how to write a research book chapter

7 Steps of Writing an Excellent Academic Book Chapter

Writing is an inextricable part of an academic’s career; maintaining lab reports, writing personal statements, drafting cover letters, research proposals, the dissertation—this list goes on. However, while these are considered as essentials during any research program, writing an academic book is a milestone every writer aims to achieve. It could either be your urge of authoring a book or you may have received an invite from a publisher to write a book chapter . In both cases, most researchers find it difficult to write an academic book chapter.

The questions that may arise when you plan on writing a book chapter are:

Where do I start from?
How do I even do this?
What should be the length of book chapters?
How should I link one chapter to the following chapter?

These questions are quite common when starting with your first book chapter. In this article, we’ll discuss the steps on how to write an excellent academic book chapter.

Table of Contents

What is an Academic Book Chapter?

An academic book chapter is defined as a section, or division, of a book. These are usually separated with a chapter number or title. A chapter divides the overall book topic into topic-specific sections. Furthermore, each chapter in a book is related to the overall theme of the book.

A book chapter allows the author to divide their work in parts for readers to understand and remember it easily. Additionally, chapters help create structure in your writing for a better flow of ideas.

How Long Should a Book Chapter be?

Typically, a non-fiction book chapter should be small and must only include information related to one major idea. However, since a non-fiction /academic book is around 50,000 to 70,000 words, and each book would comprise 10-20 chapters, each book chapter’s word limit should range between 3500 and 7000 words.

While there aren’t any standard rules to follow with respect to the length of a book chapter, it may vary depending on the genre of your writing. However, it is better to refer your publisher’s guidelines and write your chapters accordingly.

Difference between a Book Chapter and Thesis Chapter

What makes a book excellent are the book chapters that it comprises. Thus, the key to writing an excellent book is mastering the art of writing a book chapter . You’d think you could write a book easily because you’ve already written your dissertation. However, writing a book chapter is not the same as writing your thesis.

The image below shares 5 major differences between a book chapter and a thesis chapter:

How to Write a Book Chapter?

As writing a book chapter is the first milestone in your writing journey, it can be overwhelming and difficult to garner your thoughts and put them down on a sheet at once. It takes time and effort to gain momentum for accomplishing this mammoth task. However, proper planning followed by dedicated effort will make you realize that you were worrying over something trivial.

So let us make the process of writing a book chapter easier with these 7 steps.

Step 1: Collate Relevant Information

How would you even start writing a chapter if you do not have the necessary information or data? The first step even before you start writing is to review and collate all the relevant data that is necessary to formulate an informative chapter.

Since a chapter focuses on one major idea it should not include any gaps that perplexes the reader. Creating mind-maps help in linking different sources of information and compiling them to formulate a completely new chapter. As a result, you can structure your ideas to help with your analysis and see it visually. This process improves your understanding of the book’s theme. More importantly, sort the ideas into a logical order of how you should present them in your chapter. This makes it easier to write the chapter without convoluting it.

Step 2: Design the Chapter Structure

After spending hours in brainstorming ideas and understanding the fundamentals that the chapter should cover, you must create a structured outline. Furthermore, following a standard format helps you stay on track and structure your chapter fluently.

Ideally, a well-structured chapter includes the following elements:

A title or heading
An interesting introduction
Main body informative paragraphs
A summary of the chapter
Smooth transition to the next chapter

Even so, you may not restrict yourself to following only one structure; rather, add more or less to each of your chapters depending on your genre, writing style, and requirement of the chapter to maintain the book’s overall theme. Keep only relevant content in your chapter. Avoid content that causes the reader to go off on a tangent.

Step 3: Write an Appealing Chapter Title/Heading

How often have you put a book back on the book store’s shelf right after reading its title? Didn’t even bother to read the synopsis, did you? Likewise, you may have written the most impactful chapter, but what sense would it make if its title is not interesting enough. An impactful chapter title captures the reader’s attention. It’s basically the “first sight” rule!

Your chapter’s title/heading must trigger curiosity in the reader and make them want to read and learn more. Although this is the first element of a chapter, most writers find it easier to create a title/heading after completing the chapter.

Step 4: Build an Engaging Introduction

Now that you have captured the reader’s attention with your title/heading, it has obviously increased the readers’ expectations from the content. To keep them interested in your chapter, write an introduction that keeps them hooked on. You may use a narrative approach or build a fictional plot to grab the attention of the reader. However, ensure that you do not deviate from the main context of your chapter. Finally, writing an effective introduction will help you in presenting an overview of your chapter.

Some of the tricks to follow when writing an exceptional introduction are:

Share an anecdote
Create a dialogue or conversation
Include quotations
Create a fictional plot

Step 5: Elaborate on Main Points of the Chapter

Impactful title? Checked!

Interesting introduction? Checked!

Now is the time to dive in to the details imparting section of the chapter. Expand your opening statement and begin to explain your points in detail. More importantly, leave no space for speculation in the reader’s mind.

This section should answer the following questions of the reader:

Why has the reader chosen to read your book?
What do they need to know?
Are their questions and doubts being resolved with the content of your chapter?

Ensure that you build each point coherently and follow a cohesive flow. Furthermore, provide statistical data, evidence-based information, experimental data, graphical presentations, etc. You could formulate these points into 4-5 paragraphs based on the details of your chapter. To ensure you structure these details coherently across the right number of paragraphs, calculate the number of paragraphs in your text here .

Step 6: Summarize the Chapter

As impactful was the entry, so should be the exit, right? The summary is the part where you are almost done. This section is a key takeaway for your readers. So, revisit your chapter’s main content and summarize it. Since your chapter has given a lot of information, you’d want the reader to remember the gist of it as they reach the end of your chapter. Hence, writing a concise summary that constitutes the crux of your chapter is imperative.

Step 7: Add a Call-to-Action & Transition to Next Chapter

This section comes at the extreme end of the book chapter, when you ask the reader to implement the learnings from the chapter. It is a way of applying their newly acquired knowledge. In this section, you can also add a transition from your chapter to the succeeding chapter.

So would you still have jitters while writing your book chapter? Are there any other strategies or steps that you follow to write one? Let us know in the comments section below on how these steps helped you in writing a book chapter .

Thank you I have got a full lecture for sure

Thank for the encouraging words

You have demystified the act of writing a book chapter. Thank you for your efforts.

Very informative

It has really helpful for beginners like me.

Very impactful and informative. Thank you 😊

Very informative and helpful to beginners like us. Thank you.

Thanks for this very informative article

You have made writing a book chapter seem very simple. I appreciate all of your hard work.

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How to write a book chapter

I was asked by Dr. Joanna Brown for guidance on how to write a book chapter. I wouldn’t say I’m the ideal person for this task, but since I have published many of these for several edited collections , I think I can offer some advice.

I’ve got a few single-authored chapters on the go for three books at the moment (one on bottled water in the context of a human right to water, one on ethnography as a research method in comparative policy analysis, and one in press on national policy styles ), and thus I wanted to share my experience writing these.

My relationship with writing chapters for someone else’s edited volume is simultaneously love-and-hate, as people who read my blog regularly may remember .

@raulpacheco any advice for writing an academic book chapter? I'm struggling with some imposter syndrome. — Dr. Joanna (@joannawbrownphd) July 3, 2018

The value that different institutions place on book chapters varies widely. My own institution prefers journal articles, but as I’ve said before, I have participated in edited collections because I believe in the project, and also because these are usually collective projects I’m interested in undertaking. I’ve published book chapters in both Spanish and English, and I’ve also edited books as well, so I’m fond of the model. You should, nonetheless, consider the pros and cons of writing a book chapter.

AcWri highlighting and scribbling while on airplanes

First of all, book chapters are different from journal articles as many of these aren’t peer reviewed and therefore aren’t subject to as many changes and corrections as you could expect from articles. I will fully admit having published peer-reviewed book chapters that these are as much of a nightmare as journal article manuscripts. I have one particularly awful experience (which isn’t over yet!) in mind.

But the most important element that an author needs to keep thinking about when writing a book chapter, in my view, is how your chapter contributes to the overall Throughline of the book (I’ve mentioned The Throughline previously – or as Scandinavian authors call it, The Red Thread ). I’ve also emphasized the importance of demonstrating cohesiveness and coherence throughout an edited collection, as the editors of Untapped did in their edited volume on the sociology of beer .

With Untapped, Chapman and coauthors explore the question of "what is sociological about beer?" pic.twitter.com/tVcf069LRm — Dr Raul Pacheco-Vega (@raulpacheco) April 14, 2018

This sample chapter on how to write books actually provides a great example of how to write a book chapter . Normally, I would create an outline of the paper ( this blog post of mine will tell you two methods to create outlines ), then follow a sequential process to create the full paper ( my post on 8 sequential steps may be helpful here ).

More than anything, I do try really hard to use headings to guide the global argument of the chapter. The outline/sequence looks something like this:

Introduction. – outline of questions or topics to tackle throughout the chapter, and description of how the chapter will deal with them.
Topic 1 – answer to question 1.
Topic 2 – answer to question 2.
Topic N – answer to question N.
Discussion/synthesis. – how it all integrates and relates to the overall book.
Conclusions, limitations and future work.
References.

As I write my chapter, I make sure to link its content with other chapters in the edited volume . This may be a bit tricky because of how editors have timed contributions. Sometimes they don’t have all the chapters readily available to be shared across authors. But I’ve found that normally they do, and so they’re willing to share across all authors.

This guideline to writing chapters may also be helpful. It’s also quite important that you follow both the press and the editors’ guide (style, punctuation, citation formatting, etc.). But more than anything, I strongly believe that the best approach to writing a book chapter is to think of it as a way to present a series of thoughts in a cohesive manner that doesn’t necessarily equal a journal article. Yes, there may be empirical claims presented, and yes, there should probably some theoretical advancement in there, but again, it’s NOT a journal article.

Hope this post helps those of you writing a book chapter. If you want to read some of mine, you can download some of them here or here (Academia.Edu) or here (ResearchGate).

You can share this blog post on the following social networks by clicking on their icon.

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12 comments

By Raul Pacheco-Vega – July 11, 2018

12 Responses

Stay in touch with the conversation, subscribe to the RSS feed for comments on this post .

Can I reuse my own published papers in writing book chapters?

Reuse per se, perhaps not, republish maybe, with caveats, but you can use some text, yes.

In the book chapters, do we have to give results or only survey of others works will do ?

That depends on you and what the book editor expects!

Thank you, Sir. That was helpful.

As a research scholar I want to write a book chapter instead of writing a review paper. Can I do that? Do I need any special permission to write a book chapter?

This reminds me of the quote… “Any fool can make something complicated. It takes a genius to make it simple.” Thanks for posting this.

No special permission!

This is very useful. Thanks Raul.

will the book chapters will have references in the same manner as in manuscripts of journal

In book chapters, we have to do new research like (journal article ) or illustrate our ideas with already published work?

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How to Write a Book Chapter in 7 Simple Steps for Your Nonfiction Book

POSTED ON Aug 22, 2019

Written by Petros Eshetu

Are you ready to learn how to write a book chapter? This is the first step towards many exciting milestones in your writing journey, so it’s time to get started!

You’ve committed to write a nonfiction book , and you’re well on your way to begin your author journey.

So where do you start? By learning how to write a book chapter.

Sounds simple, right? But it can be overwhelming and difficult to gain momentum, especially when we doubt ourselves and start to feel like writing a book is such a mammoth project to undertake.

