotenhermen, Franzo. 2001. “Harm Reduction Associated with Inhalation and Oral Administration of Cannabis and THC.” Journal of Cannabis Therapeutics 1 (3-4): 133-152.

Vizoso, Abrams. 2007. “Vaporization as a Smokeless Cannabis Delivery System: A pilot study.” Clinical Pharmacology and Therapeutics 82 (5): 572-578.

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Reference management. Clean and simple.

The top list of academic search engines

1. Google Scholar

4. science.gov, 5. semantic scholar, 6. baidu scholar, get the most out of academic search engines, frequently asked questions about academic search engines, related articles.

Academic search engines have become the number one resource to turn to in order to find research papers and other scholarly sources. While classic academic databases like Web of Science and Scopus are locked behind paywalls, Google Scholar and others can be accessed free of charge. In order to help you get your research done fast, we have compiled the top list of free academic search engines.

Google Scholar is the clear number one when it comes to academic search engines. It's the power of Google searches applied to research papers and patents. It not only lets you find research papers for all academic disciplines for free but also often provides links to full-text PDF files.

• Coverage: approx. 200 million articles
• Abstracts: only a snippet of the abstract is available
• Related articles: ✔
• References: ✔
• Cited by: ✔
• Links to full text: ✔
• Export formats: APA, MLA, Chicago, Harvard, Vancouver, RIS, BibTeX

BASE is hosted at Bielefeld University in Germany. That is also where its name stems from (Bielefeld Academic Search Engine).

• Coverage: approx. 136 million articles (contains duplicates)
• Abstracts: ✔
• Related articles: ✘
• References: ✘
• Cited by: ✘
• Export formats: RIS, BibTeX

CORE is an academic search engine dedicated to open-access research papers. For each search result, a link to the full-text PDF or full-text web page is provided.

• Coverage: approx. 136 million articles
• Links to full text: ✔ (all articles in CORE are open access)
• Export formats: BibTeX

Science.gov is a fantastic resource as it bundles and offers free access to search results from more than 15 U.S. federal agencies. There is no need anymore to query all those resources separately!

• Coverage: approx. 200 million articles and reports
• Links to full text: ✔ (available for some databases)
• Export formats: APA, MLA, RIS, BibTeX (available for some databases)

Semantic Scholar is the new kid on the block. Its mission is to provide more relevant and impactful search results using AI-powered algorithms that find hidden connections and links between research topics.

• Coverage: approx. 40 million articles
• Export formats: APA, MLA, Chicago, BibTeX

Although Baidu Scholar's interface is in Chinese, its index contains research papers in English as well as Chinese.

• Coverage: no detailed statistics available, approx. 100 million articles
• Abstracts: only snippets of the abstract are available
• Export formats: APA, MLA, RIS, BibTeX

RefSeek searches more than one billion documents from academic and organizational websites. Its clean interface makes it especially easy to use for students and new researchers.

• Coverage: no detailed statistics available, approx. 1 billion documents
• Abstracts: only snippets of the article are available
• Export formats: not available

Consider using a reference manager like Paperpile to save, organize, and cite your references. Paperpile integrates with Google Scholar and many popular databases, so you can save references and PDFs directly to your library using the Paperpile buttons:

Google Scholar is an academic search engine, and it is the clear number one when it comes to academic search engines. It's the power of Google searches applied to research papers and patents. It not only let's you find research papers for all academic disciplines for free, but also often provides links to full text PDF file.

Semantic Scholar is a free, AI-powered research tool for scientific literature developed at the Allen Institute for AI. Sematic Scholar was publicly released in 2015 and uses advances in natural language processing to provide summaries for scholarly papers.

BASE , as its name suggest is an academic search engine. It is hosted at Bielefeld University in Germany and that's where it name stems from (Bielefeld Academic Search Engine).

CORE is an academic search engine dedicated to open access research papers. For each search result a link to the full text PDF or full text web page is provided.

Science.gov is a fantastic resource as it bundles and offers free access to search results from more than 15 U.S. federal agencies. There is no need any more to query all those resources separately!

Developing a Thesis for Rhetorical Analysis: Strategies and Examples

This essay about the development of a thesis for rhetorical analysis provides a comprehensive exploration of strategies and examples drawn from various rhetorical discourses. It emphasizes the importance of identifying rhetorical devices, understanding contextual nuances, and maintaining clarity and specificity in thesis formulation. Through examples such as Martin Luther King Jr.’s “I Have a Dream” speech and contemporary political rhetoric, the essay illustrates how effective theses encapsulate the essence of discourse and its persuasive intent. It underscores the significance of honing analytical skills to navigate the complexities of rhetoric and shape discourse with precision.

