Writing Process For Essays And Research Papers Is Similarity

Although the accepted form of academic writing in the social sciences can vary considerable depending on the methodological framework and the intended audience. However, most college-level research papers require careful attention to the following stylistic elements:

I.  The Big Picture
Unlike fiction or journalistic writing, the overall structure of academic writing is formal and logical. It must be cohesive and possess a logically organized flow of ideas; this means that the various parts are connected to form a unified whole. There should be narrative links between sentences and paragraphs so the reader is able to follow your argument and all sources are properly cited. The introduction should include a description of how the rest of the paper is organized.

II.  The Tone
The overall tone refers to the attitude conveyed in a piece of writing. Throughout your paper, it is important that you present the arguments of others fairly and with an appropriate narrative tone. When presenting a position or argument that you disagree with, describe this argument accurately and without loaded or biased language. In academic writing, the author is expected to investigate the research problem from an authoritative point of view. You should, therefore, state the strengths of your arguments confidently, using language that is neutral, not confrontational or dismissive.

III.  Diction
Diction refers to the choice of words you use. Awareness of the words you use is important because words that have almost the same denotation [dictionary definition] can have very different connotations [implied meanings]. This is particularly true in academic writing because words and terminology can evolve a nuanced meaning that describes a particular idea, concept, or phenomenon derived from the epistemological culture of that discipline. Therefore, use concrete words [not general] that convey a specific meaning. If this cannot be done without confusing the reader, then you need to explain what you mean within the context of how that word is used within a discipline.

IV.  The Language
The investigation of research problems in the social sciences is often complex and multi-dimensional. Therefore, it is important that you use unambiguous language. Well-structured paragraphs and clear topic sentences enable a reader to follow your line of thinking without difficulty. Your language should be concise, formal, and express precisely what you want it to mean. Avoid vague expressions that are not specific or precise enough for the reader to derive exact meaning ["they," "we," "people," "the organization," etc.], abbreviations like 'i.e.'  ["in other words"] or 'e.g.' ["for example"], and the use of unspecific determinate words ["super "very" "incredible"].

V.  Punctuation
Scholars rely on precise words and language to establish the narrative tone of their work and, therefore, punctuation marks are used very deliberately. For example, exclamation points are rarely used to express a heightened tone because it can come across as unsophisticated or over-excited. Avoid using dashes and hyphens because they give the impression of writing that is too informal. Dashes should be limited to the insertion of an explanatory comment in a sentence while hyphens should be limited to connecting prefixes to words [e.g., multi-disciplinary] or when forming compound phrases [e.g., commander-in-chief]. Finally, understand that semi-colons represent a pause that is longer than a comma, but shorter than a period in a sentence. In general, there are four grammatical uses of semi-colons: when a second clause expands or explains the first clause; to describe a sequence of actions or different aspects of the same topic; placed before clauses which begin with "nevertheless", "therefore", "even so," and "for instance”; and, to mark off a series of phrases or clauses which contain commas. If you are not confident about when to use semi-colons [and most of the time, they are not required for proper punctuation], rewrite using shorter sentences or revise the paragraph.

VI.  Academic Conventions
Citing sources in the body of your paper and providing a list of references as either footnotes or endnotes is a very important aspect of academic writing. It is essential to always acknowledge the source of any ideas, research findings, data, or quoted text that you have used in your paper as a defense against allegations of plagiarism. The scholarly convention of citing sources is also important because it allows the reader to identify the sources you used and to independently verify your findings and conclusions. Examples of other academic conventions to follow include the appropriate use of headings and subheadings, properly identifying acronyms, avoiding slang or colloquial language, avoiding emotive language, avoiding contractions, and using first person and second person pronouns only when necessary.

VII.  Evidence-Based Arguments
Assignments often ask you to express your own point of view about the research problem. However, what is valued in academic writing is that opinions are based on a sound understanding of the pertinent body of knowledge and academic debates that exist within, and often external to, your discipline. You need to support your opinion with evidence from scholarly sources. It should be an objective stance presented as a logical argument. The quality of your evidence will determine the strength of your argument. The challenge is to convince the reader of the validity of your opinion through a well-documented, coherent, and logically structured piece of writing. This is particularly important when proposing solutions to problems or recommended courses of action.

VIII.  Thesis-Driven
Academic writing is “thesis-driven,” meaning that the starting point is a particular perspective, idea, or position applied to the chosen research problem, such as, establishing, proving, or disproving solutions to the questions posed for the topic; Note that a problem statement without the research questions does not qualify as academic writing because simply identifying the research problem does not establish for the reader how you will contribute to solving the problem, what aspects you believe are most critical, or suggest a method for gathering data to better understand the problem.

IX.  Complexity and Higher-Order Thinking
Academic writing addresses complex issues that require high-order thinking skills to comprehend [e.g., critical, reflective, logical, and creative thinking]. Think of your writing this way: One of the most important attributes of a good teacher is the ability to explain complex ideas in a way that is understandable and relatable to the topic being presented. This is also one of the main functions of academic writing--describing and explaining the significance of complex ideas as clearly as possible. Often referred to as higher-order thinking skills, these include cognitive processes that are used to comprehend, solve problems, and express concepts or that describe abstract ideas that cannot be easily acted out, pointed to, or shown with images. As a writer, you must take on the role of a good teacher by summarizing a lot of complex information into a well-organized synthesis of ideas, concepts, and recommendations that contribute to a better understanding of the research problem.