As writers, we often tend to overthink the process, causing a flood of questions that occupy our attention instead of actually writing.

You might be asking yourself…

How do I even do this?
Where do I begin and when do I finish?
How long should my chapters be?
How many chapters should I have?

These are just some of the questions that might be preventing you from actually getting started writing your book's first chapter. In this article, you'll learn the exact steps on how to write a book chapter, and more.

Here’s how to write a book chapter: #1 – Create a chapter outline #2 – Build out the chapter’s structure #3 – Write an eye-catching chapter title or headline #4 – Hook readers with your chapter intro #5 – Expand your story with main points #6 – Provide a recap that summarizes the chapter #7 – Add a Call-to-Action & transition to your next chapter

But before we get started, let's make sure you have the required foundation to get started on writing a chapter.

How do you start writing a chapter?

In order to start writing a chapter, all you need to do is start writing. Remember, when you begin your draft simply focus on getting the words on the page. You can edit it later. Looking at the blinking cursor can be one of the most intimidating parts of the writing process, so just start.

Bonus: When you start writing your first chapter, it doesn't need to be chapter one. If you have a great idea for the middle of the book, write it! You may inspire yourself for chapter one.

How long does it take to write a book chapter?

The speed you write depends on many factors such as:

Your typing speed
If you choose to edit as you draft
Whether or not you know the direction you plan to take the story

Don't allow yourself to get hung up on your writing speed, instead, focus on your writing quality.

How many pages should be in a chapter?

The page count in each chapter depends on what is best for your story. Whether you write fiction or nonfiction, how you end your chapter greatly influences if a reader turns the page.

It would likely be better for your reader, and your story, to end a chapter a bit early on a cliffhanger, rather than drag a chapter out.

As you write, ask yourself this question: What type of chapter ending would keep me turning pages? Be sure to end your chapter at this point.

Now, it's important to note that before you can even begin, you first need to have your book's general outline in place. It's okay if you have a working outline that's not finalized, but you need to have a rough idea of what chapters you need to include. If you're asking, “ What is an outline ?” read more at the link.

Your book's outline is your roadmap, and it's what you will use to get to your final destination with the chapters you write. After all, how do you know which direction you’re heading if you don’t have a path?

Think of your book like a TV show, and instead of episodes, you have chapters. Most hit shows develop a general theme for the season, so each episode progressively builds up to a grand finale.

The same goes for writing books. You brainstorm ideas, figure out a theme for your book, and structure it by chapters, so it all fits together nicely.

Your book is the general theme, and each chapter should build up to the big picture.

What is a chapter?

A chapter is defined as section, or division, of a book, and it is usually separated with a chapter number or chapter title. Chapters break the overall book topic into sections. Each chapter in a book is related to the overall book theme, and chapters are found in many book variations and genres, such as nonfiction, fiction, academia, law, and more. The concept of a book chapter is to allow the author to break up the work, and for the reader to digest the material in increments, or chunks that are both understandable and memorable.

After all, most readers aren’t going to go through 30,000 or more words in one sitting. They need mental breaks. That’s what your chapters provide.

Also, chapters allow you to have some kind of structure in your writing compared to just rambling all of your ideas in one go like journal writing. A journal may make sense to you in your mind, but for the average person who’s reading it, they might not get the whole picture because they don’t have the same perspective as you.

Before you can get started with how to write a chapter, you need to be clear on what the purpose of a chapter is, and how it helps your book's organization.

Related: Parts of a Book

How long should my chapter be?

The short answer is, it really depends on your topic, and your writing style. There aren’t any set rules or guidelines. That’s the beautiful thing of self publishing – you as the author gets to dictate the length of your book.

The length of your chapters will vary depending on the genre. So, if you really want some guidance, then just compare the typical length of other books within the same niche.

How many words are in a nonfiction book chapter?

The average number of words in a nonfiction book is around 50,000-70,000 words, and the average number of chapters in a nonfiction book are about 10-20. With this logic, the number of words in a nonfiction book chapter is about 3,500 words to 5,000 words. But, the number of words in each chapter can vary greatly, depending on the nonfiction book's topic, subject matter, and the author's writing style.

Some topics will require more details, and some will require less. There isn't a set number of chapters to include, either, so make your chapters detailed, concise, and see where your word count falls and make adjustments in your editing process as needed.

As you learn how to write a book chapter, try not to worry so much about how many words to include in each chapter of your book. Instead of focusing on your word count, focus on the quality of your writing, and that you are including all the necessary information to get your point across.

Hands Typing On Laptop Keyboard With Text Overlay: How To Write A Book Chapter

How many chapters should I write?

Again, this is up to you. You can write as many or as few chapters as you want. Your book is your baby, and you make the final decision.

Don't decide on number of chapters just for the sake of it. Make sure you organize your chapters with sound reasoning, as opposed to just setting a random number.

This will ensure that your chapters make logical sense, and are in the correct order. With structured, organized chapters, your reader will be able to follow the information in your book seamlessly.

Now that you understand what a chapter is, and how many words and chapters to have in your book, it's time for writing !

#1 – Create an outline for the chapter

The best way to brainstorm ideas and create an outline for your chapter is through mindmapping.

A mindmap, if you aren’t already familiar with it, is where you brainstorm and unload all your ideas onto paper (or type it).

Once you’re done, you can look over and see if there’s a common theme beginning to take shape. At this point, you can start linking them together. You can structure your ideas to help with your analysis and see it visually.

As you learn how to write a book chapter, you'll get a better feel for how many sections make sense for your book's topic.

Here’s how to create an outline for your chapter: #1 – Brainstorm all of the ideas and topics that this chapter should cover #2 – Write your ideas down on a mindmap #3 – Review your ideas and link similar ideas together #4 – Identify a common theme for your chapter #5 – Sort the ideas into a logical order of how you should present them in your chapter

Here’s an example of my mind map:

How To Write A Book Chapter: Chapter Mind Map

After my mind map, I was able to create a structured outline:

How To Write A Book Chapter: Structured Outline

Here are more resources for mindmapping: #1 – Mindmapping tool #2 – Learn how to book map #3 – Create an outline for a book

#2 – Build the chapter structure

Now that you understand the fundamentals, let’s get into the meat and potatoes of what makes up an effective chapter structure.

You'll want to be sure to include each element of your chapter structure for every subsequent chapter that you write.

It might be helpful to create a standard format, whether you write with pen and paper, or using book software on your computer. This will help you stay on track and write your chapters in an organized, structured form.

Here are the elements of a chapter structure: #1 – A title or headline #2 – An introduction that hooks #3 – Body paragraphs that provide further details #4 – A recap, or summary, of the chapter #5 – A transition to the next chapter

While you can add more or less to each of your chapters depending on your genre, writing style, and needs, it’s important that all of your chapter contents contain similar points or pieces of information related to your overall theme.

All of the information should also be what your reader actually needs to know to understand the overall picture.

If any of the contents don’t fit into your chapter’s theme, take it out. If there is extra information that isn’t necessary for the reader to know, or causes the reader to go off on a tangent, take it out.

Only add what’s absolutely necessary, and take out anything extra. Chances are, the information either doesn’t add to the value of your work, or it might belong in a different chapter.

#3 – Write an eye-catching chapter title or headline

As you learn how to write a book chapter, you’ll realize just how important writing eye-catching chapter headlines, or titles, are.

You can have the most amazing content in the world that has the power to change people’s lives forever. But if you don't learn how to write a book chapter headline that captures their attention, then they’ll never bother reading your book.

This is especially important when you have someone on the fence, deciding whether or not to buy your book. They’re skimming through your table of contents or flipping through the pages to see if anything sticks out.

You want a chapter headline that triggers curiosity, and makes your reader want to learn more.

Even though this is listed as the first element of a chapter’s structure, many authors find that it’s easier to create the headline AFTER the chapter has been written.

Tip: Write your headline once your chapter is already written.

This is because as you write, your chapter and concept might change slightly, so you don’t want to waste time tinkering with the headline every time you update your concept.

Here are three types of headlines you can write: #1 – Use the “How to…” approach #2 – Use a phrase or belief statement #3 – Present it as a question

#1 – Write the headline as a “How to…”

The “How to” format is a common strategy when writing a book chapter title because it works. A good “how to” headline is enticing, concise, and provokes action in the reader.

To create a “How to” headline for your book’s chapter, make a list of the benefits, barriers, and beliefs that your chapter covers and then just plug it into the “How to…” template. Play around with it and see which headline combination makes the most sense.

If you’re struggling with this, think of the problem your chapter solves. Then craft that problem into a “How to” statement.

Here’s an example: “How to (add benefit) without having to (add barrier) even if (add belief).” #1 – Add benefit – What’s the benefit of this chapter? What insight will your readers gain? #2 – Add barrier – What barriers or obstacles are your readers facing? What is their problem? What do your readers currently believe right now? #3 – Add belief – What belief(s) or inner thoughts are your readers telling themselves about your topic?

How-to headline examples on book writing:

How to self-publish your book without having to commit 8 hours a day, even if you don't think you’re a good writer.
How to stay motivated when writing your book without having to sacrifice hours away from family and business, even if you don't feel you have enough time.
How to build your confidence when writing your book without having to do a ton of research, even if you don't feel like you’re an expert

#2 – Use a phrase or belief statement as your headline

You can simply use a phrase or belief that your readers are thinking about. If you think about it as the problem you are trying to solve for your reader, your headline or title would simply be the problem statement.

Here are examples of beliefs for people who want to write a book:

“I'm not good enough to write.”
“I’m not a writer.’’
“I'm not special; why would anyone want to read my book?”

#3 – Present the headline as a question

This is similar to the problem statement, but you are rephrasing it as a question that your readers might ask.

Think about what your chapter covers, and ask yourself, “What question is this chapter going to answer for my readers?”

Then, use that question to can create a compelling book chapter or headline.

Here are some examples of questions a reader might ask:

How long does it take to write a book?
Can I make a living writing books?
Do I need an editor for my book?

If you’re still stuck thinking of an enticing chapter title or headline, it may be that you need more time to flesh out your content.

Or, maybe you just need to spend some time writing, and come back to the headline when you are feeling more creative.

You can also use title generators like Portent (which is my favorite) and tweakyourbiz . It can inspire you to come up with something unique.

What's great is you can use these headline ideas for not just chapters, but also webinars, videos, blog posts, guest posts, etc. as you expand your book business.

#4 – Hook readers with your chapter intro

Alright! So, you’ve captured the reader’s attention and now they’re curious to find out more. This is where you want to avoid any first chapter blunders and have an engaging intro that keeps people hooked, and attracted to your content.

To explain the power of a hook in your chapter, let’s use an example from the TV show Law and Order . In every episode, they show the murder scene in the first few seconds; this is the opening hook!

This effective technique naturally hooks viewers, myself included, making us want to know more.

We are left with the lingering question through the screenwriter’s hook (“How did they die?”) and then the rest of the episode is focused on piecing together who committed the murder.

Unless you’re writing a horror book, I wouldn't expect your chapter introduction to be that dramatic, but there are similar ways that you can create an engaging opener. You can learn how to write an intro with a few simple steps, then apply the same strategies to all of your chapters.

Here’s how to hook your reader at the start of your book’s chapter: #1 – Share a personal story #2 – Show a conversation or dialogue #3 – Add powerful quotes #4 – Add shocking statistics

What else can you think of to grab your reader's attention? Get creative!