How it works

As a diligent student of rhetoric, I find myself perpetually immersed in the intricate art of persuasion. Central to this endeavor is the crafting of a compelling thesis for rhetorical analysis. In this essay, I aim to dissect the strategies and exemplify the process of developing such a thesis, drawing from the rich tapestry of rhetorical discourse.

At its core, a rhetorical analysis thesis serves as the fulcrum upon which the entire analysis pivots. It encapsulates the essence of the discourse, delineating the rhetorical strategies employed by the author to convey their message effectively.

Crafting such a thesis requires a meticulous approach, intertwining keen observation with insightful interpretation.

One strategy essential to the formulation of a robust thesis is the identification of the rhetorical devices employed within the text. These devices serve as the building blocks of persuasion, enabling the author to wield language with precision and efficacy. From ethos, pathos, and logos to metaphor, simile, and irony, the rhetorical arsenal is vast and multifaceted. As a discerning student, it is imperative to unravel these devices, discerning their purpose and impact on the audience.

For instance, consider a thesis centered on Martin Luther King Jr.’s iconic “I Have a Dream” speech. By dissecting the text, one may identify King’s adept use of pathos through emotive language and vivid imagery. A thesis could thus assert: “Through the strategic deployment of pathos, Martin Luther King Jr. invokes a profound emotional resonance, galvanizing his audience towards the pursuit of racial equality.” Here, the thesis not only identifies the rhetorical strategy employed but also hints at its broader implications within the socio-political context of the Civil Rights Movement.

Furthermore, a nuanced understanding of rhetorical context is indispensable in thesis development. Context encompasses the myriad factors surrounding the discourse, including the historical backdrop, the intended audience, and the author’s overarching purpose. By contextualizing the text within its temporal and socio-cultural milieu, one can glean deeper insights into the rhetorical strategies at play.

Returning to our example of King’s speech, a contextualized thesis might elucidate: “Against the backdrop of pervasive racial injustice in 1960s America, Martin Luther King Jr. strategically harnesses the power of rhetoric to catalyze a movement for social change.” Here, the thesis not only acknowledges the historical context but also underscores the transformative potential of rhetorical discourse in precipitating societal shifts.

Moreover, a successful thesis for rhetorical analysis transcends mere identification of rhetorical elements; it delves into their cumulative effect on the audience and the broader discourse. This necessitates a nuanced analysis of tone, argumentative structure, and the author’s stance vis-à-vis the subject matter.

Consider the formulation of a thesis pertaining to a contemporary political speech. By dissecting the speaker’s tone, one may discern underlying nuances indicative of their rhetorical intent. A thesis could thus posit: “Through a combination of assertive rhetoric and appeals to national identity, the speaker constructs a compelling argument aimed at garnering public support for their policy agenda.” Here, the thesis not only scrutinizes the rhetorical strategies employed but also interprets their persuasive implications within the realm of public discourse.

In addition to strategic formulation, the efficacy of a rhetorical analysis thesis hinges on its clarity and specificity. A well-crafted thesis not only outlines the overarching rhetorical strategies but also articulates a clear analytical stance. Ambiguity or vagueness can dilute the potency of the thesis, rendering the subsequent analysis unfocused and disjointed.

To illustrate, consider a thesis that lacks specificity: “The author employs rhetorical devices to convey their message.” While technically accurate, this thesis falls short in providing a discernible analytical standpoint. Conversely, a refined thesis might assert: “Through the juxtaposition of statistical evidence and anecdotal narratives, the author constructs a persuasive argument in favor of healthcare reform.” Here, the thesis not only identifies the rhetorical strategies at play but also offers a precise interpretation of their persuasive intent.

Ultimately, the process of developing a thesis for rhetorical analysis is a dynamic interplay between observation, interpretation, and synthesis. As a diligent student of rhetoric, I am continually inspired by the transformative power of persuasive discourse. By honing the craft of thesis development, we equip ourselves with the analytical tools necessary to navigate the labyrinthine realm of rhetoric and shape discourse with precision and efficacy.

