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Academic writing is generally impersonal and objective in tone. This section considers what objective writing is , how objective academic writing is , then presents several ways to make your writing more objective . There is also an academic article , to show authentic examples of objective language, and a checklist at the end, that you can use to check the objectivity of your own writing.
Objective writing places the emphasis on facts, information and arguments, and can be contrasted with subjective writing which relates to personal feelings and biases. Objective writing uses third person pronouns (it, he, she, they), in contrast to subjective writing which uses first person pronouns (I, we) or second person pronoun (you).
Although many academic writers believe that objectivity is an essential feature of academic writing, conventions are changing and how much this is true depends on the subject of study. An objective, impersonal tone remains essential in the natural sciences (chemistry, biology, physics), which deal with quantitative (i.e. numerical) methods and data. In such subjects, the research is written from the perspective of an impartial observer, who has no emotional connection to the research. Use of a more subjective tone is increasingly acceptable in areas such as naturalist research, business, management, literary studies, theology and philosophical writing, which tend to make greater use of qualitative rather than quantitative data. Reflective writing is increasingly used on university courses and is highly subjective in nature.
There are many aspects of writing which contribute to an objective tone. The following are some of the main ones.
Objective tone is most often connected with the use of passive, which removes the actor from the sentence. For example:
Most academic writers agree that passive should not be overused, and it is generally preferrable for writing to use the active instead, though this is not always possible if the tone is to remain impersonal without use of I or other pronouns. There is, however, a special group of verbs in English called ergative verbs , which are used in the active voice without the actor of the sentence. Examples are dissolve, increase, decrease, lower, and start . For example:
Another way to use active voice while remaining objective is to focus on the evidence, and make this the subject of the sentence. For example:
Evidence from sources is a common feature of objective academic writing. This generally uses the third person active. For example:
Impersonal constructions with It and There are common ways to write objectively. These structures are often used with hedges (to soften the information) and boosters (to strengthen it) . This kind of language allows the writer to show how strongly they feel about the information, without using emotive language, which should be avoided in academic writing.
Another way to write objectively is to personify the writing (essay, report, etc.) and make this the subject of the sentence.
In short, objective writing means focusing on the information and evidence. While it remains a common feature of academic writing, especially in natural sciences, a subjective tone is increasingly acceptable in fields which make use of qualitative data, as well as in reflective writing. Objectivity in writing can be achieved by:
Bailey, S. (2000). Academic Writing. Abingdon: RoutledgeFalmer
Bennett, K. (2009) 'English academic style manuals: A survey', Journal of English for Academic Purposes , 8 (2009) 43-54.
Cottrell, S. (2013). The Study Skills Handbook (4th ed.) , Basingstoke: Palgrave MacMillan.
Hinkel, E. (2004). Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar . Mahwah: Lawrence Erlbaum Associates Inc Publishers.
Hyland, K. (2006) English for Academic Purposes: An advanced resource book . Abingdon: Routledge.
Jordan, R. R. (1997) English for academic purposes: A guide and resource book for teachers . Cambridge: Cambridge University Press.
Below is an authentic academic article. It has been abbreviated by using the abstract and extracts from the article; however, the language is unchanged from the original. Click on the different areas (in the shaded boxes) to highlight the different objective features.
Title: Obesity bias and stigma, attitudes and beliefs among entry-level physiotherapy students in the Republic of Ireland: a cross sectional study. Source: : https://www.sciencedirect.com/science/article/pii/S0031940621000353
[1] | Nat Rev Endocrinol, 16 (5) (2020), p. 253 |
[2] | F. Rubino, R.M. Puhl, D.E. Cummings, R.H. Eckel, D.H. Ryan, J.I. Mechanick, et al. Nat Med, 26 (4) (2020), pp. 485-497 |
[3] | J. Seymour, Jl Barnes, J. Schumacher, Rl. Vollmer Inquiry, 55 (2018), Article 46958018774171 |
[4] | S.M. Phelan, D.J. Burgess, M.W. Yeazel, W.L. Hellerstedt, J.M. Griffin, M. van Ryn Obes Rev, 16 (4) (2015), pp. 319-32 |
[5] | J.A.M.M. Sabin, B.A. Nosek PLoS One, 7 (2012), Article e48448 |
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Below is a checklist for using objectivity in academic writing. Use it to check your writing, or as a peer to help. Note: you do not need to use all the ways given here.