In my experience, the best chapter introduction that get the most reader engagement is when the author shares a personal story. This is for two reasons.

Reason #1 – It builds a connection

Before spitting out facts and solutions, share your own personal story about overcoming the challenge you hope to help others through when they read your book and/or other products or services you offer.

Stories are what connect you to your readers.

Describe how you felt before, during, and after your personal challenge. For example, if you’re helping people lose weight, how did you feel when you were overweight?

What did you see, hear, and feel? Relive and visualize this because most likely that’s where your readers are right now in their life.

Even though you have overcome these struggles, you need to communicate at the same level as your readers and not from where you’re at right now.

Don’t be afraid to be vulnerable and open up.

I attended a screenwriting class recently. What I learned was that the most successful Hollywood movies are those with characters that have the most flaws.

It’s your flaws that will connect you to your readers emotionally. People are not looking for solutions or anecdotes as much as they are seeking for connection.

“Think like a wise man but communicate in the language of the people” – William Butler Yeats

Reason #2 – It adds credibility

Your story helps build credibility, so people think, “ Wow! This author has been there, and done that, so they must know what they are talking about. I should read what they have to say. ”

When people are reading your book (and chapter) they may be asking:

‘Why should I listen to you?”
“Who are you?”
“How can you help me with _____?”
“How do you know how it feels to____?”

No one will listen to you unless they first know that they are understood.

“People don't care how much you know until they know how much you care.” John Maxwell

Share your story of being in the trenches and having gone through the challenges that your readers are currently facing. Create a bridge between you and your readers.

Once your readers know that you understand them, they will begin to trust you and will be more open to hearing your advice.

Alternatively, you could also tell a story of a client you’ve helped or share their testimonials.

You could also paint a picture of how life will be when they finish reading your book or implementing your methods, products or services, or even how life will be if they don't.

#5 – Expand your story with main points

Okay, so you have a great opening and people are hooked. Your readers can’t put the book down.

But now it’s time to dive into the details. Expand your opening and begin to explain your points.

This is where you are offering your reader the gold. How will you solve their problem? What does the reader need to know? Keep the momentum going and make sure each point is cohesively building up.

You can have as many points as you want. I personally like sharing three points within chapter topics just because there is so much to write about for each point.

For example, in my book, The Introverted Immigrant's Journey , I share 3 steps (or points) to overcoming fear, worry, and anxiety.

Step 1: Awareness
Step 2: Identifying self-sabotaging thoughts
Step 3: Take action (despite the fear)

For each point, you can simply apply the same strategy just as you would starting a chapter. Add a story, quote, stat, or some other kind of evidence.

Then expand on your opener.

Remember when you had to write a five paragraph essay in school? Think about this in terms of your five paragraph essay. These are your body paragraphs in your chapter!

This step is where a lot of writers can get sidetracked. That's why it's important to create your chapter outline in step 1, then stick to it as much as possible so that your writing is focused and concise and you hit your writing goals .

#6 – Write a summary of the book chapter

Celebrate! You’re almost to the finish line.

Now, all you’ve got to do is summarize what you’ve just said. You’ve given your reader a ton of information, so you have to bring it back around and close the loop.

Writing a summary of your book's chapter is basically recapping the information you shared in the section.

Since people best remember what they read last, this is your chance to be truly memorable.

What’s the last thing you want people to know? The key takeaway. Keep this short and to the point.

Here's how to write a summary of a book chapter: #1 – Skim the chapter and take notes of any major points or key takeaways #2 – Jot down each point or key takeaway #3 – Summarize each point in your own words #4 – Whittle it down to 1 or 2 sentences for each point. #5 – Combine all your summarized points into one paragraph. #6 – Add in transition words such as “first,” “next” or “then” for each new point.

For example, in my book, I summarized my chapter points by creating 1-2 sentences on each point. Then, I combined each of those sentences together in order.

For my first chapter point, which was on creating awareness, I wrote this summary:

“It’s important to remember that awareness is the first step to overcoming fear. How can you fix something without knowing its broken in the first place? Begin writing daily in a journal. Track how you feel throughout the day without any judgment.”

#7 – Add a Call-to-Action & transition to the next chapter

A call-to-action (CTA) is when you ask the reader to take action by implementing what they have learned and applying their new knowledge in some way.

In short: Ask the reader to do something.

What do you want the reader to do now? If you want them to think, act, or do something, tell them so at the end of your chapter.

It could be as simple as leaving a few questions for the readers to think about.

Here are some ways to add a call-to-action for your reader: #1 – Add reflection questions: “So, what’s one AHA! moment you got from reading this chapter?” #2 – Add action steps: “What is one small action you can take today after reading this chapter?” #3 – Sign-up to my email list: “Do you still struggle with this (chapter problem)? Sign up to my email list, where I share more tips and strategies.” #4 – Get in touch: “If this (chapter problem) is a continuous challenge you are facing, feel free to reach out” (add email or any contact info) #5 – Buy: “If you’re interested in learning more about (chapter topic), consider buying these other books that focus on X.”

Once you’ve added your call to action, you can add a short transition to prepare your reader for your next chapter.

Transitioning your reader to the next chapter gets them excited to keep reading, and it fully closes the loop on the information they just read.

You can easily add some transition words and craft a 1-2 sentence that briefly covers what the next chapter will be about.

Then, you can wrap up the entire chapter, and start the chapter writing process all over again!

Before you know it, your entire book will be written, and you’ll be preparing your finished manuscript for self-publishing .

Now that you have all the essentials on how to write a book chapter, it’s time to implement them!

Start sharing your stories and making the impact you’ve always wanted to make in the world through the power of your book.

What other chapter techniques or strategies work for you?

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How to write an Excellent Academic Book Chapter?

What is an Academic Book Chapter?

A book chapter is a portion or division of a book that focuses on a research topic. It is an expert collection that offers a balanced view and viewpoint on research that is often dispersed throughout journals and other publications. A book chapter is more widely focussed than a journal article and generally has a higher educational value since book chapters are frequently included in undergraduate and postgraduate students’ reading lists.

Calls for chapter proposals can be found online. In many circumstances, though, a researcher is commissioned by an editor or a publisher. This is why attending conferences and networking with research organizations in your profession are crucial ways to expand your network. Depending on the publisher’s or funding criteria, the commissioned book chapter might have open or paid access.

A chapter is typically commissioned with a due date of six, nine, or twelve months. Once the text has been agreed upon, it is ideal to continue working on it on a regular basis since writing abilities improve with practice. It is also critical to continue reading publications in the subject, in order to stay up to speed on new discoveries and to refresh your reference list with new contributions.

It is critical to write in simple language, eliminate jargon, and explain topics properly so that your work is understandable, particularly if the book is intended at students. Seek advice and input from senior academics if at all feasible. They may advise you on how to present your ideas and point out any gaps or references you should include.

Benefits of Publishing a Book Chapter in an Academic Journal

Publishing a book chapter might help you establish your credibility as an author and expert in your industry. There are further benefits:

Academics frequently read chapter books to stay current and for educational purposes, thus your work may be mentioned in essays and dissertations.
A chapter in a well-edited collection shows an employment panel or a publisher that your work has been sought after by leading academics and that you have the potential to write a book.
A book chapter can be used to elaborate on a topic presented in a journal article, but you must obtain permission from the journal’s editor to cite parts from the article if it is behind a paywall.
You do not need to persuade readers of the significance of your work. The editors will address this in the book’s foreword. This will empower you to write with greater confidence and creativity.

A book chapter allows you to focus on interested readers from a diverse range of backgrounds, rather than merely reviewers and academic colleagues. It assists you in developing strong writing abilities that may lead to the completion of a whole book as you gain confidence and improve in your academic career.

Steps to write a Book Chapter

Step 1: Gather Important Data

Even before you begin writing, go through and collect all of the key facts that will be needed to create an informative chapter. Because a chapter concentrates on one important concept, there should be no gaps that confuse the reader.
Making mind maps aids in connecting disparate sources of knowledge and assembling them to produce an entirely new chapter. As a consequence, you may organize your ideas to aid in your analysis and visualize them. This procedure increases your comprehension of the book’s concept.
More crucially, arrange the concepts in a logical manner for presentation in your chapter. This makes it easy to compose the chapter without making it too complicated.

Step 2: Create the chapter structure .

After hours of brainstorming ideas and comprehending the principles that the chapter should include, you must build an organized framework. Furthermore, sticking to a regular format allows you to stay on track and arrange your chapter fluently.

Here are the elements of a chapter structure:

A title or headline
An introduction that hooks
Body paragraphs that provide further details
A recap, or summary, of the chapter
A transition to the next chapter

While you can include more or less to each chapter based on your genre, writing style, and requirements, it is critical that all of your chapter contents have comparable points or bits of information connected to your main topic. Remove any contents that do not suit the concept of your chapter.

Step 3: Create a catchy chapter title or headline.

An impactful chapter title captures the reader’s attention. It’s basically the “first sight” rule!. Your chapter’s title/heading must trigger curiosity in the reader and make them want to read and learn more. Although this is the first element of a chapter, most writers find it easier to create a title/heading after completing the chapter.

Here are three types of headlines you can write:

Use the “How to…” approach
Use a phrase or belief statement
Present it as a question

Step 4: Build an Engaging Introduction

Now that you’ve aroused the reader’s interest with your title/heading, the reader’s expectations for the content have plainly risen. To keep people engaged in your chapter, develop an interesting introduction. To capture the reader’s interest, you might employ a narrative method or create a fictitious scenario. However, avoid deviating from the main context of your chapter. Finally, crafting a strong opening will assist you in providing a summary of your chapter.

Some tips to remember while creating an outstanding introduction include:

Share a personal story
Show a conversation or dialogue
Add powerful quotes
Add shocking statistics

Step 5: Expand your story with main points

Now is the time to go into the chapter’s detail-instruction portion. Extend your introductory statement and start explaining your views in depth. More crucial, leave no room for the reader’s imagination.

This section should answer the following reader questions:

Why did the reader decide to read your book?
What do they need to know?
Is the content of your chapter resolving their issues and doubts?

Make careful you establish each argument logically and in a logical order. Also, include statistical data, evidence-based material, experimental data, graphical displays, and so on. Based on the specifics of your chapter, you might compress these points into 4-5 paragraphs.

Step 6: Write a summary of the book chapter

The departure should be as powerful as the entering, right? The summary is the section when you are nearly finished. This part is essential for your viewers to understand. So, go back and summarize the important points of your chapter. Because your chapter has a lot of information, you’d like the reader to remember the gist of it by the time they get to the finish. As a result, it is critical to write a brief summary that summarizes the main point of your chapter.

Here’s how to create a book chapter summary:

Read through the chapter and make a list of any main points or key takeaways.
Make a note of each essential point or takeaway.
Write a summary of each point.
Narrow it down to one or two phrases for each point.
Consolidate all of your summary arguments into a single paragraph.
For each new point, use transition words such as “first,” “next,” or “then.”

Step 7: Add a Call-to-Action & Transition to Next Chapter

A call-to-action (CTA) is when you invite the reader to take action by implementing and applying what they have learnt in some way. In a short, ask the reader to take action.

What action do you want the reader to do next? At the end of your chapter, tell them what you want them to think, act, or do. It might be as simple as providing a few open-ended questions for the readers to consider.