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Developing a Thesis for Rhetorical Analysis: Strategies and Examples. (2024, Apr 14). Retrieved from https://papersowl.com/examples/developing-a-thesis-for-rhetorical-analysis-strategies-and-examples/

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PapersOwl.com. (2024). Developing a Thesis for Rhetorical Analysis: Strategies and Examples . [Online]. Available at: https://papersowl.com/examples/developing-a-thesis-for-rhetorical-analysis-strategies-and-examples/ [Accessed: 14 Apr. 2024]

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PapersOwl.com. (2024). Developing a Thesis for Rhetorical Analysis: Strategies and Examples . [Online]. Available at: https://papersowl.com/examples/developing-a-thesis-for-rhetorical-analysis-strategies-and-examples/ [Accessed: 14-Apr-2024]

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Amanda Hoover

Students Are Likely Writing Millions of Papers With AI

Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.

A year ago, Turnitin rolled out an AI writing detection tool that was trained on its trove of papers written by students as well as other AI-generated texts. Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written language in 20 percent of its content, with 3 percent of the total papers reviewed getting flagged for having 80 percent or more AI writing. (Turnitin is owned by Advance, which also owns Condé Nast, publisher of WIRED.) Turnitin says its detector has a false positive rate of less than 1 percent when analyzing full documents.

ChatGPT’s launch was met with knee-jerk fears that the English class essay would die . The chatbot can synthesize information and distill it near-instantly—but that doesn’t mean it always gets it right. Generative AI has been known to hallucinate , creating its own facts and citing academic references that don’t actually exist. Generative AI chatbots have also been caught spitting out biased text on gender and race . Despite those flaws, students have used chatbots for research, organizing ideas, and as a ghostwriter . Traces of chatbots have even been found in peer-reviewed, published academic writing .

Teachers understandably want to hold students accountable for using generative AI without permission or disclosure. But that requires a reliable way to prove AI was used in a given assignment. Instructors have tried at times to find their own solutions to detecting AI in writing, using messy, untested methods to enforce rules , and distressing students. Further complicating the issue, some teachers are even using generative AI in their grading processes.

Detecting the use of gen AI is tricky. It’s not as easy as flagging plagiarism, because generated text is still original text. Plus, there’s nuance to how students use gen AI; some may ask chatbots to write their papers for them in large chunks or in full, while others may use the tools as an aid or a brainstorm partner.

Students also aren't tempted by only ChatGPT and similar large language models. So-called word spinners are another type of AI software that rewrites text, and may make it less obvious to a teacher that work was plagiarized or generated by AI. Turnitin’s AI detector has also been updated to detect word spinners, says Annie Chechitelli, the company’s chief product officer. It can also flag work that was rewritten by services like spell checker Grammarly, which now has its own generative AI tool . As familiar software increasingly adds generative AI components, what students can and can’t use becomes more muddled.

Detection tools themselves have a risk of bias. English language learners may be more likely to set them off; a 2023 study found a 61.3 percent false positive rate when evaluating Test of English as a Foreign Language (TOEFL) exams with seven different AI detectors. The study did not examine Turnitin’s version. The company says it has trained its detector on writing from English language learners as well as native English speakers. A study published in October found that Turnitin was among the most accurate of 16 AI language detectors in a test that had the tool examine undergraduate papers and AI-generated papers.

Andy Greenberg

Schools that use Turnitin had access to the AI detection software for a free pilot period, which ended at the start of this year. Chechitelli says a majority of the service’s clients have opted to purchase the AI detection. But the risks of false positives and bias against English learners have led some universities to ditch the tools for now. Montclair State University in New Jersey announced in November that it would pause use of Turnitin’s AI detector. Vanderbilt University and Northwestern University did the same last summer.

“This is hard. I understand why people want a tool,” says Emily Isaacs, executive director of the Office of Faculty Excellence at Montclair State. But Isaacs says the university is concerned about potentially biased results from AI detectors, as well as the fact that the tools can’t provide confirmation the way they can with plagiarism. Plus, Montclair State doesn’t want to put a blanket ban on AI, which will have some place in academia. With time and more trust in the tools, the policies could change. “It’s not a forever decision, it’s a now decision,” Isaacs says.

Chechitelli says the Turnitin tool shouldn’t be the only consideration in passing or failing a student. Instead, it’s a chance for teachers to start conversations with students that touch on all of the nuance in using generative AI. “People don’t really know where that line should be,” she says.

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Trump and Mike Johnson zero in on noncitizen voting. It’s already illegal and very rare.

