key tools of writing and research

The Process of Research Writing

(19 reviews)

Steven D. Krause, Eastern Michigan University

Publisher: Steven D. Krause

Language: English

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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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10.10: Key Takeaways

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Page ID 56546

Athena Kashyap & Erika Dyquisto
City College of San Francisco via ASCCC Open Educational Resources Initiative
Research writing is a conversation, and your job is to find your place in that conversation and go into it with an open mind, without a pre-decided point of view.
Research is a process, and you may need to even go find more information after you've already begun writing.
Research is a skill used commonly at work and requires project management skills.
Anticipate problems and plan for alternate ways to get your work done.
When drafting, work on one topic at a time.
A writer’s use of primary and secondary sources is determined by the topic and purpose of the research. Sources used may include print sources, such as books and journals; electronic sources, such as websites and articles retrieved from databases; and human sources of information, such as interviews.
Strategies that help writers locate sources efficiently include conducting effective keyword searches, understanding how to use online catalogs and databases, using strategies to narrow web search results, and consulting reference librarians.
In their notes, effective writers record organized, complete, accurate information. This includes bibliographic information about each source as well as summarized, paraphrased, or quoted information from the source.
It's a good idea to summarize each source, write down relevant paraphrases for ideas that can be expressed in your own words, and write down quotations for those ideas where the exact words of the author really matter.
Annotate your sources and record your thoughts and reactions to ideas or sentences you find particularly engaging.
It is important for writers to revisit their research questions and working thesis as they transition from the research phase to the writing phase of a project. Usually, the working thesis will need at least minor adjustments. The research question may occasionally need to be revised as well.
To organize a research paper, writers choose a structure that is appropriate for the topic and purpose. Longer papers may make use of more than one structure.
Direct quotations should be used sparingly. Ellipses and brackets must be used to indicate words that were omitted or changed/added for conciseness or grammatical correctness.
Plagiarism has serious academic and professional consequences. To avoid accidental plagiarism, keep research materials organized, understand guidelines for fair use and appropriate citation of sources, and review the paper to make sure these guidelines are followed.
In a cohesive research paper, the elements of the paper work together smoothly and naturally. When revising a research paper, evaluate its cohesion. In particular, check that information from research is smoothly integrated with your ideas.
An effective research paper uses a style and tone that are appropriately academic and serious. When revising a research paper, check that the style and tone are consistent throughout.

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Key Tools of Writing & Research: Guide for Student Writer

ISBN: 9781792400995
Author: Baker
Publisher: Kendall Hunt Publishing Company
Formats: PAPERBACK

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Training videos | Faqs

Academic Writing Tools and Research Software – A Comprehensive Guide

Overview | Writing Software | Reference Management Software | Research Tools | Grammar Checking Tools

In this blog, we review academic writing tools and software that students, academics, researchers and PhD students can benefit from. We have categorised the tools into four broad areas: writing tools, referencing tools, research tools and grammar checking tools. The motivation behind this blog is to provide readers with a snapshot of popular tools in each category.

1. Writing Tools and Software

Whether you are writing an article, research paper, essay, blog, and dissertation or PhD thesis, it is important to choose an appropriate writing software tool for your work. The choice of writing software comes down to your personal taste. Everyday users are happy to shed a few dollars to purchase a well-known writing tool such as MS Word. Tech savvies welcome open source projects such as OpenOffice and LibreOffice. Whereas, the research community is much more adventurous and has embraced the type-setting system, Latex as their writing medium. Blog writers and journalists use online writing tools such as GoogleDocs and DropBox Paper as they find these tools perfect for collaborating with others. Novel writers use more fancy writing tools such as Scrivener to organize their ideas and create a storyboard to help them write. In this blog, we review some of the common writing tools and software used by writers.

Microsoft Word
LibreOffice
DropBoxPaper

Click here to visit the blog on Writing Tools and Software…

2. Referencing Tools and Reference Management Software

Referencing tools are handy to organize and format references so that you can easily incorporate them in your essays, research papers, dissertations and PhD thesis. There are many terms used for such tools such as referencing software, referencing tool, reference management software, citation software, citation app, paper software, citation manager, research paper management tool, bibliography software, literature review software, literature management software and research paper organizer. These all refer to a piece of software or an online tool that allows you to store and format references. It is very important that you choose a right tool for your research and stick to it. We have reviewed some of the popular referencing tools used in the scientific community below from an academic writing perspective.

Click here to visit the blog on Referencing Tools…

3. Research Tools and Software

If you are conducting research, it is very important that you have appropriate methods and tools to carry out your research. If you are a non-native English speaker, then you need a research tool to help you with your written language. If your research involves data analysis, then you need a good statistical research tool for your work. It is also important that you keep tabs on what other people in your research arena are doing, so you need research tools such as Google Scholar and ResearchGate to collaborate with your peers. You also need a good plagiarism checking software to avoid academic misconduct. Finally, you need a research project management software to stay on top of the deadlines. In this blog, we review some of the useful tools for research that researchers can use to be more productive.

REF-N-WRITE
Online Statistical testing tools
Microsoft Excel
Google Scholar
ResearchGate
Plagiarism Checker
Project Management Tools

Click here to visit the blog on Research Tools…

4. Grammar Checkers and Sentence Correction Tools

When you are writing your paper or essay, it is very important to ensure that your document does not contain typos, grammatical errors, and bad sentence structure. Your work will be badly judged if English is bad despite the good content. For non-native English speakers, it presents a particular challenge because of the difficulties in mastering English, vocabulary, grammar, and usage. A brief review of grammar checking software, grammar correction apps, online grammar checking sites, punctuation checker, sentence structure and construction checkers are given in this blog.

MS Word Spelling & Grammar checker
ProWritingAid
CorrectEnglish
StyleWriter
Ginger Software
Online Grammar checking sites

Click here to visit the blog on Grammar and Sentence checking Tools…

Scholarly Paraphrasing Tool and Essay Rewriter for Rewording Academic Papers

In the blog, we focus on academic and scientific paraphrasing software tools that help students to rewrite their essay into an academically acceptable format.

Popular Writing Tools and Software for Authors and Researchers

In this blog, we review some of the common writing tools and software used by writers, and discuss their pros and cons in detail.

Self-Plagiarism – Similarity Checker Tool to Avoid Academic Misconduct

In this blog, we explain the differences between self-plagiarism and plain plagiarism, and demonstrate the benefits of Ref-n-write’s similarity checker tool.

Top Research Tools and Software for Academics and Research Students

In this blog, we review some of the useful tools for research that researchers can use to be more productive.

Plagiarism Checker and Plagiarism Detector Tools – A Review of Free and Paid Tools

In this blog, we review the most popular plagiarism checking tools available in the market from the perspective of cost and ease of use.

Top Referencing Tools and Reference Management Software for Academic Writing

In this blog, we have reviewed some of the popular referencing tools used by the scientific community from an academic writing perspective.

Very nice, very comprehensive

Pingback: Algunos recursos para el inicio de curso I | Ferran Escrivà Llorca

Highly educative, and informative beside I appreciate your blogs post.

YOUR ARTICLE IS HIGHLY HELPFUL AND VERY INFORMATIVE

NICE BLOG THANKS FOR HELPING

There is also Refereed.com. It has either reference management or collaborative writing in real-time. And It is free.

Good blog, thanks for to compile my intention of materials.

Pingback: Research Paper Structure – Main Sections and Parts of a Research Paper

Really informative blog

Top 21 must-have digital tools for researchers

Last updated

12 May 2023

Reviewed by

Jean Kaluza

Research drives many decisions across various industries, including:

Uncovering customer motivations and behaviors to design better products

Assessing whether a market exists for your product or service

Running clinical studies to develop a medical breakthrough

Conducting effective and shareable research can be a painstaking process. Manual processes are sluggish and archaic, and they can also be inaccurate. That’s where advanced online tools can help.

The right tools can enable businesses to lean into research for better forecasting, planning, and more reliable decisions.

Why do researchers need research tools?

Research is challenging and time-consuming. Analyzing data, running focus groups , reading research papers , and looking for useful insights take plenty of heavy lifting.

These days, researchers can’t just rely on manual processes. Instead, they’re using advanced tools that:

Speed up the research process

Enable new ways of reaching customers

Improve organization and accuracy

Allow better monitoring throughout the process

Enhance collaboration across key stakeholders

The most important digital tools for researchers

Some tools can help at every stage, making researching simpler and faster.

They ensure accurate and efficient information collection, management, referencing, and analysis.

Some of the most important digital tools for researchers include:

Research management tools

Research management can be a complex and challenging process. Some tools address the various challenges that arise when referencing and managing papers.

.css-10ptwjf{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;background:transparent;border:0;color:inherit;cursor:pointer;-webkit-flex-shrink:0;-ms-flex-negative:0;flex-shrink:0;-webkit-text-decoration:underline;text-decoration:underline;}.css-10ptwjf:disabled{opacity:0.6;pointer-events:none;} Zotero

Coined as a personal research assistant, Zotero is a tool that brings efficiency to the research process. Zotero helps researchers collect, organize, annotate, and share research easily.

Zotero integrates with internet browsers, so researchers can easily save an article, publication, or research study on the platform for later.

The tool also has an advanced organizing system to allow users to label, tag, and categorize information for faster insights and a seamless analysis process.

Messy paper stacks––digital or physical––are a thing of the past with Paperpile. This reference management tool integrates with Google Docs, saving users time with citations and paper management.

Referencing, researching, and gaining insights is much cleaner and more productive, as all papers are in the same place. Plus, it’s easier to find a paper when you need it.

Acting as a single source of truth (SSOT), Dovetail houses research from the entire organization in a simple-to-use place. Researchers can use the all-in-one platform to collate and store data from interviews , forms, surveys , focus groups, and more.

Dovetail helps users quickly categorize and analyze data to uncover truly actionable insights . This helps organizations bring customer insights into every decision for better forecasting, planning, and decision-making.

Dovetail integrates with other helpful tools like Slack, Atlassian, Notion, and Zapier for a truly efficient workflow.

Putting together papers and referencing sources can be a huge time consumer. EndNote claims that researchers waste 200,000 hours per year formatting citations.

To address the issue, the tool formats citations automatically––simultaneously creating a bibliography while the user writes.

EndNote is also a cloud-based system that allows remote working, multiple-user interaction and collaboration, and seamless working on different devices.

Information survey tools

Surveys are a common way to gain data from customers. These tools can make the process simpler and more cost-effective.

With ready-made survey templates––to collect NPS data, customer effort scores, five-star surveys, and more––getting going with Delighted is straightforward.

Delighted helps teams collect and analyze survey feedback without needing any technical knowledge. The templates are customizable, so you can align the content with your brand. That way, the survey feels like it’s coming from your company, not a third party.

SurveyMonkey

With millions of customers worldwide, SurveyMonkey is another leader in online surveys. SurveyMonkey offers hundreds of templates that researchers can use to set up and deploy surveys quickly.

Whether your survey is about team performance, hotel feedback, post-event feedback, or an employee exit, SurveyMonkey has a ready-to-use template.

Typeform offers free templates you can quickly embed, which comes with a point of difference: It designs forms and surveys with people in mind, focusing on customer enjoyment.

Typeform employs the ‘one question at a time’ method to keep engagement rates and completions high. It focuses on surveys that feel more like conversations than a list of questions.

Web data analysis tools

Collecting data can take time––especially technical information. Some tools make that process simpler.

For those conducting clinical research, data collection can be incredibly time-consuming. Teamscope provides an online platform to collect and manage data simply and easily.