Here are some ideas for including a call to action for your reader:

Include reflection questions such as “So, what’s one AHA! moment you had while reading this chapter?”
Include action steps: “What is one little action you can do today as a result of reading this chapter?”
Signup to my email list: “Are you still having trouble with this (chapter problem)?” Sign up for my email list to get additional insights and techniques.”
Contact us: “If this (chapter difficulty) is a recurring issue for you, please do not hesitate to contact us.” (Include your email address or other contact information)
Purchase: “If you want to learn more about (chapter topic), try purchasing these other books that focus on X.”

After you’ve placed your call to action, you may prepare your reader for the following chapter with a short transition. Transitioning your reader to the next chapter tickles their interest and completely closes the loop on the information they just read. You may easily add some transition words and write a 1-2 sentence that summarizes the following chapter. Then you may finish the chapter and begin the chapter writing process all over again!

Are you ready to begin writing your fantastic chapter RIGHT NOW? By following these techniques, you will be able to write effective chapters with ease.

We can assist you if you are ready to begin (or finish) and publish your book!

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The Process of Research Writing

(19 reviews)

Steven D. Krause, Eastern Michigan University

Publisher: Steven D. Krause

Language: English

Formats Available

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Learn more about reviews.

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

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

Comprehensiveness rating: 3 see less

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

Content Accuracy rating: 5

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

Relevance/Longevity rating: 5

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

Clarity rating: 4

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

Consistency rating: 5

The book is consistent throughout

Modularity rating: 4

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

Organization/Structure/Flow rating: 4

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

Interface rating: 3

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

Grammatical Errors rating: 3

I didn't note anything glaringly obvious

Cultural Relevance rating: 5

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

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

Comprehensiveness rating: 4 see less

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

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

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

Clarity rating: 5

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

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

Modularity rating: 5

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

Organization/Structure/Flow rating: 5

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

Interface rating: 4

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

Grammatical Errors rating: 5

No errors noted.

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

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

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

Content Accuracy rating: 4

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

Relevance/Longevity rating: 3

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

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

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

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

Organization/Structure/Flow rating: 3

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

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

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

Grammatical Errors rating: 4

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

Cultural Relevance rating: 2

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

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

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

Comprehensiveness rating: 5 see less

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

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

Relevance/Longevity rating: 4

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

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

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

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

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

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

Excellently proof-read,

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

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

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

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

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

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

Clarity rating: 3

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

Consistency rating: 4

no issues here

Modularity rating: 3

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

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

Interface rating: 2

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The information is accurate and straightforward.

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

The clarity is excellent.

There are no inconsistencies.

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

The progression of chapters is logical.

Interface rating: 5

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

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

Cultural Relevance rating: 4

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

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

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

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

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

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

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

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

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

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

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

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

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

The text is free of bias or stereotypes.

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

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

Twelve chapters are broken into multiple parts.

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

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

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

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

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

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

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

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

The guide poses purposeful questions.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The text covers all subject areas appropriately. read more

The text covers all subject areas appropriately.

Overall, the text is accurate.

Relevant and current.

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

This text is consistent -- good terminology!

Clear sections to focus on key points of research writing.

Well organized.

Not confusing

Overall, lacking grammatical errors.

Relevant -- research writing and thesis building are timeless.

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

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

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

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

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

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

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

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

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

There were noticeable grammatical errors.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Relevance/Longevity rating: 2

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

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

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

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

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

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

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

Cultural Relevance rating: 3

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

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

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

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

Content Accuracy rating: 3

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

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

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

Consistency rating: 3

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Modularity rating: 2

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

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

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

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

There is nothing culturally offensive here in any way.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The modular format would make it very easy to update.

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

This text is internally consistent.

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

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

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

This text is easy to navigate.

I found no grammar errors.

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

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

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

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

Ancillary Material

About the book.

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

About the Contributors

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

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How to Write a Research Paper Book: A Step-by-Step Guide

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Writing a research paper can be a daunting task, especially for those who are new to the process. However, with the right guidance and approach, anyone can learn how to write a research paper book that is both informative and engaging. In this article, we will provide a step-by-step guide on how to write a research paper book that will help you organize your ideas, conduct research, and present your findings clearly and concisely.

The first step in writing a research paper book is to choose a topic that is both interesting and relevant to your field of study. Once you have chosen a topic, you will need to research to gather information and data that will support your thesis statement. This may involve reading books, articles, and other sources of information, as well as conducting interviews and surveys.

Once you have gathered your research, the next step is to organize your ideas and develop an outline for your book. This will help to ensure that your book is well-structured and easy to follow, and will also help you to identify any gaps in your research that need to be filled. With a clear outline in place, you can begin to write your research paper book , using your research to support your arguments and ideas.

Planning and Preparation

Understanding the Assignment

Before starting to write the research paper, it is important to understand the assignment requirements thoroughly. Understanding the assignment will help in selecting a relevant topic, developing a research question, and conducting research. Students should pay attention to the assignment instructions, including the length of the paper, formatting requirements, and the due date.

Selecting a Topic

Selecting a topic is one of the most important steps in writing a research paper. Students should choose a topic that is interesting and relevant to the assignment. Brainstorming can help generate ideas for the topic. Once a topic is selected, students should develop a research question that is specific, clear, and focused. The research question will guide the research process and ensure that the paper is focused on a specific topic.

Conducting Preliminary Research

Before starting the actual research, it is important to conduct preliminary research to get an overview of the topic. This will help in identifying relevant sources and developing a research plan. Students should use a variety of sources, including books, articles, and websites. They should also pay attention to the credibility and reliability of the sources. Developing research skills is important in conducting effective research.

Overall, planning and preparation are crucial steps in writing a research paper. Understanding the assignment, selecting a topic, and conducting preliminary research will help in developing a focused and relevant research paper.

Structure and Outline

Writing a research paper requires a systematic approach to ensure that the final product is well-structured and easy to read. The following subsections will guide how to create an outline, the components of a research paper, and how to organize chapters.

Creating an Outline

An outline is a crucial step in the research paper writing process . It helps to organize thoughts and ideas and provides a roadmap for the paper. A standard outline includes an introduction, body, and conclusion. The introduction should provide a brief overview of the topic and the main objectives of the research. The body should include the main points and arguments, while the conclusion should summarize the findings and provide recommendations for future research.

Research Paper Components

A research paper typically includes several components, including the title page, abstract, introduction, literature review, methodology, results, discussion, and conclusion. The title page should include the title of the paper, the author’s name, and the date of submission. The abstract should provide a brief summary of the paper, including the research question, methodology, and key findings. The introduction should provide background information on the topic and a clear statement of the research question. The literature review should provide an overview of previous research on the topic. The methodology should describe the research design and methods used. The results should present the findings of the research, while the discussion should interpret the results and provide conclusions. The conclusion should summarize the main findings and provide recommendations for future research.

Organizing Chapters

Organizing chapters is an essential part of writing a research paper. Each chapter should focus on a specific aspect of the research question. The introduction chapter should provide background information and a clear statement of the research question. The literature review chapter should provide an overview of previous research on the topic. The methodology chapter should describe the research design and methods used. The results chapter should present the findings of the research. The discussion chapter should interpret the results and provide conclusions. The conclusion chapter should summarize the main findings and provide recommendations for future research.

In conclusion, a well-structured research paper requires a systematic approach that includes creating an outline, understanding the components of a research paper, and organizing chapters. By following these guidelines, researchers can produce a high-quality research paper that is easy to read and understand.

Writing the Paper

When it comes to writing a research paper, the actual writing process can be daunting. However, by following a few key steps, the process can be broken down into manageable chunks. In this section, we will discuss how to craft a thesis statement, develop arguments, and cite sources.

Crafting a Thesis Statement

The thesis statement is the backbone of any research paper. It is a clear and concise statement that summarizes the main point or argument of the paper. A good thesis statement should be specific and debatable, and it should provide a roadmap for the rest of the paper.

To craft a strong thesis statement, the writer should first identify the topic of the paper. From there, they should brainstorm ideas and narrow down their focus until they have a clear argument. Finally, they should refine their argument until it can be expressed in a single, concise sentence.

Developing Arguments

Once the thesis statement is in place, the writer can begin developing their arguments. Each argument should support the thesis statement and be backed up by evidence. The evidence can come from a variety of sources, including scholarly articles, books, and primary sources.

To develop strong arguments, the writer should start by outlining the main points they want to make. From there, they should gather evidence to support each point. Finally, they should organize their arguments logically and coherently.

Citing Sources

Citing sources is an important part of the research paper writing process. It allows the writer to give credit to the original authors and avoid plagiarism. There are two main types of citations: in-text citations and reference list citations.

In-text citations are used to give credit to the original authors within the body of the paper. They typically include the author’s last name and the year of publication. Reference list citations are used to provide more detailed information about the sources used in the paper. They typically include the author’s name, the title of the source, and publication information.

When citing sources, it is important to follow the citation style specified by the instructor or publication. Common citation styles include APA, MLA, and Chicago.

By following these steps, writers can successfully write a research paper that is well-organized, well-supported, and properly cited.

Formatting and Style Guides

When writing a research paper, it is important to follow the appropriate formatting and style guidelines to ensure that your paper is clear, organized, and professional. This section will cover some of the most commonly used formatting and style guidelines, including APA and MLA styles, title page and headings, and references page formatting.

APA and MLA Styles

The American Psychological Association (APA) and Modern Language Association (MLA) are two of the most commonly used style guides for research papers. APA style is often used in the social sciences, while MLA style is often used in the humanities. It is important to consult the appropriate style guide for your field of study to ensure that you are following the correct guidelines.

APA style requires in-text citations with the author’s last name and year of publication, while MLA style requires in-text citations with the author’s last name and page number. Both styles also require references or works cited page at the end of the paper, which must be formatted according to specific guidelines.

Title Page and Headings

The title page of a research paper should include the title of the paper, the author’s name, and the institution where the paper will be submitted. The title should be centered on the page, and the author’s name and institution should be centered below the title. The title page should also include the date of submission.

Headings are an important part of organizing a research paper. They should be used to divide the paper into sections and subsections and should be formatted according to the appropriate style guide. In APA style, headings should be centered and bolded, while in MLA style, headings should be left-aligned and formatted in title case.

References Page Formatting

The references page should include a list of all sources cited in the paper, and should be formatted according to the appropriate style guide. In APA style, the references should be listed alphabetically by the author’s last name, while in MLA style, the works cited should be listed alphabetically by the author’s last name or the title of the work. Each entry should include the author’s name, the title of the work, the date of publication, and other relevant information, depending on the type of source.

In conclusion, following the appropriate formatting and style guidelines is an essential part of writing a research paper. By using the appropriate style guide, formatting the title page and headings correctly, and formatting the references page according to specific guidelines, you can ensure that your paper is clear, organized, and professional.

Revising and Editing

After completing the first draft of a research paper, it is essential to revise and edit it thoroughly to ensure that it is clear, coherent, and free of errors. This section will discuss the key aspects of revising and editing a research paper.

Reviewing for Clarity and Coherence

One of the primary goals of revising a research paper is to improve its clarity and coherence. To achieve this goal, it is crucial to review the paper for the following:

Logical flow of ideas: Ensure that the ideas presented in the paper are logically connected and presented in a coherent sequence.
Consistency: Check for consistency in style, tone, and formatting throughout the paper.
Clarity: Ensure that the language used in the paper is clear, concise, and easily understandable by the target audience.
Appropriateness: Ensure that the paper meets the requirements of the assignment and addresses the research question or thesis statement.