Former President Donald Trump and House Speaker Mike Johnson pitched new legislation to crack down on noncitizen voting on Friday, despite the fact the practice is already illegal and occurs rarely.

Johnson said House Republicans would introduce a bill to require documentary proof of citizenship to register to vote, speaking at Mar-a-Lago next to Trump as he seeks to fend off threats from his right flank.

“It seems like common sense, I’m sure all of us would agree that we only want U.S. citizens to vote in U.S. elections,” Johnson said, falsely suggesting that “so many people” are registering to vote when they obtain welfare benefits.

It is already a crime to register or vote as a noncitizen in all state and federal elections, though Washington, D.C., and a handful of municipalities in California, Maryland and Vermont allow noncitizen voting in local elections.

And few individuals break those laws.

“This is a crime where not only are the consequences really high and the payoff really low — you’re not getting millions of dollars, it’s not robbing a bank, you get to cast one ballot,” said Sean Morales-Doyle, a lawyer at the Brennan Center for Justice. “But what also makes this somewhat unique is that committing this crime actually entails the creation of a government record of your crime.”

Registering to vote and casting a ballot both leaves a paper trail that elected officials are required by law to routinely review. Some records are available to the public, as well.

“It’s very easy to catch, and you will get caught,” Morales-Doyle added.

The consequences are sweeping, too: noncitizens can face jail time, fines or deportation for voting illegally. Registering to vote alone could carry a five-year prison sentence, according to the Brennan Center.

On the flip side, Morales-Doyle said, requiring documentary proof of citizenship could disenfranchise millions of Americans who do not have access to passports or birth certificates.

Several states have tried to require documentary proof of citizenship in the past, but federal law currently prohibits it in federal elections. Arizona requires it for state elections, alone.

Many have investigated noncitizen voting and found little evidence of it. The Brennan Center found just 30 suspected noncitizen votes amid 23.5 million votes in 2016 , suggesting that suspected noncitizen votes accounted for 0.0001 % of votes cast. Trump’s own election integrity commission disbanded without releasing evidence of voter fraud, even though he’d claimed 3 million undocumented immigrants had voted in 2016 costing him the popular vote.

But Johnson and Trump have both long advanced baseless claims about election integrity. Johnson repeatedly promoted conspiracy theories about the 2020 election and its voting machines being rigged, and he recruited Republicans to back a lawsuit seeking to overturn states where Trump lost.

For Trump, however, the proposal fuses two of his favorite talking points: immigration and voter fraud. 

“It’s the sort of story that if you’re inclined to not like immigrants in the first place feels truthy,” said Justin Levitt, a former Biden advisor on democracy issues and election policy expert. “I think that has helped it stayed politically potent even if it hasn’t gotten more true.”

Levitt said when noncitizens do vote, it’s typically a misunderstanding or mistake. He said he recalled an instance where California residents in the process of naturalizing were told they had been granted citizenship and immediately left naturalization interviews to register to vote. They had not been formally sworn in as citizens, however, and therefore were not eligible yet.

Jane C. Timm is a senior reporter for NBC News.

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Guest Essay

When I Became a Birder, Almost Everything Else Fell Into Place

Mr. Yong is a science writer whose most recent book, “An Immense World,” investigates animal perception.

Last September, I drove to a protected wetland near my home in Oakland, Calif., walked to the end of a pier and started looking at birds. Throughout the summer, I was breaking in my first pair of binoculars, a Sibley field guide and the Merlin song-identification app, but always while hiking or walking the dog. On that pier, for the first time, I had gone somewhere solely to watch birds.

In some birding circles, people say that anyone who looks at birds is a birder — a kind, inclusive sentiment that overlooks the forces that create and shape subcultures. Anyone can dance, but not everyone would identify as a dancer, because the term suggests, if not skill, then at least effort and intent. Similarly, I’ve cared about birds and other animals for my entire life, and I’ve written about them throughout my two decades as a science writer, but I mark the moment when I specifically chose to devote time and energy to them as the moment I became a birder.

Since then, my birder derangement syndrome has progressed at an alarming pace. Seven months ago, I was still seeing very common birds for the first time. Since then, I’ve seen 452 species, including 337 in the United States, and 307 this year alone. I can reliably identify a few dozen species by ear. I can tell apart greater and lesser yellowlegs, house and purple finches, Cooper’s and sharp-shinned hawks. (Don’t talk to me about gulls; I’m working on the gulls.) I keep abreast of eBird’s rare bird alerts and have spent many days — some glorious, others frustrating — looking for said rare birds. I know what it means to dip, to twitch, to pish . I’ve gone owling.