Researchers and medical professionals often collect clinical data through paper forms or digital means. Those are too easy to lose, tricky to manage, and challenging to collaborate on.

With Teamscope, you can easily collect, store, and electronically analyze data like patient-reported outcomes and surveys.

Heap is a digital insights platform providing context on the entire customer journey . This helps businesses improve customer feedback , conversion rates, and loyalty.

Through Heap, you can seamlessly view and analyze the customer journey across all platforms and touchpoints, whether through the app or website.

Another analytics tool, Smartlook, combines quantitative and qualitative analytics into one platform. This helps organizations understand user behavior and make crucial improvements.

Smartlook is useful for analyzing web pages, purchasing flows, and optimizing conversion rates.

Project management tools

Managing multiple research projects across many teams can be complex and challenging. Project management tools can ease the burden on researchers.

Visual productivity tool Trello helps research teams manage their projects more efficiently. Trello makes product tracking easier with:

A range of workflow options

Unique project board layouts

Advanced descriptions

Integrations

Trello also works as an SSOT to stay on top of projects and collaborate effectively as a team.

To connect research, workflows, and teams, Airtable provides a clean interactive interface.

With Airtable, it’s simple to place research projects in a list view, workstream, or road map to synthesize information and quickly collaborate. The Sync feature makes it easy to link all your research data to one place for faster action.

For product teams, Asana gathers development, copywriting, design, research teams, and product managers in one space.

As a task management platform, Asana offers all the expected features and more, including time-tracking and Jira integration. The platform offers reporting alongside data collection methods, so it’s a favorite for product teams in the tech space.

Grammar checker tools

Grammar tools ensure your research projects are professional and proofed.

No one’s perfect, especially when it comes to spelling, punctuation, and grammar. That’s where Grammarly can help.

Grammarly’s AI-powered platform reviews your content and corrects any mistakes. Through helpful integrations with other platforms––such as Gmail, Google Docs, Twitter, and LinkedIn––it’s simple to spellcheck as you go.

Another helpful grammar tool is Trinka AI. Trinka is specifically for technical and academic styles of writing. It doesn’t just correct mistakes in spelling, punctuation, and grammar; it also offers explanations and additional information when errors show.

Researchers can also use Trinka to enhance their writing and:

Align it with technical and academic styles

Improve areas like syntax and word choice

Discover relevant suggestions based on the content topic

Plagiarism checker tools

Avoiding plagiarism is crucial for the integrity of research. Using checker tools can ensure your work is original.

Plagiarism checker Quetext uses DeepSearch™ technology to quickly sort through online content to search for signs of plagiarism.

With color coding, annotations, and an overall score, it’s easy to identify conflict areas and fix them accordingly.

Duplichecker

Another helpful plagiarism tool is Duplichecker, which scans pieces of content for issues. The service is free for content up to 1000 words, with paid options available after that.

If plagiarism occurs, a percentage identifies how much is duplicate content. However, the interface is relatively basic, offering little additional information.

Journal finder tools

Finding the right journals for your project can be challenging––especially with the plethora of inaccurate or predatory content online. Journal finder tools can solve this issue.

Enago Journal Finder

The Enago Open Access Journal Finder sorts through online journals to verify their legitimacy. Through Engao, you can discover pre-vetted, high-quality journals through a validated journal index.

Enago’s search tool also helps users find relevant journals for their subject matter, speeding up the research process.

JournalFinder

JournalFinder is another journal tool that’s popular with academics and researchers. It makes the process of discovering relevant journals fast by leaning into a machine-learning algorithm.

This is useful for discovering key information and finding the right journals to publish and share your work in.

Social networking for researchers

Collaboration between researchers can improve the accuracy and sharing of information. Promoting research findings can also be essential for public health, safety, and more.

While typical social networks exist, some are specifically designed for academics.

ResearchGate

Networking platform ResearchGate encourages researchers to connect, collaborate, and share within the scientific community. With 20 million researchers on the platform, it's a popular choice.

ResearchGate is founded on an intention to advance research. The platform provides topic pages for easy connection within a field of expertise and access to millions of publications to help users stay up to date.

Academia is another commonly used platform that connects 220 million academics and researchers within their specialties.

The platform aims to accelerate research with discovery tools and grow a researcher’s audience to promote their ideas.

On Academia, users can access 47 million PDFs for free. They cover topics from mechanical engineering to applied economics and child psychology.

Expedited research with the power of tools

For researchers, finding data and information can be time-consuming and complex to manage. That’s where the power of tools comes in.

Manual processes are slow, outdated, and have a larger potential for inaccuracies.

Leaning into tools can help researchers speed up their processes, conduct efficient research, boost their accuracy, and share their work effectively.

With tools available for project and data management, web data collection, and journal finding, researchers have plenty of assistance at their disposal.

When it comes to connecting with customers, advanced tools boost customer connection while continually bringing their needs and wants into products and services.

What are primary research tools?

Primary research is data and information that you collect firsthand through surveys, customer interviews, or focus groups.

Secondary research is data and information from other sources, such as journals, research bodies, or online content.

Primary researcher tools use methods like surveys and customer interviews. You can use these tools to collect, store, or manage information effectively and uncover more accurate insights.

What is the difference between tools and methods in research?

Research methods relate to how researchers gather information and data.

For example, surveys, focus groups, customer interviews, and A/B testing are research methods that gather information.

On the other hand, tools assist areas of research. Researchers may use tools to more efficiently gather data, store data securely, or uncover insights.

Tools can improve research methods, ensuring efficiency and accuracy while reducing complexity.

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Development of a New Tool for Writing Research Key Information in Plain Language

Background:.

The complexity of research informed consent forms makes it hard for potential study participants to make informed consent decisions. In response, new rules for human research protection require informed consent forms to begin with a key information section that potential study participants can read and understand. This research study builds on exiting guidance on how to write research key information using plain language.

The aim of this study was to develop a valid and reliable tool to evaluate and improve the readability, understandability, and actionability of the key information section on research informed consent forms.

We developed an initial list of measures to include on the tool through literature review; established face and content validity of measures with expert input; conducted four rounds of reliability testing with four groups of reviewers; and established construct validity with potential research participants.

Key Results:

We identified 87 candidate measures via literature review. After expert review, we included 23 items on the initial tool. Twenty-four raters conducted 4 rounds of reliability testing on 10 informed consent forms. After each round, we revised or eliminated items to improve agreement. In the final round of testing, 18 items demonstrated substantial inter-rater agreement per Fleiss' Kappa (average = .73) and Gwet's AC1 (average = .77). Intra-rater agreement was substantial per Cohen's Kappa (average = .74) and almost perfect per Gwet's AC1 (average = 0.84). Focus group feedback ( N = 16) provided evidence suggesting key information was easy to read when rated as such by the Readability, Understandability and Actionability of Key Information (RUAKI) Indicator.

Conclusion:

The RUAKI Indicator is an 18-item tool with evidence of validity and reliability investigators can use to write the key information section on their informed consent forms that potential study participants can read, understand, and act on to make informed decisions. [ HLRP: Health Literacy Research and Practice . 2024;8(1):e29–e37. ]

Plain language summary

Plain Language Summary: Research informed consent forms describe key information about research studies. People need this information to decide if they want to be in a study or not. A helpful form begins with a short, easy-to-read key information section. This study created a tool researchers can use to write the key information about their research people can read, understand, and use.

Informed consent is essential to the voluntary participation of human participants in research. The informed consent form (ICF) documents the essential elements of the consent conversation including research goals, expected procedures and risks, and other information a potential research participant needs to make an informed consent decision. However, in recent years, the addition of mandatory scientific content and legal language, and growing length has made the ICF a barrier to study participation ( Emanuel & Boyle, 2021 ; Grant, 2021 ).

In response to the increasing complexity and length of informed consent documentation, the Health and Human Services Office of Human Research Protection added a new requirement to the 2018 Common Rule, stipulating that informed consent forms begin with “a concise and focused presentation of the key information that is most likely to assist prospective subjects in understanding the reasons why one might or might not want to participate in the research” and that it “must be organized and presented in a way that facilitates comprehension” ( Office for Human Research Protections, 2021 ). The Secretary's Advisory Committee on Human Research Protections (SACHRP) recommended empirical research be conducted in light of this new consent requirement to guide the writing of this new key information section to ensure its goals are met ( Office for Human Research Protections, 2018 ). This research study builds on SACHRP and other guidance on how to present research key information in a manner that “facilitate[s] comprehension,” and measure subsequent improvement ( Porter et al., 2021 ).

To make informed consent forms (ICFs) easier to read, many Institutional Review Boards (IRBs) require investigators to develop documents written at the 8th grade reading level. Yet, numerous studies document that research ICFs are frequently written at reading grade levels that far exceed readers' abilities ( Hadden et al., 2017 ; Larson et al., 2015 ; Paasche-Orlow et al., 2003 ; Sherlock & Brownie, 2014 ; Tamariz et al., 2013 ). Consent forms that are hard to read impede access to the information and the opportunity to participate in clinical research and increase the risk of uninformed consent ( Afolabi et al, 2018 ; Grant, 2021 ; Perrenoud et al., 2015 ; Porter et al., 2021 ).

Plain language writing reduces complexity and makes a written document easy to read. The approach applies language factors such as use of familiar words and active voice; and design features including short “chunks” of text with bold, informative headers ( Plain Language Action and Information Network, n.d. ). Readability formulas assess the reading grade level of written documents ( Ley & Florio, 1996 ; Tekfi, 1987 ). However, they do not take into consideration many of the plain language writing and design principles that influence a document's reading ease or difficulty (Begeny & Greene, 2013; Centers for Medicare & Medicaid, n.d. ; Jindal & MacDermid, 2017 ; Redish, 2000 ).

Health literacy is an individual's ability to find, understand, and act on health information to make informed decisions and is dependent on the complexity of the information presented ( Office of Disease Prevention and Health Promotion, n.d. ). A systematic review examining health literacy and informed consent practices concluded that low health literacy and the complexity of ICFs make it less likely people will participate in informed consent decision making. This systematic review also highlighted a gap in the informed consent process for minority and underserved populations who are underrepresented in clinical research and recommended practices such as simplification of written documents, clarification of verbal exchanges, assessment of understanding, and use of additional resources to aid in the communication process such as multimedia and computerized formats ( Perrenoud et al., 2015 ).

Tools to reduce complexity of written health information adopt a checklist approach to apply criteria which leverage plain language principles to promote knowledge and self-action. The Patient Education Materials Assessment Tool (PEMAT) assesses understandability and actionability of print and audiovisual patient education materials for use in clinical practice ( Shoemaker et al., 2014 ). Following iterative development, the final PEMAT includes 26 items that showed substantial agreement among users (Average Kappa = 0.57, Average Gwet's AC1 = 0.74). PEMAT scores correlated with consumer-testing responses. Similarly, the Health Literacy INDEX assesses the health literacy demands of public health education materials ( Kaphingst et al., 2012 ). The final tool includes 63 items that demonstrated inter-rater agreement of 90% or better for half of the items, and above 80% for the remainder. Index scores correlated with material review ratings from 12 health literacy experts ( r = 0.89, p < .0001).

To date, we are aware of no valid and reliable tools with criteria to evaluate the reading ease of key information sections required in ICFs. This study addresses that gap and adds to existing knowledge by incorporating previously validated plain language measures with informed consent concepts to improve the reading ease of key information on research consent forms and improve accessibility.