Checking for Plagiarism

Plagiarism is a serious offense in academic writing and can result in severe consequences. Therefore, it is essential to check the research paper for plagiarism before submitting it. There are several tools available online that can help detect plagiarism. However, it is important to understand that these tools are not foolproof and may not detect all instances of plagiarism. Therefore, it is essential to review the paper for the following:

Proper citation: Ensure that all sources used in the paper are properly cited using the appropriate citation style.
Paraphrasing: Ensure that all paraphrased content is properly cited and does not exceed acceptable limits.
Direct quotes: Ensure that all direct quotes are properly cited and accurately represent the source.

Final Edits

After reviewing the research paper for clarity, coherence, and plagiarism, it is time to make the final edits. The following are some key aspects to consider during the final editing phase:

Grammar and spelling: Check for grammar and spelling errors and correct them.
Formatting: Ensure that the paper follows the appropriate formatting guidelines specified by the instructor or the journal.
Proofreading: Read through the paper several times to ensure that it is free of errors and flows smoothly.

In conclusion, revising and editing a research paper is a crucial step in the writing process. It helps ensure that the paper is clear, coherent, and free of errors. By following the guidelines discussed in this section, writers can produce high-quality research papers that meet the requirements of their instructors or journals.

Publishing and Submission

Understanding publication requirements.

Before submitting a research paper for publication, it is important to understand the publication requirements of the target journal or publisher. These requirements may include specific formatting guidelines, word count limitations, and citation styles. It is also important to ensure that the research paper meets the scope and focus of the publication.

One way to understand the publication requirements is to review the submission guidelines provided by the journal or publisher. These guidelines may be available on the publication’s website or in the author instructions section of the publication. It is important to carefully review these guidelines to ensure that the research paper meets all of the requirements and guidelines.

Submission Process

Once the research paper is ready for submission, the author can begin the submission process. The submission process may vary depending on the journal or publisher but typically involves submitting the research paper through an online submission system or via email.

Before submitting the research paper, it is important to ensure that all of the submission requirements have been met. This may include providing a cover letter, abstract, and author information. It is also important to ensure that the research paper is properly formatted and meets all of the publication requirements.

After the research paper has been submitted, it will undergo a peer-review process. This process involves experts in the field reviewing the research paper for accuracy, significance, and originality. The author may receive feedback and suggestions for revisions during this process.

Once the research paper has been accepted for publication, the author may need to sign a publishing agreement. This agreement outlines the terms and conditions of publication, including copyright ownership and distribution rights. It is important to carefully review and understand the terms of the publishing agreement before signing.

In conclusion, understanding publication requirements and following the submission process are key steps in successfully publishing a research paper. By carefully reviewing the submission guidelines and ensuring that all requirements have been met, authors can increase their chances of publication success.

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Home » Chapter Summary & Overview – Writing Guide and Examples

Chapter Summary & Overview – Writing Guide and Examples

Table of Contents

Chapter Summary

Chapter summary is a brief overview of the key points or events covered in a specific chapter of a book, academic paper, or other written work. It typically includes a concise description of the main ideas, arguments, or themes explored in the chapter, as well as any important supporting details or evidence .

Chapter summaries are often used as study aids, providing readers with a quick way to review and understand the content of a particular section of a longer work. They may also be included as part of a book’s table of contents or used as a promotional tool to entice potential readers.

How to Write Chapter Summary

Writing a chapter summary involves condensing the content of a chapter into a shorter, more concise form while still retaining its essential meaning. Here are some steps to help you write a chapter summary:

Read the chapter carefully: Before summarizing a chapter, it is important to read it thoroughly to ensure that you understand the main ideas and points being made.
Identify the main ideas: Identify the main ideas and arguments that the chapter is presenting. These may be explicit, or they may be implicit and require some interpretation on your part.
Make notes: Take notes while reading to help you keep track of the main ideas and arguments. Write down key phrases, important quotes, and any examples or evidence that support the main points.
Create an outline : Once you have identified the main ideas and arguments, create an outline for your summary. This will help you organize your thoughts and ensure that you include all the important points.
Write the summary : Using your notes and outline, write a summary of the chapter. Start with a brief introduction that provides context for the chapter, then summarize the main ideas and arguments, and end with a conclusion that ties everything together.
Edit and revise: After you have written the summary, review it carefully to ensure that it is accurate and concise. Make any necessary edits or revisions to improve the clarity and readability of the summary.
Check for plagiarism : Finally, check your summary for plagiarism. Make sure that you have not copied any content directly from the chapter without proper citation.

Chapter Summary in Research Paper

In a Research Paper , a Chapter Summary is a brief description of the main points or findings covered in a particular chapter. The summary is typically included at the beginning or end of each chapter and serves as a guide for the reader to quickly understand the content of that chapter.

Here is an example of a chapter summary from a research paper on climate change:

Chapter 2: The Science of Climate Change

In this chapter, we provide an overview of the scientific consensus on climate change. We begin by discussing the greenhouse effect and the role of greenhouse gases in trapping heat in the atmosphere. We then review the evidence for climate change, including temperature records, sea level rise, and changes in the behavior of plants and animals. Finally, we examine the potential impacts of climate change on human society and the natural world. Overall, this chapter provides a foundation for understanding the scientific basis for climate change and the urgency of taking action to address this global challenge.

Chapter Summary in Thesis

In a Thesis , the Chapter Summary is a section that provides a brief overview of the main points covered in each chapter of the thesis. It is usually included at the beginning or end of each chapter and is intended to help the reader understand the key concepts and ideas presented in the chapter.

For example, in a thesis on computer science field, a chapter summary for a chapter on “Machine Learning Algorithms” might include:

Chapter 3: Machine Learning Algorithms

This chapter explores the use of machine learning algorithms in solving complex problems in computer science. We begin by discussing the basics of machine learning, including supervised and unsupervised learning, as well as different types of algorithms such as decision trees, neural networks, and support vector machines. We then present a case study on the application of machine learning algorithms in image recognition, demonstrating how these algorithms can improve accuracy and reduce error rates. Finally, we discuss the limitations and challenges of using machine learning algorithms, including issues of bias and overfitting. Overall, this chapter highlights the potential of machine learning algorithms to revolutionize the field of computer science and drive innovation in a wide range of industries.

Examples of Chapter Summary

Some Examples of Chapter Summary are as follows:

Research Title: “The Impact of Social Media on Mental Health: A Review of the Literature”

Chapter Summary:

Chapter 1: Introduction

This chapter provides an overview of the research problem, which is the impact of social media on mental health. It presents the purpose of the study, the research questions, and the methodology used to conduct the research.

Research Title : “The Effects of Exercise on Cognitive Functioning in Older Adults: A Meta-Analysis”

Chapter 2: Literature Review

This chapter reviews the existing literature on the effects of exercise on cognitive functioning in older adults. It provides an overview of the theoretical framework and previous research findings related to the topic. The chapter concludes with a summary of the research gaps and limitations.

Research Title: “The Role of Emotional Intelligence in Leadership Effectiveness: A Case Study of Successful Business Leaders”

Chapter 3: Methodology

This chapter presents the research methodology used in the study, which is a case study approach. It describes the selection criteria for the participants and the data collection methods used. The chapter also provides a detailed explanation of the data analysis techniques used in the study.

Research Title: “Factors Influencing Employee Engagement in the Workplace: A Systematic Review”

Chapter 4: Results and Discussion

This chapter presents the findings of the systematic review on the factors influencing employee engagement in the workplace. It provides a detailed analysis of the results, including the strengths and limitations of the studies reviewed. The chapter also discusses the implications of the findings for practice and future research.

Purpose of Chapter Summary

Some Purposes of the Chapter Summary are as follows:

Comprehension : A chapter summary can help readers understand the main points of a chapter or book. It can help readers remember important details, keep track of the plot or argument, and connect the key ideas.
Review : A chapter summary can be a useful tool for reviewing the material covered in a chapter. It can help readers review the content quickly and efficiently, and it can also serve as a reference for future study.
Study aid: A chapter summary can be used as a study aid, especially for students who are preparing for exams or writing papers. It can help students organize their thoughts and focus on the most important information.
Teaching tool: A chapter summary can be a useful teaching tool for educators. It can help teachers introduce key concepts and ideas, facilitate class discussion, and assess student understanding.
Communication : A chapter summary can be used as a way to communicate the main ideas of a chapter or book to others. It can be used in presentations, reports, and other forms of communication to convey important information quickly and concisely.
Time-saving : A chapter summary can save time for busy readers who may not have the time to read an entire book or chapter in detail. By providing a brief overview of the main points, a chapter summary can help readers determine whether a book or chapter is worth further reading.
Accessibility : A chapter summary can make complex or technical information more accessible to a wider audience. It can help break down complex ideas into simpler terms and provide a clear and concise explanation of key concepts.
Analysis : A chapter summary can be used as a starting point for analysis and discussion. It can help readers identify themes, motifs, and other literary devices used in the chapter or book, and it can serve as a jumping-off point for further analysis.
Personal growth : A chapter summary can be used for personal growth and development. It can help readers gain new insights, learn new skills, and develop a deeper understanding of the world around them.

When to Write Chapter Summary

Chapter summaries are usually written after you have finished reading a chapter or a book. Writing a chapter summary can be useful for several reasons, including:

Retention : Summarizing a chapter helps you to better retain the information you have read.
Studying : Chapter summaries can be a useful study tool when preparing for exams or writing papers.
Review : When you need to review a book or chapter quickly, a summary can help you to refresh your memory.
Analysis : Summarizing a chapter can help you to identify the main themes and ideas of a book, which can be useful when analyzing it.

Advantages of Chapter Summary

Chapter summaries have several advantages:

Helps with retention : Summarizing the key points of a chapter can help you remember important information better. By condensing the information, you can identify the main ideas and focus on the most relevant points.
Saves time : Instead of re-reading the entire chapter when you need to review information, a summary can help you quickly refresh your memory. It can also save time during note-taking and studying.
Provides an overview : A summary can give you a quick overview of the chapter’s content and help you identify the main themes and ideas. This can help you understand the broader context of the material.
Helps with comprehension : Summarizing the content of a chapter can help you better understand the material. It can also help you identify any areas where you might need more clarification or further study.
Useful for review: Chapter summaries can be a useful review tool before exams or when writing papers. They can help you organize your thoughts and review key concepts and ideas.
Facilitates discussion: When working in a group, chapter summaries can help facilitate discussion and ensure that everyone is on the same page. It can also help to identify areas of confusion or disagreement.
Supports active reading : Creating a summary requires active reading, which means that you are engaging with the material and thinking critically about it. This can help you develop stronger reading and critical thinking skills.
Enables comparison : When reading multiple sources on a topic, creating summaries of each chapter can help you compare and contrast the information presented. This can help you identify differences and similarities in the arguments and ideas presented.
Helpful for long texts: In longer books or texts, chapter summaries can be especially helpful. They can help you break down the material into manageable chunks and make it easier to digest.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Dr. Katie Foss

Professor and writer on writing, epidemics, and media literacy, transforming a journal article into a book chapter.

A picture of a journal article and its chapter

Journal articles and book chapters are not interchangeable. You can’t (or at least shouldn’t) take your published article and insert the text into your book. The format, tone, language, structure, and reference section often differ from a peer-reviewed one-time publication to a chapter, which needs to fit into the overall book. So how do you make this switch?