The writing is . | ||
The writing uses to avoid personal pronouns (e.g. ). Passive is not overused. | ||
The writing (e.g. ). | ||
The writing uses and third person pronouns (e.g. ). | ||
The writing uses with and . | ||
The writing uses (e.g. |
Read more about writing critically in the next section.
Go back to the previous section about using complex grammar .
Author: Sheldon Smith ‖ Last modified: 05 February 2024.
Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .
Compare & contrast essays examine the similarities of two or more objects, and the differences.
Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).
Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.
Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).
Transition signals are useful in achieving good cohesion and coherence in your writing.
Reporting verbs are used to link your in-text citations to the information cited.
What is objective writing? Master the skill of delivering unbiased information effectively with proven techniques and examples.
In today’s world, the way we present ideas and data can shape opinions, influence decisions, and impact the world around us. One of the most important principles of communication is objectivity. Objective writing is writing that presents information in a neutral and unbiased way. This means avoiding personal opinions, beliefs, or biases. It also means avoiding using emotional language or making subjective statements. Objective writing is typically clearer and easier to understand than subjective writing. It is also seen as more credible and trustworthy. This is because readers know that the writer is not trying to persuade them or influence their opinions.
Related article: Mastering Critical Reading: Uncover The Art Of Analyzing Texts
In a world where there is so much information available, it is more important than ever to be able to distinguish between objective and subjective writing. Objective writing is essential for fostering critical thinking and making informed decisions. This article will explore the importance of objective writing and its role in communication. We will look at how objective writing can be used to foster credibility, deliver accurate information, and promote critical thinking.
Objective writing is a style of writing that presents information in a neutral and unbiased manner, without expressing personal opinions, emotions, or beliefs. The primary goal of objective writing is to provide facts, evidence, and logical reasoning to inform the reader without trying to persuade or influence their opinion.
About the question “What is objective writing?”, the author, in this kind of writing, strives to eliminate any potential bias, avoid making value judgments, and maintain a professional and impartial tone. This type of writing is commonly used in news reporting, scientific research papers, academic essays , and other forms of non-fiction writing.
Clarity and Understanding: Objective writing presents information in a clear and unbiased manner, allowing readers to conceive the facts without being influenced by the writer’s personal opinions or emotions. This promotes a deeper understanding of the subject matter.
Credibility and Trustworthiness: Objective writing enhances the credibility of the writer and the content. When information is presented without bias, readers are more likely to trust the accuracy and reliability of the material.
Unbiased Evaluation: Objectivity enables fair evaluation of different viewpoints, arguments, and evidence. It allows readers to form their own opinions based on the presented facts, rather than being persuaded by the writer’s subjective views.
Professionalism in Academic and Formal Writing: In academic and formal settings, objective writing is expected as it upholds the standards of professionalism and integrity in research, essays, and reports.
Conflict Resolution: Objective writing is particularly valuable in discussions and debates, as it helps to reduce conflicts by focusing on facts rather than personal feelings or biases.
Avoiding Stereotypes and Prejudices: Writing objectively helps to avoid reinforcing stereotypes and prejudices, promoting a more inclusive and open-minded perspective.
Enhanced Critical Thinking: By analyzing information objectively, writers and readers can engage in deeper critical thinking, questioning assumptions, and considering alternative viewpoints.
Appropriate in Scientific and Technical Fields: In scientific and technical writing, objectivity is essential to maintain the accuracy and validity of research findings and technical information.
Global Audience Accessibility: Objective writing is more accessible to a diverse global audience, as it transcends cultural and individual differences, making the content relevant to a broader readership.