In developing the tool, we defined and measured three constructs of interest: readability, understandability, and actionability ( Table Table1 1 ). We distinguish readability as the ease of obtaining the desired information from the written page. We include the Flesch-Kincaid ( Kincaid et al., 1975 ) as a component measure of readability reflecting sentence complexity, given the wide adoption of grade level as an IRB requirement. We expand the concept of readability to include features of plain language writing and design principles. We define understandability as the presentation of factual information about the study in a way that promotes comprehension. Use of familiar words and simple numeracy facilitate understanding. We define actionability as ease with which the participant can leverage the acquired knowledge to take the next step in the research. Specific instructions or demanded actions to affect participation include signing the consent document to indicate comprehension and consent. The tool development plan was reviewed and determined exempt by the Tufts Health Sciences IRB.

Constructs of Interest: Definitions and Indicators

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Literature Review

We conducted a literature review beginning with a Medline search of articles using the following search terms: health literacy, informed consent, plain language, assessment criteria, tool development, clear communication, clinical research, reading grade level, and readability in October 2019. We restricted our results to English language and included years 2009 to 2019. We identified additional articles from the bibliographies of the selected article. We searched for tool development articles to identify indicators validated in previous studies relevant to each of the constructs: readability, understandability and actionability.

We also reviewed the 2018 Common Rule and SACHRP interpretation of the new key information requirement on informed consent forms to identify content needed by potential clinical research participants to make informed consent decisions ( Office for Human Research Protections, 2018 ).

Expert Review

We refined the list of indicators by soliciting expert opinion and rater experience. We recruited an advisory group of eight experts including health literacy specialists, plain language writers, clinical investigators, institutional review board representatives, and advocates for populations under-represented in research. Expert advisors reviewed and commented on identified indicators' face validity, considering whether the individual indicators represented measurements of readability, understandability, or actionability; and on content validity, considering whether the sum of indicators encompassed all constructs of interest.

Reliability Testing

To create a test set of key information documents on which to establish reliability, the study team extracted key information sections from a convenience sample of research informed consent forms (ICFs) for 10 COVID-19 (coronavirus disease 2019)–related studies publicly available in full text on www.clinicaltrials.gov . A COVID-19 focus was selected for temporal familiarity. Interventional studies were selected for a greater degree of complexity and heighted associated risks of participation. Each key information section was identified by heading title and extracted without modification, maintaining content, style and format. We recruited raters familiar with the informed consent process with support from the Recruitment and Retention Support Unit at Tufts Clinical and Translational Science Institute (CTSI). We conducted four tests of inter-rater reliability. Independent groups of raters for each round of testing were instructed to apply the tool to the test set of key information sections. We assessed Inter-rater reliability by comparing Readability, Understandability and Actionability of Key Information (RUAKI) Indicator scores for each item between each rater, averaging across four key information samples. We measured intra-rater reliability to confirm that raters would apply the tool consistently over time by presenting four of the key information samples twice in the final round of testing, 1 month apart to reduce recall bias. We calculated inter-rater and intra-rater reliability statistics, including percent agreement, Fleiss' Kappa ( Fleiss, 1971 ), Gwet's first-order agreement coefficient (AC1) ( Gwet, 2008 ), and Cohen's Kappa ( Cohen, 1960 ) and collected qualitative comments from reviewers. While Kappa is the most common measure of inter-rater reliability, it can be unstable when responses fall into two diametrically opposed categories (some say strongly no others strongly yes ) ( Feinstein & Cicchetti, 1990 ). In this situation, Gwet's AC1 has been shown to be more stable ( Gwet, 2008 ).

The inter-rater reliability of the tool was improved through an iterative process. After each round, we revised or eliminated items in the tool in response to feedback from the raters and according to overall percent agreement, Kappa and Gwet's scores. Kappa and Gwet's AC1, agreement were interpreted as poor (≤0), slight (0.01–0.20), fair (0.21–0.40), moderate (0.41–0.60), substantial (0.61–0.80), or almost perfect (0.81–1.00) ( Landis & Koch, 1977 ). To improve agreement, we reviewed, deleted, or made revisions to items with <80% agreement. Ultimately, our goal was for all items to achieve substantial or almost perfect Kappa and Gwet's AC1 agreement.

Construct Validity Testing

We evaluated construct validity through focus group interviews with potential study participants. To generate a test set of key information to be evaluated by focus groups, we extracted and scored the IRB-approved key information section from a recently completed COVID-19–related interventional study selected for convenience. Two researchers (S.K.R., A.K.) independently revised that key information according to the RUAKI tool to improve reading ease, and later compared and combined revised versions. We recorded RUAKI scores for the original key information section and the revised version.

We recruited two focus groups from the Tufts CTSI Stakeholder Expert Panel of community volunteers who agreed to be contacted for Tufts research related purposes including consumer feedback. Participants had to be age 18 years or older and speak English. We reviewed demographics and continued recruitment until the group included people of different ages, genders, races, ethnicities, and education levels.

Participants were asked to review the two versions of the key information (original and revised) sections and complete two surveys prior to attending the focus group. They were instructed to imagine their own potential involvement in the study described by the key information. They received an email 2 weeks prior to the scheduled focus group with a link to review the original IRB-approved key information and fill out a demographic survey. One week later, they received a second email with a link to review the revised key information document and fill out a survey with six questions asking about reading ease or difficulty of the revised version, and five true / false questions to assess understandability. The survey also included the five-part Decisional Conflict Scale (DCS) developed by O'Connor ( 1995 ). The DCS serves as a global measure of perceived adequacy of consent as it reflects the participant's confidence or strength of conviction in their (imagined) decision to participate or not in the study. Scores range from 0 (no decisional conflict, full confidence in the decision) to 100 (extreme decisional conflict, no confidence in the decision).

The focus groups each met for a single session to reflect on participant experience with clinical research and the informed consent key information provided. The focus group discussions followed a script which included open-ended opinion questions about which key information document was easier to read and why. Focus group discussions were led by a research team member with experience facilitating focus groups (S.K.R.), conducted via Zoom, and recorded. Each focus group participant provided oral consent to be recorded. Three researchers from the study team (S.K.R., I.A.O., A.K.) reviewed the two focus group transcripts and using a grounded theoretical framework, conducted open coding to describe participant experiences related to the reading ease and difficulty of the informed consent key information they reviewed ( Glaser & Strauss, 1967 ). Researchers then compared notes to agree upon common themes.

Face and Content Validity

The literature review identified 25 peer-reviewed articles. Five articles described developing a valid and reliable tool to assess the reading ease or difficulty of health-related information (Table (TableA A ) . From the five validity and reliability studies, we identified 32 items relevant to plain language writing principles, 25 items relevant to plain language design principles, and five items relevant to actionability, ( Baur & Prue, 2014 ; Clayton 2009 ; Kaphingst et al., 2012 ; Shoemaker et al., 2014 ). From two sources, we identified 25 items relevant to the identification of the key information a prospective study participant needs to make an informed consent decision ( Afolabi et al., 2018 ; Office for Human Research Protections, 2018 ).

Summary of Articles. Medline search using terms health literacy, informed consent, plain language, assessment criteria, tool development, clear communication, clinical research, reading grade level, and readability, 1999 – 2019. Five articles described developing valid and reliable items to assess reading ease of health-related information.

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The study team reviewed and narrowed the selection to 23 independent items based on relevance to constructs of interest in previously validated tools. Six members of the expert advisory group reviewed and commented on the wording and relevance of each item. The initial version for testing included seven writing and seven design items representing readability, eight content items representing understandability, and one informed consent process item representing actionability (Table (TableB B ) .

List of Items and Revisions. Initial version of the tool for testing and revisions made to each item for each round of testing.

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Reliability

We conducted four sequential rounds of inter-rater reliability and one round of intra-rater reliability testing with a total of 24 raters applying the criteria for assessment items to key information sections from a total of 10 informed consent forms ( Table Table2 2 ). Prior to Rounds 1–3, raters were instructed to apply the tool but were not provided any guidance on interpreting the individual items. After each test we calculated percent agreement and Kappa for each item and compiled qualitative feedback from raters. Kappa scores were low for most items and negative for some in early testing rounds; low Kappa scores indicated poor inter-rater agreement, while negative Kappa scores indicated insufficient response variability. In the first round, rating three key information samples, agreement among raters was ≥80% on only eight out of 23 items.

Test Round Details

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We edited 19 items and removed four items prior to Round 2. In the second test, inter-rater agreement was ≥80% on 11 out of 19 items. To increase response variability, we adjusted our strategy in test 3 by adding a fourth key information sample and in test 4 we added 6 more to further balance high and low scoring forms and items. We also added the Gwet's AC1 statistic. In Round 3 inter-rater agreement was ≥80% on 15 of 19 items. In Round 3 of testing, 9 items demonstrated moderate inter-rater agreement per Fleiss' Kappa (average = .48) and 15 items demonstrated substantial agreement per Gwet's AC1 (average = .81). Four items received negative Kappa scores.

We conducted a process of rater calibration prior to Round 4 to provide explicit instruction on interpreting each item. The process involved having raters read and score one sample key information section and discuss findings for each item collectively. In Round 4 raters again achieved ≥80% agreement on 15 of 19 items. In this final round of testing, 18 of 19 items demonstrated substantial inter-rater agreement per Fleiss' Kappa (average = .73) and Gwet's AC1 (average = .77) ( Table Table3 3 ). The tool demonstrated substantial intra-rater agreement in Round 4 per Cohen's Kappa (average = .74) and almost perfect agreement per Gwet's AC1 (average = 0.84).

Final Agreement Scores

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In a final assessment of functionality of the tool, a member of the study team (S.K.R.) interviewed members of the final rater cohort. Raters discussed all the items with <80% agreements in Rounds 3 and 4 and based on their feedback additional changes were made.

The order of items on the final tool was also discussed. The final 18-item RUAKI Indicator is presented in Figure FigureA A .

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18-item tool designed to assess the readability, understandability, and actionability of key information on research informed consent forms.

1 Office for Human Research Protection (OHRP). ( 2021 , March 10). 2018 Requirements (2018 Common Rule). 46.116 General Requirements for Informed Consent. HHS.gov. https://www.hhs.gov/ohrp/regulations-and-policy/regulations/45-cfr-46/revised-common-rule-regulatory-text/index.html#46.116

Construct Validity

We collected evidence of construct validity from 16 potential research study participants via survey and focus groups. The majority ( n = 12) of participants were women. One-half ( n = 8) identified as Black/African American, Asian, or Hispanic. One-quarter of participants ( n = 4) had only a high school education. One-half ( n = 8) indicated that they sometimes needed help reading health information received from their doctor or pharmacy, an indication of low health literacy ( Chew et al., 2008 ). Level of income was variable ( Table Table4 4 ). A majority ( n = 14) said they or a family member had experienced a serious illness and one-half ( n = 8) said they had experience participating in a clinical research study.

Demographics: Focus Group Participant ( N = 16)

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The RUAKI Indicator score for the original, IRB-approved ICF key information sample was 68%. The RUAKI Indicator score for the developed revised version was 90%. In focus group feedback, of the two key information samples, end-users indicated the RUAKI Indicator-developed version was easier to read. Common themes and supporting comments confirmed that the plain language writing and design principles were relevant to reading ease and comprehension (Table (TableC C ) .

Themes and Supporting Comments. Three researchers reviewed the two focus group transcripts, coded participant comments, and compared notes to agree upon common themes.

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Fourteen of 16 focus group participants completed the study survey (Figure (FigureB B ) . Eighty-six percent of participants identified the presence of plain language design elements and agreed or strongly agreed the developed key information sample was easy to read. Only 64% agreed all the words were familiar to them. Scores on the five true / false questions test-ing comprehension ranged from 60% correct to 87% correct (average 76% correct).