I didn’t start from scratch. A career spent writing about nature gave me enough avian biology and taxonomy to roughly know the habitats and silhouettes of the major groups. Journalism taught me how to familiarize myself with unfamiliar territory very quickly. I crowdsourced tips on the social media platform Bluesky . I went out with experienced birders to learn how they move through a landscape and what cues they attend to.

I studied up on birds that are famously difficult to identify so that when I first saw them in the field, I had an inkling of what they were without having to check a field guide. I used the many tools now available to novices: EBird shows where other birders go and reveals how different species navigate space and time; Merlin is best known as an identification app but is secretly an incredible encyclopedia; Birding Quiz lets you practice identifying species based on fleeting glances at bad angles.

This all sounds rather extra, and birding is often defined by its excesses. At its worst, it becomes an empty process of collection that turns living things into abstract numbers on meaningless lists. But even that style of birding is harder without knowledge. To find the birds, you have to know them. And in the process of knowing them, much else falls into place.

Birding has tripled the time I spend outdoors. It has pushed me to explore Oakland in ways I never would have: Amazing hot spots lurk within industrial areas, sewage treatment plants and random residential parks. It has proved more meditative than meditation. While birding, I seem impervious to heat, cold, hunger and thirst. My senses focus resolutely on the present, and the usual hubbub in my head becomes quiet. When I spot a species for the first time — a lifer — I course with adrenaline while being utterly serene.

I also feel a much deeper connection to the natural world, which I have long written about but always remained slightly distant from. I knew that the loggerhead shrike — a small but ferocious songbird — impales the bodies of its prey on spikes. I’ve now seen one doing that with my own eyes. I know where to find the shrikes and what they sound like. Countless fragments of unrooted trivia that rattled around my brain are now grounded in place, time and experience.

When I step out my door in the morning, I take an aural census of the neighborhood, tuning in to the chatter of creatures that were always there and that I might have previously overlooked. The passing of the seasons feels more granular, marked by the arrival and disappearance of particular species instead of much slower changes in day length, temperature and greenery. I find myself noticing small shifts in the weather and small differences in habitat. I think about the tides.

So much more of the natural world feels close and accessible now. When I started birding, I remember thinking that I’d never see most of the species in my field guide. Sure, backyard birds like robins and western bluebirds would be easy, but not black skimmers or peregrine falcons or loggerhead shrikes. I had internalized the idea of nature as distant and remote — the province of nature documentaries and far-flung vacations. But in the past six months, I’ve seen soaring golden eagles, heard duetting great horned owls, watched dancing sandhill cranes and marveled at diving Pacific loons, all within an hour of my house. “I’ll never see that” has turned into “Where can I find that?”

Of course, having the time to bird is an immense privilege. As a freelancer, I have total control over my hours and my ability to get out in the field. “Are you a retiree?” a fellow birder recently asked me. “You’re birding like a retiree.” I laughed, but the comment spoke to the idea that things like birding are what you do when you’re not working, not being productive.

I reject that. These recent years have taught me that I’m less when I’m not actively looking after myself, that I have value to my world and my community beyond ceaseless production and that pursuits like birding that foster joy, wonder and connection to place are not sidebars to a fulfilled life but their essence.

It’s easy to think of birding as an escape from reality. Instead, I see it as immersion in the true reality. I don’t need to know who the main characters are on social media and what everyone is saying about them, when I can instead spend an hour trying to find a rare sparrow. It’s very clear to me which of those two activities is the more ridiculous. It’s not the one with the sparrow.

More of those sparrows are imminent. I’m about to witness my first spring migration as warblers and other delights pass through the Bay Area. Birds I’ve seen only in drab grays are about to don their spectacular breeding plumages. Familiar species are about to burst out in new tunes that I’ll have to learn. I have my first lazuli bunting to see, my first blue grosbeak to find, my first least terns to photograph. I can’t wait.

Ed Yong is a science writer whose most recent book, “An Immense World,” investigates animal perception.

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Navel Gazing

John dickerson’s notebooks: sending our son to college.

Drawing grand conclusions, neon lights, dorm room greeters, giving advice, and more are explored in this week’s audio essay from John Dickerson.

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Episode Notes

In this week’s essay, John remembers dropping his son off at college, and trying to hold onto moments and feelings while you can.