Ethical Reporting: Journalists and reporters strive for objectivity in their news reporting to provide unbiased and truthful information to the public, upholding ethical standards in journalism.
Overall, writing objectively fosters transparency, fairness, and respect for differing perspectives, contributing to more informed, trustworthy, and inclusive communication.
Subjectivity and objectivity are two fundamental aspects of writing that influence how information is presented and perceived. Subjectivity refers to the presence of personal opinions, feelings, and biases in writing. It involves the writer’s perspective, emotions, and interpretations, which can impact how they convey information to the reader.
Subjective writing is a style of writing where the author expresses their personal opinions, emotions, and viewpoints on a particular subject. In subjective writing, the author’s feelings, beliefs, and individual experiences play a significant role in shaping the content. This type of writing often uses first-person pronouns, such as “I” or “we,” and employs emotional language to convey the author’s thoughts and emotions.
Subjective writing is prevalent in creative writing, personal essays, memoirs, and certain types of journalistic pieces, such as opinion columns or editorials. It allows writers to connect with the reader on a more personal level, sharing their unique perspectives and inviting the audience to empathize with their point of view.
It’s essential to recognize that both objective and subjective writing have their place in various contexts. Objective writing provides factual information and encourages critical thinking, while subjective writing allows for self-expression and emotional engagement. The choice between the two depends on the writer’s intentions, the subject matter, and the target audience.
Understanding the difference between objective and subjective writing enables writers to choose the appropriate style based on their intended purpose and the expectations of their audience. It also empowers readers to identify when they are encountering subjective content and approach it with a discerning mindset, acknowledging the presence of the author’s perspective.
Tone | Neutral and impartial | Personal and emotional |
Perspective | Third-person or no personal pronouns | First-person and personal pronouns |
Bias | Minimizes or eliminates bias | Embraces author’s bias |
Purpose | Inform and present facts | Express opinions and emotions |
Use of evidence | Relies on evidence and data | May rely on personal experience |
Language and style | Formal and professional | Informal and more engaging |
Common applications | News reporting, scientific writing | Creative writing, personal essays |
Examples | Textbook, research paper | Opinion column, personal journal |
Objective writing is characterized by its neutral and unbiased approach to presenting information. Writers strive to eliminate personal biases and emotions, focusing on factual accuracy and logical reasoning. Several key elements contribute to achieving objectivity in writing:
Objective writing minimizes the use of personal pronouns like “I,” “we,” or “you.” By avoiding these pronouns, the writer maintains a level of distance between themselves and the content, making it less likely for their personal opinions or biases to influence the information presented. Instead of writing, “I believe that,” or “In my opinion,” the objective writer would present the information without explicitly inserting themselves into the narrative. For example, “According to research,” or “Studies indicate that.”
Objective writing prioritizes the presentation of verifiable facts, evidence, and data over personal emotions or opinions. The writer should refrain from using emotionally charged language or expressing their feelings about the subject matter. Instead, they rely on evidence-based information to support their claims. When presenting an argument or discussing a topic, the focus is on logical reasoning and empirical support rather than emotional persuasion.
The active voice is preferred in objective writing because it clearly identifies the subject and the action they are performing. This contributes to clarity and directness in the writing. In contrast, the passive voice can sometimes be used to obscure responsibility or agency, potentially leading to less objective writing. Ergative verbs, which don’t require an object to complete their meaning, can also help make sentences more concise and focused.
Example (Active Voice): “The committee made the decision.” Example (Passive Voice): “The decision was made by the committee.”
Objective writing relies heavily on evidence and support from reputable sources. By referencing and citing authoritative works, research studies, experts, and reliable data, the writer reinforces the credibility of their writing. These citations also allow readers to verify the information independently, adding transparency and accountability to the content.
A neutral tone is crucial in objective writing. The language used should be professional, impartial, and devoid of emotional bias. The writer should avoid overly positive or negative language that could sway the reader’s perception. Instead, the content should present information objectively, allowing the readers to draw their conclusions based on the facts and evidence provided.