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Participant Survey. Includes 5-point Decisional Conflict Scale, and questions to assess reading ease or difficulty, understanding, and demographics.

Imagining their own potential participation in the study presented, focus group participants scored from 0 to 42.2 on the five-part decisional conflict scale with a median score of 27.3 (first quartile [Q1]-third quartile [Q3]: 14.1–37.5). Participants rated conflict on the informed subscore, median 16.7 (Q1–Q3: 8.3–25.0), support subscore, median 25.0 (Q1–Q3: 0.0–33.3), effective decision subscore, median 25.0 (Q1–Q3: 6.3–37.5), values Clarity subscore (concerned with balancing risks and benefits) median 37.5 (Q1–Q3: 0.0–50.0) and uncertainty subscore, median 37.5 (Q1–Q3: 25.0–50.0).

The RUAKI Indicator demonstrated strong face and content validity as assessed by an expert panel review. The indicator assesses readability, understandability, and actionability of key information on informed consent forms and comprises 18 items that demonstrated a high degree of inter-and intra-rater agreement. A key information sample developed with the RUAKI Indicator was presented to a group of potential patients. The group as a whole expressed that the sample was more accessible and comprehensible as compared to the IRB-approved original. Further, the informed domain of the DCS demonstrated the lowest score among all domains, reflecting the contribution of improved understanding to confidence in deciding to take part in the proposed research.

Consent forms that are hard to read deny equitable access to the information and the opportunity to participate in clinical research. It also increases the risk of uninformed consent. As part of a person-centered informed consent process, the RUAKI Indicator has the potential to support communication and understanding minority and underserved populations who are underrepresented in clinical research. The use of easier to read key information in the informed consent process is a step toward greater transparency and community trust.

The entirety of the research consent document serves as a resource to potential research participants, providing information about the clinical research both for their own reference and anyone with whom they share decision making. However, the consent document, let alone the key information section, cannot be presented as a substitute for an informed discussion with a knowledgeable representative of the research team. Using the RUAKI Indicator, research teams will be able to write easier to read key information and identify shortcomings of the written document they can then follow up on in informed consent conversations.

Facilitating the informed consent process and ensuring that all potential barriers to research participation are addressed is ultimately the responsibility of the investigator. In this study the RUAKI Indicator demonstrated validity and reliability to help guide investigators to create more accessible information about their research.

Limitations

We focused only on the summary key information section of the informed consent document, which was recently added as a requirement under the final common rule. This was a deliberate limitation in scope intended to focus attention on the potential impact and optimal construction of this new requirement.

Limitations related to the study design include issues associated with Kappa scoring. Despite good percent agreement on individual items within the RUAKI tool, inter-rater reliability (external consistency) as measured by Kappa was negative for some items in early rounds of testing. This is a known problem of the Kappa statistic ( Feinstein & Cicchetti, 1990 ), which arises when responses fall into two diametrically opposed categories (some say strongly no others strongly yes ). We addressed this by adding more summary samples to prompt a wider variability in responses and modifying our statistical plan to include Gwet's AC1 agreement coefficient.

The study only tested a small sample of informed consent key information sections. It is possible the reliability of the tool could vary for key information describing different types of study designs, topics, locations, and settings. Our experience in Round 4 of testing demonstrated that some level of instruction and practice on how to interpret the individual items is helpful for consistent application of the tool, without there may be risk of inconsistent results. The small number of potential research participants ( n = 16) who attended the focus groups self-identified as interested in clinical research participation which may have introduced bias through a greater familiarity with informed consent. Administration of the survey after receiving the original and revised key information sections may also have introduced bias.

Ultimately, the stakes involved in decision making when the risks and benefits are real, are strikingly different in actual practice. A prospective evaluation of the impact of the RUAKI Indicator on informing research participation in the context of an actual clinical research trial will be required to demonstrate real world impact of plain language writing on informed decision making.

Implications

The RUAKI Indicator is designed to help investigators and research teams develop easy-to-read key information sections for informed consent forms. Potential study participants may better assimilate this key information when presented in plain, everyday language to make informed decisions about their participation in clinical research.

Acknowledgments

The authors thank the study participants who rated the reading ease of key information on informed consent forms using the Readability, Understandability and Actionability of Key Information (RUAKI) Indicator; members of the Tufts Clinical and Translational Science Institute (CTSI) Stakeholder Expert Panel of community members for providing qualitative feedback that helped improve the RUAKI Indicator as an applied tool; the study team members including Christopher Oettgen and Noe Dueñas for study coordination; Stasia Swiadas for literature review and scheduling; Noelle Pinkerd and Robert Sege for participant recruitment and support; Ye Chen, Lori Lyn Price, Svetlana Rojevsky, and Benjamin Sweigart for data collection, management, and analysis; Timothy Bilodeau, Alice Rushforth, and the Tufts CTSI for their support and leadership; and our research advisory group including: Sylvia Baedorf-Kassis, Multi-Regional Clinical Trials Center, Brigham and Women's Hospital and Harvard; Behtash Bahador, Center for Information & Study on Clinical Research Participation; Apollo Cátala, Codman Square Neighborhood Development Corporation, Tufts CTSI Stakeholder Expert Panel; Sara Couture, Division of Nephrology, Tufts Medical Center; Caitlin Farley, Tufts Institutional Review Board, Tufts Medical Center; Linda Hudson, Department of Public Health and Community Medicine, Tufts University School of Medicine, Tufts CTSI; Christopher Trudeau, University of Arkansas for Medical Sciences and UA Little Rock Bowen School of Law.

Funding Statement

Grant: This research was supported by grant UL1TR002544 from the National Center for Advancing Translational Sciences, National Institutes of Health (NIH).

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Jessica McCann

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Leaders weigh in on where we are and what’s next

The explosion of generative AI technology over the past year and a half is raising big questions about how these tools will impact higher education. Across Harvard, members of the community have been exploring how GenAI will change the ways we teach, learn, research, and work.

As part of this effort, the Office of the Provost has convened three working groups . They will discuss questions, share innovations, and evolve guidance and community resources. They are:

The Teaching and Learning Group , chaired by Bharat Anand , vice provost for advances in learning and the Henry R. Byers Professor of Business Administration at Harvard Business School. This group seeks to share resources, identify emerging best practices, guide policies, and support the development of tools to address common challenges among faculty and students.
The Research and Scholarship Group , chaired by John Shaw , vice provost for research, Harry C. Dudley Professor of Structural and Economic Geology in the Earth and Planetary Sciences Department, and professor of environmental science and engineering in the Paulson School of Engineering and Applied Science. It focuses on how to enable, and support the integrity of, scholarly activities with generative AI tools.
T he Administration and Operations Group , chaired by Klara Jelinkova , vice president and University chief information officer. It is charged with addressing information security, data privacy, procurement, and administration and organizational efficiencies.

Klara Jelinkova, Bharat Anand, and John Shaw.

Photos by Kris Snibbe/Harvard Staff Photographer; Evgenia Eliseeva; and courtesy of John Shaw

The Gazette spoke with Anand, Shaw, and Jelinkova to understand more about the work of these groups and what’s next in generative AI at Harvard.

When generative AI tools first emerged, we saw universities respond in a variety of ways — from encouraging experimentation to prohibiting their use. What was Harvard’s overall approach?

Shaw: From the outset, Harvard has embraced the prospective benefits that GenAI offers to teaching, research, and administration across the University, while being mindful of the potential pitfalls. As a University, our mission is to help enable discovery and innovation, so we had a mandate to actively engage. We set some initial, broad policies that helped guide us, and have worked directly with groups across the institution to provide tools and resources to inspire exploration.

Jelinkova: The rapid emergence of these tools meant the University needed to react quickly, to provide both tools for innovation and experimentation and guidelines to ensure their responsible use. We rapidly built an AI Sandbox to enable faculty, students, and staff to experiment with multiple large language models in a secure environment. We also worked with external vendors to acquire enterprise licenses for a variety of tools to meet many different use cases. Through working groups, we were able to learn, aggregate and collate use cases for AI in teaching, learning, administration, and research. This coordinated, collective, and strategic approach has put Harvard ahead of many peers in higher education.

Anand: Teaching and learning are fundamentally decentralized activities. So our approach was to ask: First, how can we ensure that local experimentation by faculty and staff is enabled as much as possible; and second, how can we ensure that it’s consistent with University policies on IP, copyright, and security? We also wanted to ensure that novel emerging practices were shared across Schools, rather than remaining siloed.

What do these tools mean for faculty, in terms of the challenges they pose or the opportunities they offer? Is there anything you’re particularly excited about?

Anand: Let’s start with some salient challenges. How do we first sift through the hype that’s accompanied GenAI? How can we make it easy for faculty to use GenAI tools in their classrooms without overburdening them with yet another technology? How can one address real concerns about GenAI’s impact?

While we’re still early in this journey, many compelling opportunities — and more importantly, some systematic ways of thinking about them — are emerging. Various Harvard faculty have leaned into experimenting with LLMs in their classrooms. Our team has now interviewed over 30 colleagues across Harvard and curated short videos that capture their learnings. I encourage everyone to view these materials on the new GenAI site; they are remarkable in their depth and breadth of insight.

Here’s a sample: While LLMs are commonly used for Q&A, our faculty have creatively used them for a broader variety of tasks, such as simulating tutors that guide learning by asking questions, simulating instructional designers to provide active learning tips, and simulating student voices to predict how a class discussion might flow, thus aiding in lesson preparation. Others demonstrate how more sophisticated prompts or “prompt engineering” are often necessary to yield more sophisticated LLM responses, and how LLMs can extend well beyond text-based responses to visuals, simulations, coding, and games. And several faculty show how LLMs can help overcome subtle yet important learning frictions like skill gaps in coding, language literacy, or math.

Do these tools offer students an opportunity to support or expand upon their learning?

Anand: Yes. GenAI represents a unique area of innovation where students and faculty are working together. Many colleagues are incorporating student feedback into the GenAI portions of their curriculum or making their own GenAI tools available to students. Since GenAI is new, the pedagogical path is not yet well defined; students have an opportunity to make their voices heard, as co-creators, on what they think the future of their learning should look like.

Beyond this, we’re starting to see other learning benefits. Importantly, GenAI can reach beyond a lecture hall. Thoughtful prompt engineering can turn even publicly available GenAI tools into tutorbots that generate interactive practice problems, act as expert conversational aids for material review, or increase TA teams’ capacity. That means both that the classroom is expanding and that more of it is in students’ hands. There’s also evidence that these bots field more questions than teaching teams can normally address and can be more comfortable and accessible for some students.

Of course, we need to identify and counter harmful patterns. There is a risk, in this early and enthusiastic period, of sparking over-reliance on GenAI. Students must critically evaluate how and where they use it, given its possibility of inaccurate or inappropriate responses, and should heed the areas where their style of cognition outperforms AI. One other thing to watch out for is user divide: Some students will graduate with vastly better prompt engineering skills than others, an inequality that will only magnify in the workforce.

What are the main questions your group has been tackling?

Anand: Our group divided its work into three subgroups focused on policy, tools, and resources. We’ve helped guide initial policies to ensure safe and responsible use; begun curating resources for faculty in a One Harvard repository ; and are exploring which tools the University should invest in or develop to ensure that educators and researchers can continue to advance their work.

In the fall, we focused on supporting and guiding HUIT’s development of the AI Sandbox. The Harvard Initiative for Learning and Teaching’s annual conference , which focused exclusively on GenAI, had its highest participation in 10 years. Recently, we’ve been working with the research group to inform the development of tools that promise broad, generalizable use for faculty (e.g., tutorbots).