Notebook Entries:

Notebook 75, page 6. September 2021:

They chose you.

Notebook 15, page 4. April 2004:

Sitting with Brice by waterfall. Throwing rocks in stream. Loading sand from dump truck and loader and back again.

References:

What Got You Here, Won’t Get You There  by Marshall Goldsmith

Songwriter  Nick Cave

Tomorrow, and Tomorrow, and Tomorrow  by Gabrielle Zevin

Podcast production by Cheyna Roth.

Email us at  [email protected]

Want to listen to Navel Gazing uninterrupted? Subscribe to Slate Plus to immediately unlock ad-free listening to Navel Gazing and all your other favorite Slate podcasts. Subscribe now on Apple Podcasts by clicking “Try Free” at the top of our show page. Or, visit  slate.com/navelgazingplus  to get access wherever you listen.

About the Show

Political Gabfest host John Dickerson has been a journalist for more than three decades, reporting about presidential campaigns, political scandals, and the evolving state of our democracy. Along the way, he’s also been recording his observations in notebooks he has carried in his back pocket. He has captured his thoughts about life, parenthood, death, friendship, writing, God, to-do lists, and more. On the Navel Gazing podcast, John Dickerson invites you to join him in figuring out what these 30 years of notebooks mean: sorting out what makes a life—or a day in a life—noteworthy.

John Dickerson is host of CBS News Prime Time With John Dickerson , co-host of the Slate Political Gabfest, host of the Whistlestop podcast, and author of The Hardest Job in the World .

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Regions Riding Forward® Scholarship Contest

Their Story. Your Voice.

Your voice is your own. But it's also been impacted by others. Who, we wonder, has inspired you? Let us know by entering the Regions Riding Forward Scholarship Contest. 

You could win an $8,000 college scholarship

For the opportunity to win an $8,000 scholarship, submit a video or written essay about an individual you know personally (who lives in your community) who has inspired you and helped you build the confidence you need to achieve your goals.

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The 2024 Regions Riding Forward Scholarship Contest consists of four (4) separate Quarterly Contests - one for each calendar quarter of 2024. Regions is awarding four $8,000 scholarships through each Quarterly Contest.

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Regions believes in supporting the students whose passion and actions every day will continue to make stories worth sharing. That’s why we have awarded over $1 million in total scholarships to high school and college students.

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Enter the Regions Riding Forward Scholarship Contest by completing a Quarterly Contest application.  The second Quarterly Contest runs from April 1, 2024 through June 30, 2024. Complete and save all requested information. 

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Review your information on your Quarterly Application (and check the spelling of a Written Essay) and submit your entry by 11:59:59 p.m. Central Time on the applicable Quarterly Contest period end date. The second Quarterly Contest period end date is June 30, 2024.

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NO PURCHASE OR BANKING RELATIONSHIP REQUIRED. PURCHASE OR BANKING RELATIONSHIP WILL NOT INCREASE YOUR CHANCES OF WINNING. VOID WHERE PROHIBITED. The 2024 Regions Riding Forward Scholarship Contest (the “Contest”) consists of four (4) separate quarterly contests (each a “Quarterly Contest”): (1) the “Q-1 Contest;” (2) the “Q-2 Contest;” (3) the “Q-3 Contest;” and (4) the “Q-4 Contest.” The Q-1 Contest begins on 02/01/24 and ends on 03/31/24; the Q-2 Contest begins on 04/01/24 and ends on 06/30/24; the Q-3 Contest begins on 07/01/24 and ends on 09/30/24; and the Q-4 Contest begins on 10/01/24 and ends on 12/31/24. (For each Quarterly Contest, entries must be submitted and received by 11:59:59 PM CT on the applicable Quarterly Contest period end date.) To enter and participate in a particular Quarterly Contest, at the time of entry, you must: (a) be a legal U.S. resident of one of the Eligible States; (b) be 16 years of age or older; (c) have at least one (1) year (or at least 18 semester hours) remaining before college graduation; (d) (if you are not yet in college) begin your freshman year of college no later than the start of the 2025 – 2026 college academic school year; and (e) as of your most recent school enrollment period, have a cumulative grade point average of at least 2.0 in school (and if no grade point average is provided at school, be in “good standing” or the equivalent thereof in school). (For purposes of Contest, the “Eligible States” are defined as the states of AL, AR, FL, GA, IA, IL, IN, KY, LA, MS, MO, NC, SC, TN and TX.) Visit regions.com/ridingforward for complete Contest details, including eligibility and Written Essay and Video Essay requirements and Official Rules. (Limit one (1) entry per person, per Quarterly Contest.) For each Quarterly Contest, eligible entries will be grouped according to form of entry (Written Essay or Video Essay) and judged by a panel of independent, qualified judges. A total of four (4) Quarterly Contest Prizes will be awarded in each Quarterly Contest, consisting of two (2) Quarterly Contest Prizes for the Written Essay Entry Group and two (2) Quarterly Contest Prizes for the Video Essay Entry Group. Each Quarterly Contest Prize consists of a check in the amount of $8,000 made out to winner’s designated accredited college. (Limit one (1) Quarterly Contest Prize per person; a contestant is permitted to win only one (1) Quarterly Contest Prize through the Contest.) Sponsor: Regions Bank, 1900 Fifth Ave. N., Birmingham, AL 35203.