Before you do any revising, you need to get permission from the journal editor to have the article appear in your book. Send a polite email, asking for permission and explaining the outlet in which the article will appear (your book). Some publishers grant individual authors the rights to their work. Others don’t. Always make the request–as soon as you know you’d like to reprint the article. At the same time, check with your book editor about the reprint, at least giving a “heads up.” If you are writing your manuscript and don’t yet have an editor, you will disclose this reprint in your book proposal. It is totally fine to include published articles-turned chapters in your book. It actually makes sense. If you are an expert on this topic and have published articles, your book can be (at least partially) a culmination of your work. Do note that editors typically want the majority of a book to be new content, but that still leaves space for revised reprints.

Assuming you’ve gotten written permission for the reprint, you can move forward. It’s tempting to just drop the article in, call it a chapter, and be done. Not a smart move though. You are (hopefully) including your article as a chapter because it adds to the content of your book. You want this addition to be seamless and not stand out as a journal article floating in the middle of a book.

Journal articles and academic book chapters do share similarities. They are typically both comprised of secondary and primary sources, woven together to create a narrative driven by a purpose and set of objectives. The differences stop there. Book chapters don’t usually have the rigid, standard sections of a journal article, especially in the middle of a single-authored book (you may find more “journal-article” elements in a chapter for an anthology, as each contributor spells out theory and method for their own projects).

Step-by-step Instructions for Making Your Article a Chapter

Identify the reasons for including the article-as-chapter in your book. What does it add? How does it fit?
Read your journal article with fresh eyes, looking at your work as it will fit in your book. Note spots in the chapter that need to be updated or revised to match the rest of your book, especially if it’s been a few years since the article’s publication.
Remove the theory and method sections, unless they are unique to this chapter. You likely already covered these areas in your introduction.
Conduct additional research needed for the chapter (updating the literature review, analyzing material that’s been created since your article research timeline ended, etc.). For example, for me to transform articles to chapters, I often have to add a sample of media content that has been created since the articles were published.
Revise the chapter into a chapter format. (Yes, step 5 is the big one). Adopt a slightly more conversational tone in your writing. Define concepts for readers outside of your discipline. Add headers, topic sentences, and other language that creates a flow for your chapter that parallels the other chapters in your book. Most book chapters don’t have a RESULTS or FINDINGS section. Rephrase your primary analysis to thematic headings.
Revise the references to match your book’s citation format. In my discipline, journals typically use APA, while books use Chicago Style.
Read the chapter as it fits into the other chapters. Does it flow or stand out? Revise as needed so that it no longer reads as an article turned chapter, but just a chapter. Have you adhered to the press guidelines?

Chapters need to tell a story within the book’s overarching purpose. Only include journal articles if you would have wanted the topics covered in your book anyway. By revising your article into a chapter format, you increase its likelihood of success with editors and reviewers and improve the overall experience for your future readers.

Manuscript preparation

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Revising your thesis into a book

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Guide to open access books for Springer authors ↗

What advantages do these provide for you in manuscript preparation? It means you can focus on the structured content and let Springer take care of the rest . We will professionally prepare your book with underlying XML structuring, in such a way that ensures your content becomes not only a professionally typeset printed work but is also available to readers in numerous formats for many years to come.

A key part of the publication process (and in response to the changing requirements of the book industry), are the standard corporate book covers that Springer introduced for each subject area in which it publishes. These covers provide a strong, corporate brand identity for Springer books, making them instantly recognizable amongst the scientific community. In addition the covers also assist speed of publication, as having standardized versions greatly reduces the time traditionally spent on creating individual book covers for each title.

Springer provides templates for Word users that help structure the manuscript, e.g., define the heading hierarchy. If you are using Microsoft Word to prepare your manuscript, you do not need to use any special tool for preparation. Please just ensure that the document is clearly structured visually, (e.g., using heading styles, lists, footnotes, etc.). We also provide a Manuscript preparation tool for Word.

Word template

Note: These templates are not intended for the preparation of the final page layout. The final layout will be created by Springer according to our layout specifications.

The usage of these templates is not mandatory. Alternatively, you may either use a blank Word document or the standard LaTeX book class (for monographs) or article class (for individual contributions) and apply the default settings and styles (e.g., for heading styles, lists, footnotes, etc.).

Springer provides templates for LaTeX users that help structure the manuscript, e.g., define the heading hierarchy. Predefined style formats are available for all the necessary structures that are supposed to be part of the manuscript, and these formats can be quickly accessed via hotkeys or special toolbars.

Note: are not intended for the preparation of the final page layout. The final layout will be created by Springer according to our layout specifications.

LaTeX2e macro packages for

contributed books

Book structure

L Key Style Points August 2023 To guarantee a smooth publication process and a seamless transformation of your manuscript into the final layout and various electronic platforms, the manuscript needs to be structured as follows:

Front Matter: Title page, Dedication, Foreword, Preface, Acknowledgments, About the book/conference, Table of Contents, About the Author (for authored books), About the Editor/List of Contributors (for edited books), List of Abbreviations, List of Figures and/or Tables

The title page and table of contents must appear in the manuscript’s front matter. All other sections listed above are optional. The above order is not flexible. We have defined this order as our house style and optimized our publication process to follow it strictly.

Text Body: It comprises the chapters containing the content of the book, i.e. text, figures, tables, and references. Chapters can be grouped together in parts.
Back Matter: After the last chapter, the back matter can contain an appendix, a glossary, and/or an index, all of which are optional.

Front matter

Title page, preface, and table of contents precede the actual content of a book. The preface should be about the book: why it was written, who it is for, its organization, or the selection of contributors. An introduction in the subject of the book, however, should appear as the first chapter of the book.

Please include all author/editor names, their affiliations, the book title, and the subtitle. Ensure that the sequence of the author names is correct and the title of your book is final when you submit your manuscript. Once the manuscript has been delivered to Production, changes to title, subtitle, or authorship are no longer possible.

If you intend to include a foreword, please submit it with the manuscript.

A foreword is usually written by an authority in the subject and serves as a recommendation for the book
The name of the foreword’s contributor is always given at the end of the foreword; affiliations and titles are generally not included, but the date and place of writing may be.

The preface should be about the book: why its important, why it was written, who it is for. It should stimulate interest in the book.

Front matter material is not listed in the table of contents.
List all parts, chapters, and back matter material (e.g., an index) in their final sequence.
If your chapters are numbered, use Arabic numerals and number the chapters consecutively throughout the book (Chapter 1, Chapter 2, etc.), i.e., do not start anew with each part. The introductory chapter must be listed as Chapter 1, if your chapters are numbered. Please do not use subchapters.
In authored books we present two heading levels under the main chapter titles. In edited books, we present the chapter titles and the chapter author names.
If there are parts, use Roman numerals for parts (Part I, Part II, etc.). Parts consist of a short title and can contain a short introductory text (optional). Please don’t use subparts.

Chapters contain the actual content of the book, i.e., text, figures, tables, and references. Chapters can be grouped together in parts; subparts are not possible. Only one chapter (e.g. an introduction) may precede the first part and would be the first chapter.

Decide the numbering style for the chapters and apply this style consistently to all chapters: consecutively numbered (monographs or textbooks) or unnumbered (contributed volumes).
If an introduction to the subject of the book (historical background, definitions, or methodology) is included, it should appear as the first chapter and thus be included in the chapter numbering. It can contain references, figures, and tables, just as any other chapter.

Either British or American English can be used, but be consistent within your chapter or book. In contributed books chapter-specific consistency is accepted Check for consistent spelling of names, terms and abbreviations, including in tables and figure legends.

For contributed volumes, please include each chapter authors’ names (spelled out as they would be cited), affiliations and e-mail addresses and telephone numbers after the chapter title. Ensure that the sequence of the author names is correct and the title of your book is final when you submit your manuscript. Please supply all emails, telephone numbers and address of each author and editor. Once the manuscript has been delivered to production, changes to title or authorship are no longer possible.

Chapter abstracts are strongly encouraged because they have been proven to significantly increase a book’s visibility. Good abstracts will mean that more people read your book. These will appear online at SpringerLink and other sites and will be available with unrestricted access to facilitate online searching (e.g., Google) and allow unregistered users to read the abstract as a teaser for the complete chapter.

If no abstract is submitted, we will use the first paragraph of the chapter instead.

Some books also publish keywords. Please check with the editor of your book or with the publishing editor to see if keywords are required.

Heading levels should be clearly identified and each level should be uniquely and consistently formatted and/or numbered.
Use the decimal system of numbering if your headings are numbered.
Never skip a heading level. The only exception are run-in headings which can be used at any hierarchical level.
Technical terms and abbreviations should be defined the first time they appear in the text.
Please always use internationally accepted signs and symbols for units (also called SI units).
Numerals should follow the British/American method of decimal points to indicate decimals and commas to separate thousands

Manuscripts will be checked by a copy editor for formal style. Springer Nature follows certain layouts and standards with regard to the presentation of the content, and the copy editors make sure that the manuscript conforms to these styles. When you receive the page proofs during the production of your book, please do not make changes that involve only matters of style.

Italics should be used for emphasized words or phrases in running text, but do not format entire paragraphs in italics.
Use italics for species and genus names, mathematical/physical variables, and prefixes in chemical compounds.
Bold formatting should only be used for run-in headings and small capitals for indicating optical activity (D- and L-dopa).
Sans serif (e.g., Arial) and nonproportional font (e.g., Courier) can be used to distinguish the literal text of computer programs from running text.
Do not set entire pages as boxes, because this diminishes online readability.
Do not set entire pages as boxes, because this affects online readability.
For additional didactic elements such as examples, questions, exercises, summaries, or key messages in textbooks and in professional books, please use a consistent style for each of these elements and submit a list of the styles used together with your manuscript. For LaTeX users please use the Springer Nature macro package to highlight these elements.
In Word, use the Math function, MathType, or Microsoft Equation editor to create your equations. Please don’t include the equations as images.
In LaTeX, use the Math environment to create your equations.
Give each table a heading (caption). Add a reference to the table source at the end of the caption if necessary.
Number tables consecutively using the chapter number (e.g. Table 1.1 for the first table in Chapter 1) and ensure that all tables are cited in the text in sequential order. Do not write “the following table”.
Use the table function to create and format tables. Do not use the space bar or multiple tabs to separate columns and please do not use Excel to create tables as this can cause problems when converting your tables into the typesetting program and other formats.

Figures and illustrations

Number the figures using the chapter number (e.g. Fig. 1.1 for the first figure in Chap. 1) and ensure that all figures are cited in the text in sequential order. Do not write “the following figure”.

Give each figure a concise caption, describing accurately what the figure depicts. Include the captions at the end of the text file, not in the figure file.
Identify all elements found in the figure in the figure caption; and use boxes, circles, etc., as coordinate points in graphs instead of color lines.
If a figure is reproduced from a previous publication, include the source as the last item in the caption.
A figure is an object that is drawn or photographed; it does not consist solely of characters and thus cannot be keyed.
Do not submit tabular material as figures.
Graphics and diagrams should be saved as EPS file with the fonts embedded. MS Office files (Excel or PowerPoint) can be submitted in the original format (xls, xlsx, ppt, pptx). Scanned graphics in TIFF format should have a minimum resolution of 1200 dpi.
Photos or drawings with fine shading should be saved as TIFF with a minimum resolution of 300 dpi.
A combination of halftone and line art (e.g., photos containing line drawing or extensive lettering, color diagrams, etc.) should be saved as TIFF with a minimum resolution of 600 dpi.