What has your group focused on in discussions so far about generative AI tools’ use in research?

Shaw: Our group has some incredible strength in researchers who are at the cutting edge of GenAI development and applications, but also includes voices that help us understand the real barriers to faculty and students starting to use these tools in their own research and scholarship. Working with the other teams, we have focused on supporting development and use of the GenAI sandbox, examining IP and security issues, and learning from different groups across campus how they are using these tools to innovate.

Are there key areas of focus for your group in the coming months?

Shaw: We are focused on establishing programs — such as the new GenAI Milton Fund track — to help support innovation in the application of these tools across the wide range of scholarship on our campus. We are also working with the College to develop new programs to help support students who wish to engage with faculty on GenAI-enabled projects. We aim to find ways to convene students and scholars to share their experiences and build a stronger community of practitioners across campus.

What types of administration and operations questions are your group is exploring, and what type of opportunities do you see in this space?

Jelinkova: By using the group to share learnings from across Schools and units, we can better provide technologies to meet the community’s needs while ensuring the most responsible and sustainable use of the University’s financial resources. The connections within this group also inform the guidelines that we provide; by learning how generative AI is being used in different contexts, we can develop best practices and stay alert to emerging risks. There are new tools becoming available almost every day, and many exciting experiments and pilots happening across Harvard, so it’s important to regularly review and update the guidance we provide to our community.

Can you talk a bit about what has come out of these discussions, or other exciting things to come?

Jelinkova: Because this technology is rapidly evolving, we are continually tracking the release of new tools and working with our vendors as well as open-source efforts to ensure we are best supporting the University’s needs. We’re developing more guidance and hosting information sessions on helping people to understand the AI landscape and how to choose the right tool for their task. Beyond tools, we’re also working to build connections across Harvard to support collaboration, including a recently launched AI community of practice . We are capturing valuable findings from emerging technology pilot programs in HUIT , the EVP area , and across Schools. And we are now thinking about how those findings can inform guiding principles and best practices to better support staff.

While the GenAI groups are investigating these questions, Harvard faculty and scholars are also on the forefront of research in this space. Can you talk a bit about some of the interesting research happening across the University in AI more broadly ?

Shaw: Harvard has made deep investments in the development and application of AI across our campus, in our Schools, initiatives, and institutes — such as the Kempner Institute and Harvard Data Science Initiative. In addition, there is a critical role for us to play in examining and guiding the ethics of AI applications — and our strengths in the Safra and Berkman Klein centers, as examples, can be leading voices in this area.

What would be your advice for members of our community who are interested in learning more about generative AI tools?

Anand: I’d encourage our community to view the resources available on the new Generative AI @ Harvard website , to better understand how GenAI tools might benefit you.

There’s also no substitute for experimentation with these tools to learn what works, what does not, and how to tailor them for maximal benefit for your particular needs. And of course, please know and respect University policies around copyright and security.

We’re in the early stages of this journey at Harvard, but it’s exciting.

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10 Great AI Tools for Researchers

By Med Kharbach, PhD | Last Update: April 8, 2024

Today, I want to talk about some really cool AI tools that are changing the way we do research. This is just a small preview of what I’m putting together in an eBook full of AI tools for researchers like us. If you don’t want to miss out on the full thing, be sure to sign up for our email updates.

There’s a lot of talk about AI in universities, and not everyone agrees about using it. But, like it or not, AI is becoming a big part of research, and it’s here to stay. I believe we should use AI the right way. It’s not about just copying and pasting stuff; that’s not real research. You still have to do the hard work of reading and writing yourself. But, AI can be a huge help, kind of like having an extra assistant who’s always there when you need it. I’m all for using AI to make our research better, as long as we keep doing the important parts ourselves.

AI Tools for Researchers

Here are are some good AI Tools I recommend for student researchers and academics:

Litmaps is a tool for research students that makes finding papers and authors on a topic easy and quick. Instead of spending lots of time reading through hundreds of papers, you can use Litmaps to find the important ones in seconds. It helps you find papers you might miss otherwise and keeps you updated on new research without getting overwhelmed. You can see which papers are connected and important for your work through visual maps, making it simple to keep track of your literature review.

Jenni is an AI-powered writing tool that helps you write, edit, and reference your work easily. It’s like having a helpful friend who’s always there to get you past writer’s block, suggest ways to say things differently, and make sure your citations are in order. More specifically, Jenni can:

Suggest words and sentences as you write to help you keep going.
Help you cite sources correctly in styles like APA, MLA, and others, using your own PDFs or research.
Let you change the wording of any text to match the tone you need.
Turn your research papers into written content by analyzing and summarizing them.
Chat with your PDFs to quickly understand and summarize them.
Import a bunch of sources at once if you have them saved.
Export your work to LaTeX, Word, or HTML without messing up your formatting.
Create an outline for your paper just from a prompt you provide.
Work in multiple languages, including English (US and British), Spanish, German, French, and Chinese.
Keep all your research organized in one place for easy citing in any document.
Offer suggestions and help expand notes into full paragraphs, so you’re never stuck staring at a blank page.

3. Paperpa l

Paperpal is a handy tool for anyone who writes academic texts like essays, theses, dissertations, or research papers. It checks your writing for grammar mistakes and makes sure you’re using the right language for academic work. With the help of generative AI, Paperpal can also create outlines, abstracts, and titles for your papers. This tool makes it easy to paraphrase your work for clarity .You can also check your work for plagiarism with detailed reports, get help generating various parts of your academic text, and even translate text from over 25 languages to English.

Related: 6 Best Text to Video AI Tools

4. Unriddle

Unriddle is a cool tool that changes how students and researchers work with documents. It gives you an AI helper for any document you’re looking at, making it super quick to find info, sum up tricky topics, and take notes easily. Unriddle is all about making your research easier and faster, so you don’t have to read every single word to find what you need.

Unriddle also helps you write and reference sources the right way. It can point out the most important sources when you highlight text, so your references are spot-on. It works in over 90 languages and has some cool extra features like a Chrome extension to summarize online articles, settings you can change to fit your needs, and the ability to work with many documents at once.

5. Connected Papers

Connected Papers helps you discover recent important works without needing to maintain extensive lists. It is a visual tool for research students and academics who are diving into a new field or ensuring their research is comprehensive. It starts with a paper you’re interested in and creates a graph showing similar papers in that field. This visual approach helps you understand the trends and main contributors quickly. It’s especially useful in fast-moving fields where new studies are constantly published.

With Connected Papers, you can also build a bibliography for your thesis more efficiently. By starting with a few key references, it finds additional relevant papers, helping you to fill in the gaps. It offers views for finding significant prior works or the latest reviews and state-of-the-art papers following your chosen study.

6. Scite Assistant

Scite Assistant is like a research companion powered by large language models (LLMs), designed to make your research process smoother and more insightful. You can ask scite Assistant any research-related question and you will get insights and explanations for its responses, helping you understand the reasoning behind its conclusions.

scite Assistant offers customizable settings to tailor the tool to your specific research needs. You can control whether you want references included, filter your searches by year, topics, or journals, and even specify the sources the Assistant should use, like your own dashboard collection or preferred journals. This level of customization ensures that the responses and sources are relevant to your specific research questions and preferences, making it an invaluable tool for academics and researchers seeking detailed and reliable information.

7. DocAnalyzer

DocAnalyzer.ai makes talking to your documents easy and smart. You can upload one or many documents and start chatting right away, getting answers to your questions in real time. This tool is great because it understands the context of your documents, making it super helpful for finding exactly what you need without any confusion. What makes docAnalyzer.ai special is how simple and smart it is to use. You can ask your PDFs questions and get back clear, detailed answers quickly. You can even share your document chats with others, making teamwork easier.

8. SciSummary

SciSummary is all about making it easier to get the gist of scientific articles fast. You can email or upload a document, and in minutes, you’ll get a summary sent right back to you. This is perfect for scientists, students, and anyone who’s busy but needs to stay on top of the latest research without reading long articles.

SciSummary uses advanced AI, like a super smart robot that can summarize any scientific article. The AI gets better over time, learning from summaries that experts check. This means you can quickly understand new discoveries and research without spending hours reading. SciSummary offers a free option for summarizing articles, and if you need more, there are affordable plans with more features.

9. Explainpaper

Explainpaper is like having a smart friend that helps you understand research papers quickly. You just upload a paper, highlight the parts you find confusing, and get an explanation. This tool is perfect for diving into complex topics and for speeding up your review process. With Explainpaper, you’re not alone when facing intimidating jargon or complex concepts.

10. SciSpace

SciSpace aims to make finding and understanding research papers a breeze. It’s an all-in-one platform where you can read papers, get straightforward explanations from AI, and explore related research. SciSpace is designed to cut down on the time researchers spend looking for information and dealing with the hassle of formatting papers. With access to metadata for over 200 million papers and more than 50 million full-text PDFs, SciSpace provides tools like a citation generator, AI detector, and paraphraser to make your research process smoother and more productive. It’s a dedicated workspace for researchers, publishers, and institutions to collaborate and discover information effortlessly.

Final thoughts

As I mentioned, these tools are just a part of the bigger picture I’m assembling in the upcoming eBook. The AI tools we explored today are stepping stones towards a more efficient, insightful, and innovative research process. But remember, they’re tools to aid us, not to replace the foundational skills of rigorous research. Embracing AI in our work, when used ethically and wisely, opens up new horizons for discovery and understanding. Stay tuned for the full eBook release, and let’s navigate this promising future of research together.

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Meet Med Kharbach, PhD

Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

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HIST 4000 Introduction to Historical Research

Course description.

Course information provided by the Courses of Study 2023-2024 . Courses of Study 2024-2025 is scheduled to publish mid-June.

This seminar is an introduction to the theory, practice, and art of historical research and writing. One key purpose of this course is to prepare students to work on longer research projects—especially an Honors Thesis. We will analyze the relationship between evidence and argument in historical writing; assess the methods and possible biases in various examples of historical writing; identify debates and sources relevant to research problems; think about how to use sources creatively; and discuss the various methodological issues associated with historical inquiry, analysis, and presentation. This course is required for all students wishing to write an Honors Thesis in their senior year. It should be taken in either semester of the junior year, or in spring of the sophomore year if you are planning to be abroad in your junior year. NOTE: you do NOT need to be enrolled in the Honors Program in order to sign up for this course.

When Offered Fall, Spring.

Distribution Category (ALC-AS, HST-AS)

Comments This course is required for all students wishing to write an Honors Thesis in their senior year.

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Ai and the author: how ai is transforming book writing.

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Miles Rote is the Chief of Author Strategy at KAA, empowering authors through book writing, editing & publishing navigation. See our books.

Many people want to write a book, but few actually do it because of how difficult the process can be. I’ve interviewed thousands of business professionals and thought leaders about their books, and consistent themes resonate through them all.

It’s not a lack of desire or inspiration that keeps them from doing it. It’s lack of time, unfamiliarity with the industry, and the intimidation of a blank page. But in the age of generative AI and modern publishing, the arduous journey from a blank page to a published book is no longer what it used to be.

How To Use AI To Enhance The Book-Writing Process

Many of the titles we know and love are ghostwritten by other people. That doesn’t mean the book isn’t from the author or isn’t their words. On the contrary, a talented ghostwriter amplifies the author’s voice.

AI can do something similar: Help us extract the ideas we have in our head and piece them together for a book. AI's role is therefore less about writing the book and more about enhancing the ability to start and finish one.