Example (Neutral Tone): “The study findings suggest a correlation between X and Y, according to the researchers’ analysis.”
Objective writing fosters transparency, credibility, and the dissemination of reliable information across various domains, contributing to an informed and knowledgeable society. This type of writing has distinct purposes: ensuring clear communication in instruction manuals, providing unbiased information in news reporting, and maintaining scientific rigor in natural science reports.
Instruction manuals are a classic example of objective writing. These documents provide step-by-step guidance on how to use a product or perform a specific task. Objective writing in instruction manuals focuses on clarity, precision, and neutrality. It avoids subjective language and personal opinions, instead using concise and straightforward language to ensure readers can follow the instructions accurately. The emphasis is on providing clear directions and information, leaving no room for ambiguity or misinterpretation.
Example (Objective Writing in an Instruction Manual): “Insert the round end of the cable into the designated port until you hear a click.”
News reporting is one of the primary domains where objective writing is crucial. Journalists aim to present news stories in a fair, accurate, and unbiased manner. Objective news articles provide the who, what, where, when, why, and how of an event without injecting personal opinions or emotions. They rely on credible sources, facts, and verified information to inform the public objectively. While opinion pieces and editorials allow for subjectivity, standard news reporting adheres to objective principles.
Example (Objective News Reporting): “In a press conference today, the Prime Minister announced new economic measures to address unemployment. The plan includes tax incentives for businesses and increased funding for job training programs.”
Objective writing is a fundamental aspect of scientific reports, particularly in the field of natural sciences. Scientific reports present research findings, experiments, and observations without personal bias or emotional influence. The language used is precise and technical, and statements are supported by empirical evidence and data. Objectivity ensures that other researchers can replicate experiments and validate the conclusions, promoting the advancement of scientific knowledge.
Example (Objective Writing in a Natural Science Report): “The results of the study show a significant correlation between the increase in temperature and the rate of plant growth. The experiment was conducted over a three-month period, and the data were collected and analyzed using standard statistical methods.”
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Objectivity in essay writing is important in order for the writer to clearly state both sides of an argument without displaying a bias toward one side or the other. When students are given essay titles to complete, not all titles call for objectivity, but the main question will always point to a pro-and-con situation. Personal opinions in essays are not usually accepted unless they are written with objectivity and backed up by references and proof.
Begin your essay with an introductory paragraph that presents the purpose of the essay. If there is a hypothesis involved, state how you intend to prove or disprove the hypothesis and broadly explain how you intend to do so. Details at this point are not necessary, as they will be covered in the main body of your essay.
State one side of the argument and report the evidence and findings that support the statement you are making. Leave out how you personally feel about the issue but do bring in supporting evidence that you find compelling. Remain objective when you compose an essay by keeping your arguments balanced in support or for rebuttal of the hypothesis.
Read back over the essay as you write and remain focused on your objectivity. To be objective is the opposite of being subjective. Being objective is being able to remove yourself from the personal emotions and thoughts you may have about the subject, while being able to examine fairly and critique both sides of the argument you are discussing.
State the opposing argument in your next paragraph or chapter. Use words and phrases that express the change of direction within the essay, such as “however,” “although” and “on the other hand.” Include comments that contrast the preceding paragraphs. For example, you may be writing about Freud, and your contrasting statement would include something like “While Freud argued that ... Jung disagreed with this by stating ...” Your goal in the rebuttal argument is to compel readers to see both sides and draw their own conclusions.
Conclude your essay by summing up the arguments both for and against the position. Again, remaining objective means reiterating your argument in a simplified form to remind readers what they have heard and, hopefully, learned from your statements. Your aim is to gear the readers up for a short evaluation of the topic of discussion. State the facts you have laid out and remind the readers of your own objectivity by using an equal number of references and arguments from both sides. If your essay requires you to conclude with an opinion, then you should compose and add one. If the essay simply requests an argumentative approach, then lay out the two sides and state the conclusion as the recap of the elements of the essay.