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• Paul Aucremann
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23 Things I Saw at Watches & Wonders 2024 That Made Me Super Excited

By Cam Wolf

The general consensus inside the Palexpo—the vast, windowless venue for Watches & Wonders—was that this was a much less thrilling fair than usual. In conversations with others on the ground in Geneva, what I heard most consistently was that the releases weren’t all that exciting , and were at times even disappointing. The takeaway was that this was a slow and relatively down week for an industry that’s been on a heater for a few years now.

I’ll admit that the vibes felt better last year. Conversation came easy: Everyone had a passionate take on Rolex’s “Puzzle Dial” Day-Date, while the smart crowd praised watches like A. Lange & Söhne’s Odysseus Chronograph and Chopard’s salmon-dial L.U.C 1860.

And yet, looking back on the 2024 fair a few days after the releases were announced, I feel like a few of the people expressing disappointment—myself included—were acting a little spoiled. Rolex gave us two mother-of-pearl dial Daytonas and it was taken as a given! Those watches are insane . Meanwhile, folks were bummed not to get a Coke GMT from the Crown; then the one we did get from Tudor used too much gilt (a term used for accents and text livened up with a thin layer of gold). Maybe I just like my gilt freak style, but I thought the watch was good. In fact, there was much to love from this week. Here are some exciting watches—along with a bunch of miscellaneous goofy stuff—that have me leaving Geneva with a smile on my face.

Watches in miniature. This is mostly a shoutout to Cartier’s pint-sized Tank Louis and Americaines, but I would gladly stack them together with Hublot’s new mini Classic Fusions.

The Hotel N’vy, where many of the journalists stay, is one of the strangest places I’ve been. The rooms include a therapeutic light feature that can be changed to whatever color you like to match your mood. But what’s really strange are the murals over the beds that are painted with nonsensical phrases like “All Humans Beings Are Also Dream Beings Dreaming Ties All Mankind Together” or “Happiness Consists In Realizing It Is All A Great Strange Dream.”

Brynn Wallner's (of @Dimepiece ) mural

The mural in Hodinkee managing editor Danny Milton's room

The less-massive brands were on a heater this year.

Nomos launched a series of its Tangente in 31 different colors. Get bent, Baskin Robbins.

Parmigiani Fleurier released two crowd pleasers. One thing most people were in agreement on was that PF’s Tonda PF Micro-Rotor No Date, doused in a pleasing sandy hue, and Toric Petite Seconde, rendered in a green reminiscent of creamy pistachio gelato, are two of the fair’s best watches.

By Kaleb Horton

By Frazier Tharpe

De Bethune hit a pair of full-court shots with its new releases. I was bummed I couldn’t make it out of the Palexpo to see De Bethune’s offerings, especially its new Purple Rain. Guess which color it is. De Bethune painted generously but cleverly with its purple brush. What I really appreciate is that one set of lugs is left black, while the other comes in a dazzling purple to match the case, giving the watch the appearance of a spaceship. The maker’s other big release is the “Kind of Grande Complication,” a funny play on the “Grand Complication” description many brands use to refer to their super technical pieces.

Ryan Gosling didn’t want to give his gold TAG Heuer Carrera watch back. Before W&W, I visited TAG Heuer’s manufacture. The brand’s heritage director Nicholas Bieybuck took us to the archives room, which is lined with treasure-filled filing cabinets. Bieybuck reached inside one drawer and held up the vintage gold Carrera that Gosling wore in Barbie . He put that gold Carrera down and plucked out another vintage piece with a gold bracelet. It was the watch Gosling wore at a Gucci show last September, which the actor loved so much he asked if he really had to send it back. (He did. But the brand made a new bracelet for him to put on the re-edition that came out last fall as a consolation .)