Academic Writing. Writing Center. Colorado Technical College; Hartley, James. Academic Writing and Publishing: A Practical Guide. New York: Routledge, 2008; Murray, Rowena  and Sarah Moore. The Handbook of Academic Writing: A Fresh Approach. New York: Open University Press, 2006; Johnson, Roy. Improve Your Writing Skills. Manchester, UK: Clifton Press, 1995; Nygaard, Lynn P. Writing for Scholars: A Practical Guide to Making Sense and Being Heard. Second edition. Los Angeles, CA: Sage Publications, 2015; Silvia, Paul J. How to Write a Lot: A Practical Guide to Productive Academic Writing. Washington, DC: American Psychological Association, 2007; Style, Diction, Tone, and Voice. Writing Center, Wheaton College; Sword, Helen. Stylish Academic Writing. Cambridge, MA: Harvard University Press, 2012.

TIP Sheet
WRITING A COMPARE/CONTRAST PAPER

A compare and contrast essay examines two or more topics (objects, people, or ideas, for example), comparing their similarities and contrasting their differences. You may choose to focus exclusively on comparing, exclusively on contrasting, or on both-or your instructor may direct you to do one or both.

First, pick useable subjects and list their characteristics. In fact, their individual characteristics determine whether the subjects are useable. After that, choose a parallel pattern of organization and effective transitions to set your paper above the merely average.

1. Picking a subject
Focus on things that can obviously be compared or contrasted. For instance, if you are examining an idea (political or philosophical) examine the opposite of that idea. Or, if you are examining a person, like a president, pick another president for comparison or contrast. Don't try to compare a president and a cab driver, or existentialism and a legislative bill on car tax refunds.

2. Listing characteristics
Divide a piece of paper into two sides. One side is for the first subject, the other for the second subject. Then, begin to list the similarities and differences that immediately come to mind. Concentrate on characteristics that either are shared or are opposing between the two subjects. Alternately, you may construct a Venn diagram of intersecting circles, listing the subjects' differences to either side and their similarities where the circles intersect. Keep in mind that for a balanced paper, you want to make point-by-point, parallel comparisons (or contrasts).

Similarities between my math and English instructors:
Both are welcoming and available to students.
Both are organized and keep a neat office.
Both are knowledgeable and professional.

 

Differences between my math and English instructors
Math teacher listens to classic rock.         English teacher listens to jazz.
Math teacher drinks Earl Grey tea.           English teacher drinks strong black coffee.
Math teacher likes to chat about movies.  English teacher sticks to business.

As you create your list, is it clear why you are comparing and contrasting these two subjects? Do you have a preference for one or the other? If so, make sure you are evaluating each side fairly. A point-by-point list helps you maintain balance.

Once you have a list, decide whether there are more similarities or differences between the topics. If there are more similarities, concentrate your paper on comparing. If there are more differences (or if, as in the example above, the differences are simply more interesting), concentrate on contrasting. If there is a balance of similarities and differences, you might concentrate on discussing this balance.

3. Organizing
There are at least two ways to organize a compare/contrast essay. Imagine you are examining Robert E. Lee and Ulysses S. Grant, both Civil War generals. In your list you have uncovered important points of dissimilarity between them. Those points are their background, personalities, and underlying aspirations. (Call these three points A, B, and C.) You have decided to contrast the two subjects.

Here is one way to organize the body of this paper, addressing points A, B, and C for each subject. This paper will follow parallel order–A, B, and then C–for each subject:

A. Lee's background
B. Lee's personality
C. Lee's underlying aspirations

A. Grant's background
B. Grant's personality
C. Grant's underlying aspirations

However, here is another way to organize the same paper:

A. Lee's background
A. Grant's background

B. Lee's personality
B. Grant's personality

C. Lee's underlying aspiration
C. Grant's underlying aspiration

For a shorter paper, the above might represent three paragraphs; if you are writing a long paper and have a great deal of information, you may choose to write about each point, A, B, and C, in separate paragraphs for a total of six. However you decide to organize, make sure it is clear why you are examining this subject. You might be able to compare apples and oranges, for example, but why would you? Include any insights or opinions you have gathered. And yes, in general, three is the magic number. While there is no hard-and-fast rule that precludes creating a paper based on two points, or four, or five, a three-point discussion is manageable, especially for complex or abstract subjects. At the same time, a three-point structure helps you avoid oversimplifying, especially when addressing controversial topics in which discussions tend to become polarized–right or wrong, black or white, for or against. Three-point treatments encourage discussion of the middle ground.

4. Signaling transitions
Learn to use expressions that precisely convey contrast or comparison. These expressions, or transitions, signal contrast:

  • on the contrary
  • on the other hand
  • however
  • otherwise
  • whereas
  • still
  • yet

These expressions signal comparison:

  • as well as
  • both
  • like
  • in common with
  • likewise
  • also

Signal words such as these help the reader understand the relationships between your sentences, paragraphs, and ideas. In particular, if you are both comparing and contrasting, signal words help sort out what's what. Second only to effective organization, effective use of these expressions will go a long way toward helping produce a good compare/contrast paper.

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