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Can it replace high-quality ghostwriters or editors? No, but here are a few strategies to use AI to help with the book-writing process.

• Ideation: AI can help overcome the dreaded blank page syndrome. By inputting a theme or a basic premise, AI can suggest creative ideas, character arcs or even entire story outlines to kickstart the creative process.

• Structuring: Organizing a book can be daunting. AI can help in outlining chapters, suggesting narrative structures and even advising on pacing and plot progression.

• Research: AI can swiftly summarize relevant information, provide historical context or even suggest thematic material, significantly reducing the time spent on research. It can also review your writing and poke holes in your arguments.

• Language And Style: For those struggling with grammar, sentence structure or stylistic elements, AI tools offer real-time suggestions for improvement, enhancing the readability and professionalism of the text.

• Character And Plot Development: Especially in fiction, crafting compelling characters and plots is vital. AI can suggest character traits, plot twists or even dialogue options, enriching the narrative.

AI Tools To Help Write Your Book

The market has become saturated with AI writing aids, each offering unique features. You can do some online research to discover many more, but I'll focus on three of my recommendations below.

Use Perplexity For Research

While Perplexity AI utilizes a combination of its own proprietary and existing AI models to power its services, its real strength is providing the most current information available, making it akin to having an up-to-date news reporter at your disposal. It’s like having a team of virtual assistants Googling and researching on your behalf.

• Pros: Fast and reliable research with citations, real-time information, contextual understanding, versatility.

• Cons: Content creation, rewriting, chain prompting.

Use ChatGPT For Writing

The paid version of ChatGPT continues to be a leading tool for a variety of writing tasks. It’s easy to use and is the most popular tool, in part because of its Custom GPTs feature.

• Pros: Content creation, ideation, rewriting, plot structure, chain prompting, custom GPTs.

• Cons: Can’t analyze large amounts of text, not great at research.

Pro tip: Check out the Creative Writing Coach custom GPT to assist with fiction writing.

Use Claude For Analysis

Claude is unique in that it has a very large context window, allowing you to enter more than 5X the information compared to ChatGPT. This means you can reference significant portions of your manuscript for consistency, coherence and plot holes so you can make improvements on pacing and structure. Claude can also analyze large PDF files (think ebooks) to assist with research.

• Pros: Analyzing large chunks of text, analyzing PDFs, character development, consistency.

• Cons: Content creation, rewriting, less well-known.

Tips for Using AI To Help Write Your Book

Get good at prompting..

The quality of your prompt will define the quality of the output. The better you get at prompting AI with the right questions, the better answers you’ll receive.

Blend AI suggestions with your creativity.

AI tools provide suggestions; it's your job to select, refine and integrate these into your book. Use AI-generated ideas as a springboard for your creativity, not a replacement.

Maintain authenticity.

While using AI, it's essential to retain your voice and ensure the story reflects your vision. AI should augment your narrative, not define it. When overused, generative AI tends to flatten your voice, not enhance it.

Integrate with traditional writing practices.

AI tools are most effective when used in conjunction with human intuition, creativity and editorial judgment. Regular writing routines, feedback from peers or mentors and personal reflections are just as crucial in the writing process as AI assistance.

Embracing AI As A Collaborative Partner In Writing

AI in book writing offers a new way to enhance your creative process, break through barriers and bring about more efficiency. However, the heart of your book—its message, emotion and connection with readers—comes from you, the author.

Over-reliance on AI can lead to homogenized content that doesn’t interest or help readers. Even when used appropriately, it’s still important to work with professional editors to elevate your manuscript from good to great. Looking ahead, AI's role in writing is poised to grow. We can anticipate more sophisticated AI tools that offer even more nuanced suggestions and insights. However, the essence of storytelling will still remain a profoundly human endeavor.

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Methodology

Research Methods | Definitions, Types, Examples

Research methods are specific procedures for collecting and analyzing data. Developing your research methods is an integral part of your research design . When planning your methods, there are two key decisions you will make.

First, decide how you will collect data . Your methods depend on what type of data you need to answer your research question :

Qualitative vs. quantitative : Will your data take the form of words or numbers?
Primary vs. secondary : Will you collect original data yourself, or will you use data that has already been collected by someone else?
Descriptive vs. experimental : Will you take measurements of something as it is, or will you perform an experiment?

Second, decide how you will analyze the data .

For quantitative data, you can use statistical analysis methods to test relationships between variables.
For qualitative data, you can use methods such as thematic analysis to interpret patterns and meanings in the data.

Methods for collecting data, examples of data collection methods, methods for analyzing data, examples of data analysis methods, other interesting articles, frequently asked questions about research methods.

Data is the information that you collect for the purposes of answering your research question . The type of data you need depends on the aims of your research.

Qualitative vs. quantitative data

Your choice of qualitative or quantitative data collection depends on the type of knowledge you want to develop.

For questions about ideas, experiences and meanings, or to study something that can’t be described numerically, collect qualitative data .

If you want to develop a more mechanistic understanding of a topic, or your research involves hypothesis testing , collect quantitative data .

You can also take a mixed methods approach , where you use both qualitative and quantitative research methods.

Primary vs. secondary research

Primary research is any original data that you collect yourself for the purposes of answering your research question (e.g. through surveys , observations and experiments ). Secondary research is data that has already been collected by other researchers (e.g. in a government census or previous scientific studies).

If you are exploring a novel research question, you’ll probably need to collect primary data . But if you want to synthesize existing knowledge, analyze historical trends, or identify patterns on a large scale, secondary data might be a better choice.

Descriptive vs. experimental data

In descriptive research , you collect data about your study subject without intervening. The validity of your research will depend on your sampling method .

In experimental research , you systematically intervene in a process and measure the outcome. The validity of your research will depend on your experimental design .

To conduct an experiment, you need to be able to vary your independent variable , precisely measure your dependent variable, and control for confounding variables . If it’s practically and ethically possible, this method is the best choice for answering questions about cause and effect.

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Your data analysis methods will depend on the type of data you collect and how you prepare it for analysis.

Data can often be analyzed both quantitatively and qualitatively. For example, survey responses could be analyzed qualitatively by studying the meanings of responses or quantitatively by studying the frequencies of responses.

Qualitative analysis methods

Qualitative analysis is used to understand words, ideas, and experiences. You can use it to interpret data that was collected:

From open-ended surveys and interviews , literature reviews , case studies , ethnographies , and other sources that use text rather than numbers.
Using non-probability sampling methods .

Qualitative analysis tends to be quite flexible and relies on the researcher’s judgement, so you have to reflect carefully on your choices and assumptions and be careful to avoid research bias .

Quantitative analysis methods

Quantitative analysis uses numbers and statistics to understand frequencies, averages and correlations (in descriptive studies) or cause-and-effect relationships (in experiments).

You can use quantitative analysis to interpret data that was collected either:

During an experiment .
Using probability sampling methods .

Because the data is collected and analyzed in a statistically valid way, the results of quantitative analysis can be easily standardized and shared among researchers.

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If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

Chi square test of independence
Statistical power
Descriptive statistics
Degrees of freedom
Pearson correlation
Null hypothesis
Double-blind study
Case-control study
Research ethics
Data collection
Hypothesis testing
Structured interviews

Research bias

Hawthorne effect
Unconscious bias
Recall bias
Halo effect
Self-serving bias
Information bias

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

In mixed methods research , you use both qualitative and quantitative data collection and analysis methods to answer your research question .

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

The research methods you use depend on the type of data you need to answer your research question .

If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

Methodology refers to the overarching strategy and rationale of your research project . It involves studying the methods used in your field and the theories or principles behind them, in order to develop an approach that matches your objectives.

Methods are the specific tools and procedures you use to collect and analyze data (for example, experiments, surveys , and statistical tests ).

In shorter scientific papers, where the aim is to report the findings of a specific study, you might simply describe what you did in a methods section .

In a longer or more complex research project, such as a thesis or dissertation , you will probably include a methodology section , where you explain your approach to answering the research questions and cite relevant sources to support your choice of methods.

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Office of the Vice President for Research

Four clas faculty researchers secure prestigious early career awards.

Continuing an upward trend of University of Iowa faculty securing prestigious early-career grants, four investigators from the Departments of Physics and Astronomy and Computer Science have been awarded notable grant awards to advance their careers.

DeRoo, Hoadley advance space instrumentation with Nancy Grace Roman Technology Fellowships in Astrophysics for Early Career Researchers

Casey DeRoo and Keri Hoadley , both assistant professors in the Department of Physics and Astronomy, each received a Nancy Grace Roman Technology Fellowship in Astrophysics for Early Career Researchers. The NASA fellowship provides each researcher with $500,000 over two years to support their research in space-based instrumentation.

Hoadley’s research is two-pronged. She will design and ultimately prototype a mirror-based vacuum ultraviolet polarizer, which will allow researchers to access polarized light from space below 120-nanometer wavelength. Polarizing light at such a low wavelength is crucial to building optics for NASA’s future Habitable World Observatory (HWO), the agency’s next flagship astrophysics mission after the Nancy Grace Roman Space Telescope.

“Our vacuum ultraviolet polarizer project is meant to help set up our lab to propose to NASA for one or more follow-up technology programs, including adapting this polarizer for use in vacuum systems, duplicating it and measuring its efficiency to measure additional flavors of polarized UV light, quantifying the polarization effects introduced by UV optical components that may be used on HWO, and building an astronomical instrument to measure the polarization of UV from around massive stars and throughout star-forming regions,” said Hoadley.

In addition, Hoadley and her team will build a facility to align, calibrate, and integrate small space telescopes before flight, using a vacuum chamber and wavelengths of light typically only accessible in space, which could help the university win future small satellite and suborbital missions from NASA.

DeRoo will work to advance diffraction gratings made with electron beams that pattern structures on a nanometer scale. Like a prism, diffraction gratings spread out and direct light coming from stars and galaxies, allowing researchers to deduce things like the temperature, density, or composition of an astronomical object.

The fellowship will allow DeRoo to upgrade the university’s Raith

Voyager tool, a specialized fabrication tool hosted by OVPR’s Materials Analysis, Testing and Fabrication (MATFab) facility.

“These upgrades will let us perform algorithmic patterning, which uses computer code to quickly generate the patterns to be manufactured,” DeRoo said. “This is a major innovation that should enable us to make more complex grating shapes as well as make gratings more quickly.” DeRoo added that the enhancements mean his team may be able to make diffraction gratings that allow space instrument designs that are distinctly different from those launched to date.

“For faculty who develop space-based instruments, the Nancy Grace Roman Technology Fellowship is on par with the prestige of an NSF CAREER or Department of Energy Early Career award,” said Mary Hall Reno, professor and department chair. “Our track record with the program elevates our status as a destination university for astrophysics and space physics missions.”

Uppu pursues building blocks quantum computing with NSF CAREER Award

Ravitej Uppu, assistant professor in the Department of Physics and Astronomy, received a 5-year NSF CAREER award of $550,000 to conduct research aimed at amplifying the power of quantum computing and making its application more practical.

Uppu and his team will explore the properties of light-matter interactions at the level of a single photon interacting with a single molecule, enabling them to generate efficient and high-quality multiphoton entangled states of light. Multiphoton entangled states, in which photons become inextricably linked, are necessary for photons to serve as practical quantum interconnects, transmitting information between quantum computing units, akin to classical cluster computers.

“ In our pursuit of secure communication, exploiting quantum properties of light is the final frontier,” said Uppu. “However, unavoidable losses that occur in optical fiber links between users can easily nullify the secure link. Our research on multiphoton entangled states is a key building block for implementing ‘quantum repeaters’ that can overcome this challenge.”