Cartier made a watch that operates in reverse for no good reason. During my appointment, I pestered the Cartier reps because I assumed, like most things in watches, that the Rewind was related to some kind of historical event. I expected to be told some sort of myth-making tale, like that one year Louis Cartier only walked backwards. Instead: nada! I really appreciate the fact that there’s no origin story. Watches should be silly just for the sake of silliness.

Hermès bags. The biggest flex in the Palexpo was the parting gift from an Hermès appointment: a massive shopping bag in the house’s signature orange. You couldn’t walk from one appointment to the next without banging into one of these things. What’s inside was hardly the point. (It’s a beach towel.)

I was very glad to bump into Michael Friedman, the former head of complications at Audemars Piguet, who once got a (positive!) shoutout on a Kendrick Lamar song . Friedman is inching closer to launching his own watch brand Pattern Recognition. Someone I really respect who’s seen the watches told me they have the potential to bring something totally new to the industry. Only downer is we’re still about a year out from seeing it. I can’t wait.

I’m obsessed with Patek Philippe’s Reference 5089G-129 “Morning on a Beach.” The watch uses a combination of tiny veneer pieces and wood slivers from 23 different tree species to create the image of a surfer wading into the waves. I love when Patek uses its artisan might to create something so fun. (The other Patek that came up a lot was the Nautilus on a denim strap , a.k.a. the Canadian Tuxedo Nautilus.)

The Rolex Daytona Le Mans is officially dead , but this might be a The Prestige situation. Ben Clymer said on the Hodinkee podcast that in the wake of the news he texted a Rolex representative who responded with this dazzlingly vague sentence: “Ben, the version of the Le Mans you own in white gold is discontinued.” If you’re interested in decoding this clue, it’s not hard to find the new off-catalog, yellow-gold version of this special-edition Le Mans on Watch Instagram…

Yoni Ben-Yehuda, head of watches at Material Good, wore a bunch of great Cartiers. Aside from the Crash he had on his wrist, Ben-Yehuda was also wearing a festive necktie with little Santos and Tanks on it. Ben-Yehuda explained that it came from @seigoneckwear_ny , who makes ties in very limited numbers. “Best tie maker in the game!” Ben-Yehuda told me over Instagram. “Been my secret go-to for years.” Thanks for not gatekeeping, Yoni.

One Tudor employee was running around the brand’s booth with the new pink Black Bay made for Inter Miami, the soccer team owned by David Beckham. The watch was announced just before W&W, so it was cool to see it out in the wild already . I loved it in person.

Hublot once again put a claw machine in its booth where attendees could play for the chance for a keychain or sweatband. Just like last year, I walked away a loser on Wednesday. This year, they were offering failures like me second chances. I honorably turned it down. Claw machine 2, Cam 0.

Records! Riddle me this: How can a show be boring if three record-breaking watches debuted there ? Ozempic isn’t just plaguing Hollywood—watches from Piaget and Bulgari are also thinner than ever.

I had dinner with legendary racer Jacky Ickx Wednesday night. (It was in a barn crowded with over a hundred other people and I was sat nowhere near him, but I think we might be best friends now?) The six-time Le Mans winner debuted a new collaborative watch with Chopard, which he wore over his sleeve as a tribute to Gianni Agnelli.

To the man wearing the “ I Miss Gérald Genta ” shirt, I salute you.

A potential collab? After too much dessert wine and Kaiserschmarren (a type of crumbled Austrian pancake mixed with rum-soaked raisins) at the Chopard event, a Hodinkee staffer and I discovered there’s no way to combine their site’s name with Gentlemen’s Quarterly without coming up with something totally juvenile. Try it yourself.

Extravagant necklaces that turned into watches was the microtrend of the fair. Shoutout to frequent GQ contributor Jeremy Freed for pointing out that Van Cleef & Arpels, Vacheron Constantin , and Piaget all debuted swooping necklaces with watches that could be plucked out from their setting and onto a band for the wrist.

I made a way-too-quick stop at auction house Antiquorum, but still had time to see so many vintage Rolex Daytonas at once. I felt like Caligula .

Legendary watch writer Nick Foulkes's charming #wristshots . They take me back to the early days of Instagram in the best way possible.

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