Cite references in the text with author name/s and year of publication in parentheses (“Harvard system”)

One author: (Miller 1991) or Miller (1991)
Two authors: (Miller and Smith 1994) or Miller and Smith (1994)
Three authors or more: (Miller et al. 1995) or Miller et al. (1995)

If it is customary in your field, you can also cite with reference numbers in square brackets either sequential by citation or according to the sequence in an alphabetized list: [3, 7, 12].

Include a reference list at the end of each chapter so that readers of single chapters of the eBook can make full use of the citations. References at the end of the book cannot be linked to citations in the chapters. Please do not include reference lists at the end of a chapter section, at the end of a book part, in a preface or an appendix.

Include all works that are cited in the chapter and that have been published (including on the internet) or accepted for publication. Personal communications and unpublished works should only be mentioned in the text. Do not use footnotes as a substitute for a reference list.

Entries in the list must be listed alphabetically except in the numbered system of sequential citation. The rules for alphabetization are:

First, all works by the author alone, ordered chronologically by year of publication
Next, all works by the author with a coauthor, ordered alphabetically by coauthor
Finally, all works by the author with several coauthors, ordered chronologically by year of publication

Springer Nature follows certain standards with regard to the presentation of the reference list. They are based on reference styles that were established for various disciplines in the past and have been adjusted to facilitate automated processing and citation linking. This allows us, for example, to easily cross link the cited references with the original publication. References will be revised in production in accordance with these house styles.

Choose the appropriate style for your subject from the list below. Please note that the adapted and standardized forms are based on, but differ slightly from, certain recommended styles (e.g., APA, Chicago)

Back matter

After the last chapter, the back matter of the book can contain an appendix, a glossary or an index.

Do not include a reference list containing the cited literature in the back matter, as references are then not linked to citations in the chapters. Instead, please include reference lists at the end of each chapter. A list of further reading may be included in the back matter.

An appendix cannot include a reference list.

If an index is desired, please submit the entries with the manuscript.

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Publishing Research: Book Chapters and Books

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Sometimes researchers decide to publish their work in a book chapter in an edited volume, or they may decide to write a monograph or another type of book. There are advantages and disadvantages in choosing to publish in book form. This section discusses the merits of publishing book chapters and books with a section on writing monographs based on PhD theses.

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Woodrow, L. (2014). Publishing Research: Book Chapters and Books. In: Writing about Quantitative Research in Applied Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/9780230369955_14

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Writing and Publishing Scientific Papers

29. How to Write a Book Chapter

Books have become very important tools of information and learning. In the view of many, a scientific book is an authoritative source of information, written mostly for those who know little about the subject. Writing a book is a very large and complex task. Traditionally, writing scientific books has been the realm of the “real expert”, usually near the peak of an illustrious and productive career.

Today, however, fewer and fewer people write single-authored scientific books. The reasons for this are manifold, but the two most important ones are the huge increase in the amount of information, and the increasingly limited time available to researchers to focus on such a task — or so most people claim.

In the absence of knowledgeable, willing and able single authors, there are more and more books that are written by a group of experts. In some cases, every chapter is written by a different set of authors. Such a book is then coordinated by one or more scientific editor(s). Receiving an invitation to contribute to a book is flattering, because it means that you are considered by your colleagues to have a certain comprehensive knowledge as an expert in your chosen field of research, and they trust you to impart this knowledge to others in an accessible way. However, do not let yourself be led by your vanity into such a venture. Once your pride subsides a little, consider a few things very carefully and critically before accepting the invitation.

The success of a book depends on content, form, and marketing.

Let us assume that you are confident that you can write an excellent chapter alone, or in a team, about the topic you were asked to write about. Of course, if you do not feel this way, do not accept the invitation. However, if you do feel this way, this is far from sufficient to give a positive reply. Writing a chapter is still a considerable piece of work and, if the entire book is unsuccessful, your contribution will not get the attention it should. So: what are the necessary conditions for a successful, multi-authored book?

The first is organisation. The editors will have a large and complicated task: to make sure that many authors complete their given contribution on time, and to a reasonable standard. This is a huge organisational challenge. Additionally, there must be some stylistic editing done, as it is guaranteed that authors will have very different approaches to their topic, and different styles. An editor must be an efficient organiser, a diplomat, and a conscientious controller of a complicated venture. This role is very important, as it keeps the project progressing on time, and this requires a lot of time, effort, and scientific — as well as diplomatic — skills. Only join an author team if you know the editor, preferably personally, and are favourably impressed by her abilities as scientist, writer, and organiser.

If there are multiple authors, it also becomes a question of “company”. One good chapter will not make the reputation of the book, nor assure its success, so you must be sure about the quality of your co-authors. Find out about the other authors who were asked to contribute, and only join the team if you trust them to deliver high-quality manuscripts.

Finally, a set of high-quality manuscripts delivered on time are not enough: books have to sell, and for this, they must be printed and distributed. Only a good, experienced publisher with a record of producing high-quality books would provide a reasonable chance of success. Only join the team if the suggested publisher is well known in the field, and has a reliable record of producing such books, as well as a global distribution chain.

If all three conditions are met, then consider the available time, your own engagements and, if you have the time, go ahead: good books are rare, and are in high demand. The task is to write for the novice. Book chapters are also non-primary publications, so never include previously unpublished information.

During the actual writing, use the experience gained when writing reviews, or refer to the points mentioned in the previous chapter. Assume even less of the reader’s background knowledge than for a review. Frequently, people reading books know next to nothing about the subject and the function of the book is to provide them with this knowledge. Write in plain language, use lots of examples, figures, pictures, and tables. You will almost certainly use the work of others — so dealing with copyright is almost inevitable. The publisher can help you with this, but do not leave it to the end.

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Knowledge Base
Research paper

How to Write a Research Paper | A Beginner's Guide

A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.

Research papers are similar to academic essays , but they are usually longer and more detailed assignments, designed to assess not only your writing skills but also your skills in scholarly research. Writing a research paper requires you to demonstrate a strong knowledge of your topic, engage with a variety of sources, and make an original contribution to the debate.

This step-by-step guide takes you through the entire writing process, from understanding your assignment to proofreading your final draft.

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Understand the assignment, choose a research paper topic, conduct preliminary research, develop a thesis statement, create a research paper outline, write a first draft of the research paper, write the introduction, write a compelling body of text, write the conclusion, the second draft, the revision process, research paper checklist, free lecture slides.

Completing a research paper successfully means accomplishing the specific tasks set out for you. Before you start, make sure you thoroughly understanding the assignment task sheet:

Read it carefully, looking for anything confusing you might need to clarify with your professor.
Identify the assignment goal, deadline, length specifications, formatting, and submission method.
Make a bulleted list of the key points, then go back and cross completed items off as you’re writing.

Carefully consider your timeframe and word limit: be realistic, and plan enough time to research, write, and edit.

Prevent plagiarism. Run a free check.

There are many ways to generate an idea for a research paper, from brainstorming with pen and paper to talking it through with a fellow student or professor.

You can try free writing, which involves taking a broad topic and writing continuously for two or three minutes to identify absolutely anything relevant that could be interesting.

You can also gain inspiration from other research. The discussion or recommendations sections of research papers often include ideas for other specific topics that require further examination.

Once you have a broad subject area, narrow it down to choose a topic that interests you, m eets the criteria of your assignment, and i s possible to research. Aim for ideas that are both original and specific:

A paper following the chronology of World War II would not be original or specific enough.
A paper on the experience of Danish citizens living close to the German border during World War II would be specific and could be original enough.

Note any discussions that seem important to the topic, and try to find an issue that you can focus your paper around. Use a variety of sources , including journals, books, and reliable websites, to ensure you do not miss anything glaring.

Do not only verify the ideas you have in mind, but look for sources that contradict your point of view.

Is there anything people seem to overlook in the sources you research?
Are there any heated debates you can address?
Do you have a unique take on your topic?
Have there been some recent developments that build on the extant research?

In this stage, you might find it helpful to formulate some research questions to help guide you. To write research questions, try to finish the following sentence: “I want to know how/what/why…”

A thesis statement is a statement of your central argument — it establishes the purpose and position of your paper. If you started with a research question, the thesis statement should answer it. It should also show what evidence and reasoning you’ll use to support that answer.

The thesis statement should be concise, contentious, and coherent. That means it should briefly summarize your argument in a sentence or two, make a claim that requires further evidence or analysis, and make a coherent point that relates to every part of the paper.

You will probably revise and refine the thesis statement as you do more research, but it can serve as a guide throughout the writing process. Every paragraph should aim to support and develop this central claim.

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A research paper outline is essentially a list of the key topics, arguments, and evidence you want to include, divided into sections with headings so that you know roughly what the paper will look like before you start writing.

A structure outline can help make the writing process much more efficient, so it’s worth dedicating some time to create one.

Your first draft won’t be perfect — you can polish later on. Your priorities at this stage are as follows:

Maintaining forward momentum — write now, perfect later.
Paying attention to clear organization and logical ordering of paragraphs and sentences, which will help when you come to the second draft.
Expressing your ideas as clearly as possible, so you know what you were trying to say when you come back to the text.

You do not need to start by writing the introduction. Begin where it feels most natural for you — some prefer to finish the most difficult sections first, while others choose to start with the easiest part. If you created an outline, use it as a map while you work.

Do not delete large sections of text. If you begin to dislike something you have written or find it doesn’t quite fit, move it to a different document, but don’t lose it completely — you never know if it might come in useful later.

Paragraph structure

Paragraphs are the basic building blocks of research papers. Each one should focus on a single claim or idea that helps to establish the overall argument or purpose of the paper.

Example paragraph

George Orwell’s 1946 essay “Politics and the English Language” has had an enduring impact on thought about the relationship between politics and language. This impact is particularly obvious in light of the various critical review articles that have recently referenced the essay. For example, consider Mark Falcoff’s 2009 article in The National Review Online, “The Perversion of Language; or, Orwell Revisited,” in which he analyzes several common words (“activist,” “civil-rights leader,” “diversity,” and more). Falcoff’s close analysis of the ambiguity built into political language intentionally mirrors Orwell’s own point-by-point analysis of the political language of his day. Even 63 years after its publication, Orwell’s essay is emulated by contemporary thinkers.

Citing sources

It’s also important to keep track of citations at this stage to avoid accidental plagiarism . Each time you use a source, make sure to take note of where the information came from.

You can use our free citation generators to automatically create citations and save your reference list as you go.

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The research paper introduction should address three questions: What, why, and how? After finishing the introduction, the reader should know what the paper is about, why it is worth reading, and how you’ll build your arguments.

What? Be specific about the topic of the paper, introduce the background, and define key terms or concepts.

Why? This is the most important, but also the most difficult, part of the introduction. Try to provide brief answers to the following questions: What new material or insight are you offering? What important issues does your essay help define or answer?

How? To let the reader know what to expect from the rest of the paper, the introduction should include a “map” of what will be discussed, briefly presenting the key elements of the paper in chronological order.

The major struggle faced by most writers is how to organize the information presented in the paper, which is one reason an outline is so useful. However, remember that the outline is only a guide and, when writing, you can be flexible with the order in which the information and arguments are presented.