Jiang tackles real-world data issues with NSF CAREER Award

Peng Jiang, assistant professor in the Department of Computer Science, received an NSF CAREER Award that will provide $548,944 over five years to develop tools to support the use of sampling-based algorithms.

Sampling-based algorithms reduce computing costs by processing only a random selection of a dataset, which has made them increasingly popular, but the method still faces limited efficiency. Jiang will develop a suite of tools that simplify the implementation of sampling-based algorithms and improve their efficacy across wide range of computing and big data applications.

“ A simple example of a real-world application is subgraph matching,” Jiang said. “For example, one might be interested in finding a group of people with certain connections in a social network. The use of sampling-based algorithms can significantly accelerate this process.”

In addition to providing undergraduate students the opportunity to engage with this research, Jiang also plans for the project to enhance projects in computer science courses.

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ZDNET's editorial team writes on behalf of you, our reader. Our goal is to deliver the most accurate information and the most knowledgeable advice possible in order to help you make smarter buying decisions on tech gear and a wide array of products and services. Our editors thoroughly review and fact-check every article to ensure that our content meets the highest standards. If we have made an error or published misleading information, we will correct or clarify the article. If you see inaccuracies in our content, please report the mistake via this form .

The best AI image generators to try right now

If you've ever searched Google high and low to find an image you needed to no avail, artificial intelligence (AI) may be able to help.

With AI image generators, you can type in a prompt as detailed or vague as you'd like to fit an array of purposes and have the image you were thinking of instantly pop up on your screen. These tools can help with branding, social media content creation, and making invitations, flyers, business cards, and more.

Also: ChatGPT no longer requires a login, but you might want one anyway. Here's why

Even if you have no professional use for AI, don't worry -- the process is so fun that anyone can (and should) try it out.

OpenAI's DALL-E 2 made a huge splash because of its advanced capabilities as the first mainstream AI image generator. However, since its initial launch, there have been many developments. Other companies have released models that rival DALL-E 2, and OpenAI even released a more advanced model known as DALL-E 3 , discontinuing its predecessor.

To help you discover which models are the best for different tasks, I put the image generators to the test by giving each tool the same prompt: "Two Yorkies sitting on a beach that is covered in snow". I also included screenshots to help you decide which is best.

Also: DALL-E adds new ways to edit and create AI-generated images. Learn how to use it

While I found the best overall AI image generator is Image Creator from Microsoft Designer , due to its free-of-charge, high-quality results, other AI image generators perform better for specific needs. For the full roundup of the best AI image generators, keep reading.

The best AI image generators of 2024

Image creator from microsoft designer (formerly bing image creator), best ai image generator overall.

Powered by DALL-E 3
Convenient to access
Need a Microsoft account
In preview stage

Image Creator from Microsoft Designer is powered by DALL-E 3, OpenAI's most advanced image-generating model. As a result, it produces the same quality results as DALL-E while remaining free to use as opposed to the $20 per month fee to use DALL-E.

All you need to do to access the image generator is visit the Image Creator website and sign in with a Microsoft account.

Another major perk about this AI generator is that you can also access it in the same place where you can access Microsoft's AI chatbot, Copilot (formerly Bing Chat) .

This capability means that in addition to visiting Image Creator on its standalone site, you can ask it to generate images for you in Copilot. To render an image, all you have to do is conversationally ask Copilot to draw you any image you'd like.

Also: How to use Image Creator from Microsoft Designer (formerly Bing Image Creator)

This feature is so convenient because you can satisfy all your image-generating and AI-chatting needs in the same place for free. This combination facilitates tasks that could benefit from image and text generation, such as party planning, as you can ask the chatbot to generate themes for your party and then ask it to create images that follow the theme.

Image Creator from Microsoft Designer f eatures: Powered by: DALL-E 3 | Access via: Copilot, browser, mobile | Output: 4 images per prompt | P rice: Free

DALL-E 3 by OpenAI

Best ai image generator if you want to experience the inspiration.

Not copyrighted
Accurate depictions
Confusing credits

OpenAI, the AI research company behind ChatGPT, launched DALL-E 2 in November 2022. The tool quickly became the most popular AI image generator on the market. However, after launching its most advanced image generator, DALL-E 3, OpenAI discontinued DALL-E 2.

DALL-E 3 is even more capable than the original model, but this ability comes at a cost. To access DALL-E 3 you must be a ChatGPT Plus subscriber, and the membership costs $20 per month per user. You can access DALL-E 3 via ChatGPT or the ChatGPT app.

Using DALL-E 3 is very intuitive. Type in whatever prompt you'd like, specifying as much detail as necessary to bring your vision to life, and then DALL-E 3 will generate four images from your prompt. As you can see in the image at the top of the article, the renditions are high quality and very realistic.

OpenAI even recently added new ways to edit an image generated by the chatbot, including easy conversational text prompts and the ability to click on parts of the image you want to edit.

Like with Copilot, you can chat and render your images on the same platform, making it convenient to work on projects that depend on image and text generation. If you don't want to shell out the money, Image Creator by Designer is a great alternative since it's free, uses DALL-E 3, and can be accessed via Copilot.

DALL-E 3 features: Powered by: DALL-E 3 by OpenAI | Access via: ChatGPT website and app | Output: 4 images per credit | Price: ChatGPT Plus subscription, $20 per month

ImageFX by Google

The best ai image generator for beginners.

Easy-to-use
High-quality results
Expressive chips
Need a Google account
Strict guardrails can be limiting

Google's ImageFX was a dark horse, entering the AI image generator space much later than its competition, over a year after DALL-E 2 launched. However, the generator's performance seems to have been worth the wait. The image generator can produce high-quality, realistic outputs, even objects that are difficult to render, such as hands.

Also: I just tried Google's ImageFX AI image generator, and I'm shocked at how good it is

The tool boasts a unique feature, expressive chips, that make it easier to refine your prompts or generate new ones via dropdowns, which highlight parts of your prompt and suggest different word changes to modify your output.

ImageFX also includes suggestions for the style you'd like your image rendered in, such as photorealistic, 35mm film, minimal, sketch, handmade, and more. This combination of features makes ImageFX the perfect for beginners who want to experiment.

ImageFX from Google: Powered by: Imagen 2 | Access via: Website | Output: 4 images | Price: free

DreamStudio by Stability AI

Best ai image generator for customization.

Accepts specific instruction
Open source
More entries for customization
Paid credits
Need to create an account

Stability AI created the massively popular, open-sourced, text-to-image generator, Stable Diffusion. Users can download the tool and use it at no cost. However, using this tool typically requires technical skill.

Also : How to use Stable Diffusion AI to create amazing images

To make the technology readily accessible to everyone (regardless of skill level), Stability AI created DreamStudio, which incorporates Stable Diffusion in a UI that is easy to understand and use.

One of the standouts of the platform is that it includes many different entries for customization, including a "negative prompt" where you can delineate the specifics of what you'd like to avoid in the final image. You can also easily change the image ratio -- that's a key feature, as most AI image generators automatically deliver 1:1.

DreamStudio features: Powered by: SDXL 1.0 by Stability AI | Access via: Website | Output: 1 image per 2 credits | Price: $1 per 100 credits | Credits: 25 free credits when you open an account; buy purchase once you run out

Dream by WOMBO

Best ai image generator for your phone.

Remix your own images
Multiple templates
One image per prompt
Subscription cost for full access

This app took the first-place spot for the best overall app in Google Play's 2022 awards , and it has five stars on Apple's App Store with 141.6K ratings. With the app, you can create art and images with the simple input of a quick prompt.

An added plus is this AI image generator allows you to pick different design styles such as realistic, expressionist, comic, abstract, fanatical, ink, and more.

Also : How to use Dream by WOMBO to generate artwork in any style

In addition to the app, the tool has a free desktop mobile version that is simple to use. If you want to take your use of the app to the next level, you can pay $90 per year or $10 per month.

Dream by WOMBO f eatures: Powered by: WOMBO AI's machine-learning algorithm | Access via: Mobile and desktop versions | Output: 1 image with a free version, 4 with a paid plan | Price: Free limited access

Best no-frills AI image generator

Unlimited access
Simple to use
Longer wait
Inconsistent images

Despite originally being named DALL-E mini, this AI image generator is NOT affiliated with OpenAI or DALL-E 2. Rather, it is an open-source alternative. However, the name DALL-E 2 mini is somewhat fitting as the tool does everything DALL-E 2 does, just with less precise renditions.

Also : How to use Craiyon AI (formerly known as DALL-E mini)

Unlike DALL-E 2, the outputs from Craiyon lack quality and take longer to render (approximately a minute). However, because you have unlimited prompts, you can continue to tweak the prompt until you get your exact vision. The site is also simple to use, making it perfect for someone wanting to experiment with AI image generators. It also generates six images, more than any other chatbot listed.

Craiyon f eatures: Powered by: Their model | Access via : Craiyon website | Output: 6 images per prompt | Price: Free, unlimited prompts

Best AI image generator for highest quality photos

Very high-quality outputs
Discord community
Monthly cost
Confusing to set up

I often play around with AI image generators because they make it fun and easy to create digital artwork. Despite all my experiences with different AI generators, nothing could have prepared me for Midjourney -- in the best way.

The output of the image was so crystal clear that I had a hard time believing it wasn't an actual picture that someone took of my prompt. This software is so good that it has produced award-winning art .

However, I think Midjourney isn't user-friendly and it confuses me. If you also need extra direction, check out our step-by-step how-to here: How to use Midjourney to generate amazing images and art .

Another problem with the tool is that you may not access it for free. When I tried to render images, I got this error message: "Due to extreme demand, we can't provide a free trial right now. Please subscribe to create images with Midjourney."

To show you the quality of renditions, I've included a close-up below from a previous time I tested the generator. The prompt was: "A baby Yorkie sitting on a comfy couch in front of the NYC skyline."

Midjourney f eatures: Powered by: Midjourney; utilizes Discord | Access via: Discord | Output: 4 images per prompt | Price: Starts at $10/month

Adobe Firefly

Best ai image generator if you have a reference photo.

Structure and Style Reference
Commercial-safe
Longer lag than other generators
More specific prompts required

Adobe has been a leader in developing creative tools for creative and working professionals for decades. As a result, it's no surprise that its image generator is impressive. Accessing the generator is easy. Just visit the website and type the prompt of the image you'd like generated.

Also: This new AI tool from Adobe makes generating the images you need even simpler

As you can see above, the images rendered of the Yorkies are high-quality, realistic, and detailed. Additionally, the biggest standout features of this chatbot are its Structure Reference and Style Reference features.

Structure Reference lets users input an image they want the AI model to use as a template. The model then uses this structure to create a new image with the same layout and composition. Style Reference uses an image as a reference to generate a new image in the same style.

These features are useful if you have an image you'd like the new, generated image to resemble, for example, a quick sketch you drew or even a business logo or style you'd like to keep consistent.

Another perk is that Adobe Firefly was trained on Adobe Stock images, openly licensed content, and public domain content, making all the images generated safe for commercial use and addressing the ethics issue of image generators.

Adobe Firefly f eatures: Powered by: Firefly Image 2 | Access via: Website | Output: 4 images per prompt | P rice: Free

Generative AI by Getty Images

Best ai image generator for businesses.

Commercially safe
Contributor compensation program
Personalized stock photos
Not clear about pricing
Not individual-friendly

One of the biggest issues with AI image generators is that they typically train their generators on content from the entirety of the internet, which means the generators use aspects of creators' art without compensation. This approach also puts businesses that use generators at risk of copyright infringement.