Jackie Michael has been a freelance writer since 2007. Her work has appeared on various websites, including Autos.com and CarsDirect. She holds a Bachelor of Arts in psychology and sociology from East London University.
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Being objective suggests that you are concerned about facts and are not influenced by personal feelings or biases. Part of being objective is being fair in your work. Try to consider both sides of an argument and avoid making value judgements by using words such as wonderful or appalling. Being objective also makes your work more professional and credible.
Be explicit in expressing your ideas:.
Pronouns are a set of words that replace nouns. They can be used to make your work less complicated and less repetitive. Examples of pronouns include:
For some assignments, it is appropriate to use the first person (e.g. reflective writing). However, for other assignments the third person is preferred. Sometimes a mixture of the first and third person should be used for different purposes. So, check your assignment guidelines for each assignment, as it will differ for different assignment types , different style guides, and different disciplines. If you are unsure, then check with your course coordinator. For more on this see 1st person vs. 3rd person .
Page authorised by Director - Centre for Learner Success Last updated on 29 November, 2018
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Try to present your argument in as objective a way as possible. Avoid judgmental and emotive language, as this often reveals that you are presenting an opinion rather than evidence or a logical argument. Note, however, that whether a phrase or word is judgmental or emotive often depends on the context. It is best to avoid phrases like "it is right , " "I believe," or "I feel . " Often these types of statements lead the writer into bias , a mistake that academic writing avoids. Remember to back up your arguments with sources and facts in order to give you credibility and a more objective tone.
For example, take a look at this sentence:
I feel that childhood obesity is unhealthy, and children’s eating habits are not right.
Note the use of "I" and the judgmental phrase "not right." Try to think of a way to portray the same information without inserting yourself or your opinion. For example, instead of saying I feel, ask yourself, "Is this a fact?" If it is a fact, write it as a statement:
Childhood obesity is unhealthy.
With this statement, you are stating a fact and removing yourself to maintain your authorial distance. Also, rather than saying their eating habits are not right (after all, who is to judge what is right and wrong in eating?), you can use statistics and valid sources to back up your ideas:
Two major causes of childhood obesity are poor nutrition and uneducated food choices (Fredricks, 2010).
Here you are giving information rather than giving a judgment. See APA 7, Chapter 5 for more guidelines for reducing bias.
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The purpose of higher learning is to communicate ideas effectively through writing. Basically, teachers expect learners to present accurate findings, concerning a specific matter. In this case, students use verifiable evidence. Also, the method is unique because it allows one to gather, calculate, or evaluate information. In turn, objective writing enables people to present irrefutable facts, apply critical thinking styles, maintain a neutral tone, and use formal and explicit language.
Objective writing is a factual process that enhances knowledge. For instance, learners gather facts that support the selected topic. In this case, one must support arguments with evidence from credible sources. Besides, students address both sides of an opinion. Then, being objective makes essays appear professional and reliable. In turn, people avoid making judgments. Also, they remain fair in their work. Thus, empirical writing allows individuals to present accurate information that addresses existing knowledge gaps.
Objective writing is unique because it enhances critical thinking. For instance, learners evaluate, calculate, and verify the information. In this case, students must gather relevant details and determine their significance to the subject. Besides, people must ensure that the audience attains a deeper understanding of the topic. Therefore, learners must appraise information to achieve the desired goals during factual writing.
Objective writing is essential because it allows students to use a neutral tone. For instance, one should not use opinionated, biased, or exclusive language. Basically, learners must submit unbiased information to an audience. Instead, scholars allow readers to determine their opinions. However, imbalanced information does not persuade people to accept a narrow way of thinking. In this case, the approach helps writers to present relevant facts about a subject. Thus, scholars should learn factual writing since the method allows them to be less judgmental.