One way to stay on track is to use your thesis statement and topic sentences . Check:

topic sentences against the thesis statement;
topic sentences against each other, for similarities and logical ordering;
and each sentence against the topic sentence of that paragraph.

Be aware of paragraphs that seem to cover the same things. If two paragraphs discuss something similar, they must approach that topic in different ways. Aim to create smooth transitions between sentences, paragraphs, and sections.

The research paper conclusion is designed to help your reader out of the paper’s argument, giving them a sense of finality.

Trace the course of the paper, emphasizing how it all comes together to prove your thesis statement. Give the paper a sense of finality by making sure the reader understands how you’ve settled the issues raised in the introduction.

You might also discuss the more general consequences of the argument, outline what the paper offers to future students of the topic, and suggest any questions the paper’s argument raises but cannot or does not try to answer.

You should not :

Offer new arguments or essential information
Take up any more space than necessary
Begin with stock phrases that signal you are ending the paper (e.g. “In conclusion”)

There are four main considerations when it comes to the second draft.

Check how your vision of the paper lines up with the first draft and, more importantly, that your paper still answers the assignment.
Identify any assumptions that might require (more substantial) justification, keeping your reader’s perspective foremost in mind. Remove these points if you cannot substantiate them further.
Be open to rearranging your ideas. Check whether any sections feel out of place and whether your ideas could be better organized.
If you find that old ideas do not fit as well as you anticipated, you should cut them out or condense them. You might also find that new and well-suited ideas occurred to you during the writing of the first draft — now is the time to make them part of the paper.

The goal during the revision and proofreading process is to ensure you have completed all the necessary tasks and that the paper is as well-articulated as possible. You can speed up the proofreading process by using the AI proofreader .

Global concerns

Confirm that your paper completes every task specified in your assignment sheet.
Check for logical organization and flow of paragraphs.
Check paragraphs against the introduction and thesis statement.

Fine-grained details

Check the content of each paragraph, making sure that:

each sentence helps support the topic sentence.
no unnecessary or irrelevant information is present.
all technical terms your audience might not know are identified.

Next, think about sentence structure , grammatical errors, and formatting . Check that you have correctly used transition words and phrases to show the connections between your ideas. Look for typos, cut unnecessary words, and check for consistency in aspects such as heading formatting and spellings .

Finally, you need to make sure your paper is correctly formatted according to the rules of the citation style you are using. For example, you might need to include an MLA heading or create an APA title page .

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Checklist: Research paper

I have followed all instructions in the assignment sheet.

My introduction presents my topic in an engaging way and provides necessary background information.

My introduction presents a clear, focused research problem and/or thesis statement .

My paper is logically organized using paragraphs and (if relevant) section headings .

Each paragraph is clearly focused on one central idea, expressed in a clear topic sentence .

Each paragraph is relevant to my research problem or thesis statement.

I have used appropriate transitions to clarify the connections between sections, paragraphs, and sentences.

My conclusion provides a concise answer to the research question or emphasizes how the thesis has been supported.

My conclusion shows how my research has contributed to knowledge or understanding of my topic.

My conclusion does not present any new points or information essential to my argument.

I have provided an in-text citation every time I refer to ideas or information from a source.

I have included a reference list at the end of my paper, consistently formatted according to a specific citation style .

I have thoroughly revised my paper and addressed any feedback from my professor or supervisor.

I have followed all formatting guidelines (page numbers, headers, spacing, etc.).

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7 Steps of Writing an Excellent Academic Book Chapter
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How to do research? and How to write a research paper?
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How to Write a Research Paper (Steps & Examples)
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(PDF) Writing and publishing a book chapter
separately and then assemble it again later on in the writing process. - Advantage: If you get stuck while writing a specific part, you can carry on. with another part. - METHOD 2: Keep the ...
7 Steps of Writing an Excellent Academic Book Chapter
Step 1: Collate Relevant Information. Step 2: Design the Chapter Structure. Step 3: Write an Appealing Chapter Title/Heading. Step 4: Build an Engaging Introduction. Step 5: Elaborate on Main Points of the Chapter. Step 6: Summarize the Chapter. Step 7: Add a Call-to-Action & Transition to Next Chapter.
How to Write a Book Chapter
At this point two approaches are feasible: 1. "The chain letter approach": One author writes a first draft of the chapter. This draft is forwarded to the next author, who adds content, revises the draft, and forwards the draft to another author. The order of authors can be adapted to experience and seniority.
How to write a book chapter
The outline/sequence looks something like this: Introduction. - outline of questions or topics to tackle throughout the chapter, and description of how the chapter will deal with them. Topic 1 - answer to question 1. Topic 2 - answer to question 2. Discussion/synthesis. - how it all integrates and relates to the overall book.
PDF Publishing Research: Book Chapters and Books
14.4 Guidelines for writing a book chapter When writing a book chapter, the following needs to be considered: 1. Decide whether the research could be published in a journal article instead. 2. Always meet the submission deadline. 3. Submit as perfect a copy as possible. 4. Ensure the book has a good-quality publisher that is known in the ﬁeld. 5.
Preparing a chapter or book and submitting
Right-click on the highlighted files, and select 'Send to' followed by 'Compressed (zipped) folder'. In OSX, navigate to where the folders are that you want to zip; select all the folders. Right-click on the highligted files, and select 'Compress Items'. Guidelines for book editors, book authors and chapter authors.
How to Write a Book Chapter in 7 Simple Steps for Your Nonfiction Book
Keep this short and to the point. Here's how to write a summary of a book chapter: #1 - Skim the chapter and take notes of any major points or key takeaways. #2 - Jot down each point or key takeaway. #3 - Summarize each point in your own words. #4 - Whittle it down to 1 or 2 sentences for each point.
How to write an Excellent Academic Book Chapter?
A book chapter is a portion or division of a book that focuses on a research topic. It is an expert collection that offers a balanced view and viewpoint on research that is often dispersed throughout journals and other publications. ... Steps to write a Book Chapter. Step 1: Gather Important Data. Even before you begin writing, go through and ...
The Process of Research Writing
The title of this book is The Process of Research Writing, and in the nutshell, that is what the book is about. A lot of times, instructors and students tend to separate "thinking," "researching," and "writing" into different categories that aren't necessarily very well connected. First you think, then you research, and then you write.
PDF Writing an Effective Book Chapter
Reporting research findings in a book chapter is very different from the presentation in a peer-reviewed journal article. For example, book chapters do not necessarily follow the outline of a journal article (i.e., literature review, method, findings, discussion). In most cases, the findings and
How to Write a Research Paper Book: A Step-by-Step Guide
The first step in writing a research paper book is to choose a topic that is both interesting and relevant to your field of study. Once you have chosen a topic, you will need to research to gather information and data that will support your thesis statement. ... The results chapter should present the findings of the research. The discussion ...
How to Write an Academic Book Chapter
Have you been invited to write a chapter for an academic book, but are not sure how to go about it? In this video, I'll cover the characteristics of a good b...
Chapter Summary & Overview
Chapter summary is a brief overview of the key points or events covered in a specific chapter of a book, academic paper, or other written work. It typically includes a concise description of the main ideas, arguments, or themes explored in the chapter, as well as any important supporting details or evidence. Chapter summaries are often used as ...
Transforming a Journal Article into a Book Chapter
Journal articles and book chapters are not interchangeable. You can't (or at least shouldn't) take your published article and insert the text into your book. The format, tone, language, structure, and reference section often differ from a peer-reviewed one-time publication to a chapter, which needs to fit into the overall book.
How to Write a Good Book Chapter: Steps & Examples
Follow your Mindmap & Outline. Stay on one point while writing until reaching a finished thought, then move to the next. Complete a thorough self-edit. Follow these three main steps, and you will be well on your way to creating a good chapter. Repeat the process, and you will have a very good manuscript.
Instructions for Authors: Manuscript Guidelines
Tables. Give each table a heading (caption). Add a reference to the table source at the end of the caption if necessary. Number tables consecutively using the chapter number (e.g. Table 1.1 for the first table in Chapter 1) and ensure that all tables are cited in the text in sequential order. Do not write "the following table".
Writing a Research Paper Introduction
Table of contents. Step 1: Introduce your topic. Step 2: Describe the background. Step 3: Establish your research problem. Step 4: Specify your objective (s) Step 5: Map out your paper. Research paper introduction examples. Frequently asked questions about the research paper introduction.
How to write a research book?
The complete guide to writing a brilliant research paper. With over 50 articles and 7 video tutorials, it is a curated list that covers all aspects of writing a research paper, including ethical considerations, style and formatting guidelines, structure of the paper, and more. Here are some other resources that you might find helpful:
Publishing Research: Book Chapters and Books
Abstract. Sometimes researchers decide to publish their work in a book chapter in an edited volume, or they may decide to write a monograph or another type of book. There are advantages and disadvantages in choosing to publish in book form. This section discusses the merits of publishing book chapters and books with a section on writing ...
29. How to Write a Book Chapter
The task is to write for the novice. Book chapters are also non-primary publications, so never include previously unpublished information. During the actual writing, use the experience gained when writing reviews, or refer to the points mentioned in the previous chapter. Assume even less of the reader's background knowledge than for a review.
Book chapters: What to cite
In the text, when you have paraphrased an edited book chapter, cite the author (s) of the chapter and the year of publication of the book, as shown in the following examples. Parenthetical citation of a paraphrase from an edited book chapter: (Fountain, 2019) Narrative citation of a paraphrase from an edited book chapter: Fountain (2019) If the ...
How to Write a Research Paper
Choose a research paper topic. Conduct preliminary research. Develop a thesis statement. Create a research paper outline. Write a first draft of the research paper. Write the introduction. Write a compelling body of text. Write the conclusion. The second draft.
How To Write A Book Chapter- by Dr. Hassaan Tohid
HOW TO WRITE A BOOK CHAPTER- By Dr. Hassaan TohidHow to write a book chapter, yes, that's a question that surely has arisen if you want to write a book, and ...

7 Steps of Writing an Excellent Academic Book Chapter

What is an Academic Book Chapter?

How Long Should a Book Chapter be?

Difference between a Book Chapter and Thesis Chapter

How to Write a Book Chapter?

Step 1: Collate Relevant Information

Step 2: Design the Chapter Structure

Step 3: Write an Appealing Chapter Title/Heading

Step 4: Build an Engaging Introduction

Step 5: Elaborate on Main Points of the Chapter

Step 6: Summarize the Chapter

Step 7: Add a Call-to-Action & Transition to Next Chapter

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How to write a book chapter

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How to Write a Book Chapter in 7 Simple Steps for Your Nonfiction Book

How do you start writing a chapter?

How long does it take to write a book chapter?

How many pages should be in a chapter?

What is a chapter?

How long should my chapter be?

How many words are in a nonfiction book chapter?

How many chapters should I write?

#1 – Create an outline for the chapter

#2 – Build the chapter structure

#3 – Write an eye-catching chapter title or headline

#1 – Write the headline as a “How to…”

How-to headline examples on book writing:

#2 – Use a phrase or belief statement as your headline

#3 – Present the headline as a question

#4 – Hook readers with your chapter intro

Reason #1 – It builds a connection

Reason #2 – It adds credibility

#5 – Expand your story with main points

#6 – Write a summary of the book chapter

#7 – Add a Call-to-Action & transition to the next chapter

What other chapter techniques or strategies work for you?

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