Generative AI by Getty Images tackles that issue by generating images with content solely from Getty Images' vast creative library with full indemnification for commercial use. The generated images will have Getty Images' standard royalty-free license, assuring customers that their content is fair to use without fearing legal repercussions.

Another pro is that contributors whose content was used to train the models will be compensated for their inclusion in the training set. This is a great solution for businesses that want stock photos that match their creative vision but do not want to deal with copyright-related issues.

ZDNET's Tiernan Ray went hands-on with the AI image generator. Although the tool did not generate the most vivid images, especially compared to DALL-E, it did create accurate, reliable, and useable stock images.

Generative AI by Getty Images f eatures: Powered by: NVIDIA Picasso | Access via: Website | Output: 4 images per prompt | P rice: Paid (price undisclosed, have to contact the team)

What is the best AI image generator?

Image Creator from Microsoft Designer is the best overall AI image generator. Like DALL-E 3, Image Creator from Microsoft Designer combines accuracy, speed, and cost-effectiveness, and can generate high-quality images in seconds. However, unlike DALL-E 3, this Microsoft version is entirely free.

Whether you want to generate images of animals, objects, or even abstract concepts, Image Creator from Microsoft Designer can produce accurate depictions that meet your expectations. It is highly efficient, user-friendly, and cost-effective.

Note: Prices and features are subject to change.

Which is the right AI image generator for you?

Although I crowned Image Creator from Microsoft Designer the best AI image generator overall, other AI image generators perform better for specific needs. For example, suppose you are a professional using AI image generation for your business. In that case, you may need a tool like Generative AI by Getty Images which renders images safe for commercial use.

On the other hand, if you want to play with AI art generating for entertainment purposes, Craiyon might be the best option because it's free, unlimited, and easy to use.

How did I choose these AI image generators?

To find the best AI image generators, I tested each generator listed and compared their performance. The factors that went into testing performance included UI/UX, image results, cost, speed, and availability. Each AI image generator had different strengths and weaknesses, making each one the ideal fit for individuals as listed next to my picks.

What is an AI image generator?

An AI image generator is software that uses AI to create images from user text inputs, usually within seconds. The images vary in style depending on the capabilities of the software, but can typically render an image in any style you want, including 3D, 2D, cinematic, modern, Renaissance, and more.

How do AI image generators work?

Like any other AI model, AI image generators work on learned data they are trained with. Typically, these models are trained on billions of images, which they analyze for characteristics. These insights are then used by the models to create new images.

Are there ethical implications with AI image generators?

AI image generators are trained on billions of images found throughout the internet. These images are often artworks that belong to specific artists, which are then reimagined and repurposed by AI to generate your image. Although the output is not the same image, the new image has elements of the artist's original work not credited to them.

Are there DALL-E 3 alternatives worth considering?

Contrary to what you might think, there are many AI image generators other than DALL-E 3. Some tools produce even better results than OpenAI's software. If you want to try something different, check out one of our alternatives above or the three additional options below.

Nightcafe is a multi-purpose AI image generator. The tool is worth trying because it allows users to create unique and original artwork using different inputs and styles, including abstract, impressionism, expressionism, and more.

Canva is a versatile and powerful AI image generator that offers a wide range of options within its design platform. It allows users to create professional-looking designs for different marketing channels, including social media posts, ads, flyers, brochures, and more.

Artificial Intelligence

Google and mit launch a free generative ai course for teachers, google photos users will soon get the best ai editing tools on pixel devices for free, dall-e adds new ways to edit and create ai-generated images. learn how to use it.

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(PDF) Key Tools of Writing and Research:A Guide for the Student Writer
Key Tools of Writing and Research: A Guide for the Student Writer by
Tips for Writing a Research Paper
Top 10 AI Writing Tools for Research Writing: Boost Your Academic Writing
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Improving Research Skills with Effective Keywords

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Key Tools of Writing and Research: A Guide for the Student Writer
Key Tools of Writing and Research is a guide for the student on writing effective academic papers. Written in easy-to-understand language, this text takes a practical view to writing and research. This book can be used by students and professionals or by those who would like to improve their writing and research skills.
Key Tools of Writing and Research:A Guide for the Student Writer
Key Tools of Writing and Research is a guide for the student on writing effective academic papers. Written in easy-to-understand language, this text takes a practical view to writing and research.
Key Tools of Writing and Research: a Guide for the Student Writer
Kendall Hunt Publishing Company, Oct 30, 2019 - Education - 277 pages. Key Tools of Writing and Research is a guide for the student on writing effective academic papers. Written in easy-to-understand language, this text takes a practical view to writing and research. This book can be used by students and professionals or by those who would like ...
The Writing Process
Table of contents. Step 1: Prewriting. Step 2: Planning and outlining. Step 3: Writing a first draft. Step 4: Redrafting and revising. Step 5: Editing and proofreading. Other interesting articles. Frequently asked questions about the writing process.
Successful Scientific Writing and Publishing: A Step-by-Step Approach
The objective of this article is to provide prospective authors with the tools needed to write original research articles of high quality that have a good chance of being published. ... Authors should focus on content and key message during the process of writing the first draft and should not spend too much time on issues of grammar or style ...
Key Tools of Writing and Research: a Guide for the Student Writer
Find 9781792400995 Key Tools of Writing and Research: a Guide for the Student Writer by Baker at over 30 bookstores. Buy, rent or sell.
The Process of Research Writing
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. ... The text will benefit from an update, especially in regards to references about collaborative writing tools and internet research.
How to Write a Research Paper
Develop a thesis statement. Create a research paper outline. Write a first draft of the research paper. Write the introduction. Write a compelling body of text. Write the conclusion. The second draft. The revision process. Research paper checklist.
PDF Writing and Research Handbooks
critically reading and evaluating it, and writing clearly about it—all are time-intensive activities. As a rule, expect the research process to take about three times as long as the writing process. You will likely need some help along the way. When you do, remember that the library is in the business of providing research help:
A Beginner's Guide to Starting the Research Process
To learn how to use these tools responsibly, see our AI writing resources page. Step 4: Create a research design. The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you'll use to collect and analyze it, and the location and timescale of ...
10.10: Key Takeaways
An effective research paper uses a style and tone that are appropriately academic and serious. When revising a research paper, check that the style and tone are consistent throughout. This page titled 10.10: Key Takeaways is shared under a CC BY-SA license and was authored, remixed, and/or curated by Athena Kashyap & Erika Dyquisto ( ASCCC Open ...
Key Tools of Writing & Research: Guide for Student Writer
Key Tools of Writing & Research: Guide for Student Writer. by Baker. $69.46. ISBN: 9781792400995 Author: Baker Publisher: Kendall Hunt Publishing Company Formats: PAPERBACK Buy. New. $69.46. ADD TO BAG Add to Wishlist Above item is part of a program where course materials are included in a course charge or tuition. Contact your campus store for ...
Key Tools of Writing and Research: A Guide for the Student Writer
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15 Important and Helpful Tools for Thesis Writing
Todoist: A to-do list app that works across platforms and can integrate with other tools, NYT calls Todoist "one of the most well-known to-do list apps, and for a good reason.". Asana: Equal parts time management and workflow, Asana helps you break your thesis-writing process into manageable parts, and even assigns yourself tasks one at a time.
PDF Chapter 2: Research Writing as a Process
ENGL002 Chapter 2 Researh Writing. Chapter 2: Research Writing as a Process. Thu, 04/10/2008 - 14:23 — pz. Introduction. "I work best under pressure." We all have probably heard this statement from someone trying to meet a late deadline. For writers this approach means sitting down to write a paper just hours before it is due, writing only ...
(Pdf) a Guide to Research Writing
5. Select the research methodology. The researcher has to begin to formulate one or more hypotheses, research questions and. research objectives, decide on the type of data needed, and select the ...
Key Tools of Writing and Research: A Guide for the Stud…
Key Tools of Writing and Research is a guide for the student on writing effective academic papers. Written in easy-to-understand language, this text takes a practical view to writing and research. This book can be used by students and professionals or by those who would like to improve their writing and research skills. This book takes a ...
Academic Writing Tools and Research Software
4. Grammar Checkers and Sentence Correction Tools. 1. Writing Tools and Software. Whether you are writing an article, research paper, essay, blog, and dissertation or PhD thesis, it is important to choose an appropriate writing software tool for your work. The choice of writing software comes down to your personal taste.
(PDF) Research Tools: Scientific Writing Tools for Writing Literature
Research Tools: Scientific Writing Tools for Writing Literature Review and a Paper. February 2016. DOI: 10.6084/m9.figshare.2082625. Conference: Effective Use of Research & Publication Tools and ...
21 Essential Tools For Researchers 2024
JournalFinder. JournalFinder is another journal tool that's popular with academics and researchers. It makes the process of discovering relevant journals fast by leaning into a machine-learning algorithm. This is useful for discovering key information and finding the right journals to publish and share your work in.
How to Write a Literature Review
It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic. There are five key steps to writing a literature review: Search for relevant literature; Evaluate sources; Identify themes, debates, and gaps
Development of a New Tool for Writing Research Key Information in Plain
A helpful form begins with a short, easy-to-read key information section. This study created a tool researchers can use to write the key information about their research people can read, understand, and use. Informed consent is essential to the voluntary participation of human participants in research.
Exploring potential benefits, pitfalls of generative AI
Shaw: From the outset, Harvard has embraced the prospective benefits that GenAI offers to teaching, research, and administration across the University, while being mindful of the potential pitfalls. As a University, our mission is to help enable discovery and innovation, so we had a mandate to actively engage.
10 Great AI Tools for Researchers
Here are are some good AI Tools I recommend for student researchers and academics: 1. Litmaps. Litmaps is a tool for research students that makes finding papers and authors on a topic easy and quick. Instead of spending lots of time reading through hundreds of papers, you can use Litmaps to find the important ones in seconds.
Class Roster
This seminar is an introduction to the theory, practice, and art of historical research and writing. One key purpose of this course is to prepare students to work on longer research projects—especially an Honors Thesis. We will analyze the relationship between evidence and argument in historical writing; assess the methods and possible biases in various examples of historical writing ...
AI And The Author: How AI Is Transforming Book Writing
AI tools provide suggestions; it's your job to select, refine and integrate these into your book. Use AI-generated ideas as a springboard for your creativity, not a replacement. Maintain authenticity.
Research Methods
Research methods are specific procedures for collecting and analyzing data. Developing your research methods is an integral part of your research design. When planning your methods, there are two key decisions you will make. First, decide how you will collect data. Your methods depend on what type of data you need to answer your research question:
Four CLAS faculty researchers secure prestigious early career awards
Our research on multiphoton entangled states is a key building block for implementing 'quantum repeaters' that can overcome this challenge."Jiang tackles real-world data issues with NSF CAREER Award Peng Jiang, assistant professor in the Department of Computer Science, received an NSF CAREER Award that will provide $548,944 over five ...
The best AI image generators of 2024: Tested and reviewed
DALL-E 3. An upgraded version of the original best AI image generator that combines accuracy, speed, and cost-effectiveness. It allows users to generate high-quality images quickly and easily ...
NOT-HG-24-029: Notice of Intent to Publish a Funding Opportunity
The National Human Genome Research Institute intends to issue a Notice of Funding Opportunity (NOFO) to solicit applications to explore the feasibility of developing Machine Learning (ML) and Artificial Intelligence (AI) tools that can enhance the accuracy and precision of predicting how individuals with pathogenic genetic variants manifest disease.