Objective writing is an essential skill because it helps learners to follow formal style. Basically, academic papers must use the official language. In this case, students avoid personal pronouns. Also, the extensive use of the third person enhances the clarity of an assignment. Then, empirical writing helps scholars to avoid intensifiers that exaggerate their arguments. For example, people should avoid words, like “very” and “really,” since they make information vague. Finally, scholarly papers require the proper use of punctuation marks. In turn, successful learners proofread their works to ensure that they use commas and full stops effectively. Besides, the approach prevents all forms of miscommunication. Therefore, writers should follow the rules of factual writing because it trains them to maintain a formal tone in their papers.
Objective writing allows students to express ideas explicitly. For example, learners develop precise sentences to express their thoughts. In this case, they make their work comprehensible. Besides, the approach helps essays to stand out. Therefore, people should learn objective writing because it allows them to communicate clearly.
In conclusion, objective writing requires people to cover irrefutable facts. Basically, the process is unique because it enables learners to develop critical thinking skills when completing assignments. Also, scholars should learn to empirical writing because they gain the ability to follow a neutral tone. In turn, they learn to write by using a formal and specific style. Thus, objective writing improves the quality of academic papers.
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Understanding subjective and objective assessments, and the difference between the two, is central to designing effective exams. Educators need a strong understanding of both types to accurately assess student learning. Each of these styles has specific attributes that make them better suited for certain subjects and learning outcomes. Knowing when to use subjective instead of objective assessments, and vice versa, as well as identifying resources that can help increase the overall fairness of exams, is essential to educators’ efforts in accurately gauging the academic progress of their students.
Let’s take a closer look at subjective and objective assessments, how they are measured, and the ways in which they can be used effectively to evaluate student knowledge.
According to EnglishPost.org , “Subjective tests aim to assess areas of students’ performance that are complex and qualitative, using questioning that may have more than one correct answer or more ways to express it.” Subjective assessments are popular because they typically take less time for teachers to develop, and they offer students the ability to be creative or critical in constructing their answers. Some examples of subjective assessment questions include asking students to:
Subjective assessments are excellent for subjects like writing, reading, art/art history, philosophy, political science, or literature. More specifically, any subject that encourages debate, critical thinking, interpretation of art forms or policies, or applying specific knowledge to real-world scenarios is well-suited for subjective assessment. These include long-form essays, debates, interpretations, definitions of terms, concepts, and events as well as responding to theoretical scenarios, defending opinions, and other responses.
Objective assessment, on the other hand, is far more exact and subsequently less open to the students’ interpretation of concepts or theories. Edulytic defines objective assessment as “a way of examining in which questions asked has [sic] a single correct answer.” Mathematics, geography, science, engineering, and computer science are all subjects that rely heavily on objective exams. Some of the most common item types for this style of assessment include:
Assessments measure and evaluate student knowledge; to that end, grading is involved with doing so. Just as subjective and objective assessment differ, so do ways in which educators measure them.
Subjective performance measurements are dependent on the observer or grader and involve interpretation. A creative work might be the most clear example for which subjective measurement might apply; while grammar and syntax, of course, are necessary to express ideas, the quality of creative work is subject to human judgment. Opinion essays are also a subjective measurement, as there is no one right answer and are evaluated based on persuasion skills; the flow of logic or writing style, in addition to the content of an answer, can influence a person marking student work.
In brief, subjective measurement involves more than one correct answer and assesses qualitative or analytic thinking.
On the other hand, objective measurement is conducted independent of opinion. One extreme example is feeding a multiple-choice exam into a Scantron machine, which provides zero feedback and simply marks an answer wrong or correct. Even when a human being grades objective assessment and provides feedback, answers are not for interpretation when it comes to objective measurement. Other examples of objective measurement include mathematics problems with one correct answer that is unquestionable and again, independent of the grader’s opinion ( Jackson, retrieved 2023 ).
In sum, objective measurement is implicitly consistent, impartial, and usually quantifiable.
That said, measurement of assessments, whether subjective or objective, is a spectrum.
While a creative work may be graded almost entirely subjectively, a personal or opinion essay, while subjective in nature, may fall towards the middle of the spectrum. An analytical essay, for instance, can offer objective measurements like grammar, structure, primary or secondary sources , and citation. Of course, on the objective end of the spectrum are multiple-choice questions like mathematics problems. But even mathematics can fall towards the middle; for example, when students work on proofs and theorems to demonstrate logic and analytical thinking. In the case of a proof, a grader has to interpret how deeply a student understands the concept and might even grant partial credit.
The word “subjective” has often become a pejorative term when it comes to assessment and grading, while the word “objective” is elevated as a paragon of fairness. But the reality is that both subjective and objective assessments are effective ways to measure learning, when they are designed well and used appropriately.
Subjective and objective assessments are effective when they show reliability and validity .
An assessment is reliable when it consistently measures student learning. Reliability involves the correct answer every time, with no variation from student to student, making scores trustworthy; many standardized tests like those used for licensing or certification, for instance, are deemed highly reliable. In the case of subjective assessment, rubrics can provide increased reliability .
An assessment is valid when it measures what it was intended to measure. Validity accurately measures understanding, whether it is the evaluation of analytic thinking or factual knowledge.
You wouldn’t ask a nursing student to write an opinion essay on differential diagnosis and pharmaceutical treatment; at the same time, you wouldn’t ask graduate students of English literature to answer true/false questions about the works of Shakespeare. Providing the right kind of assessment to assess appropriate levels of knowledge and learning is critical.
The first step towards effective exam design is to consider the purpose of the assessment and uphold validity.
When an instructor wants to measure critical thinking skills, a student’s ability to come up with their own original ideas, or even how they arrived at their response, subjective assessment is the best fit. When an instructor wants to evaluate a student’s knowledge of facts, for instance, objective measurement is called for. Of course, exams can offer a variety of formats to measure both critical thinking and breadth of knowledge; many assessments benefit from the inclusion of both subjective and objective assessment questions. Subjective assessments lend themselves to programs where students are asked to apply what they’ve learned according to specific scenarios. Any field of study that emphasizes creativity, critical thinking, or problem-solving may place a high value on the qualitative aspects of subjective assessments. These could include:
Objective assessments are popular options for programs with curricula structured around absolutes or definite right and wrong answers; the sciences are a good example. If there are specific industry standards or best practices that professionals must follow at all times, objective assessments are an effective way to gauge students’ mastery of the requisite techniques or knowledge. Such programs might include:
Creating reliable and valid assessments is key to accurately measuring students’ mastery of subject matter. Educators should consider creating a blueprint for their exams to maximize the reliability and validity of their questions. It can be easier to write assessments when using an exam blueprint. Building an exam blueprint allows teachers to track how each question applies to course learning objectives and specific content sections, as well as the corresponding level of cognition being assessed.
Once educators have carefully planned out their exams, they can begin writing questions. Carnegie Mellon University’s guide to creating exams offers the following suggestions to ensure test writers are composing objective questions:
Subjectivity often feels like a “bad word” in the world of assessment and grading, but it is not. It just needs to be appropriate–that is, used in the right place and at the right time. In the Journal of Economic Behavior & Organization , researchers Méndez and Jahedi report, “Our results indicate that general subjective measures can effectively capture changes in both the explicit and the implicit components of the variable being measured and, therefore, that they can be better suited for the study of broadly defined concepts than objective measures.” Subjective assessments have a place in presenting knowledge of concepts, particularly in expressing an original opinion, thought, or discourse that does not have a singular answer.
What is “bad,” however, is bias, whether unconscious or conscious, in assessment design or grading. Bias is an unfair partiality for or against something, largely based on opinion and resistance to facts.
Subjective assessments are more vulnerable to bias and it’s important to ensure that the questions address what is supposed to be measured (upholding validity) and that any grader bias is mitigated with rubrics to bolster marking consistency (thereby upholding reliability). Other ways to mitigate bias include grading by question and not by student as well as employing name-blind grading.
Subjective and objective assessment efficacy is influenced by reliability, validity, and bias. Wherever, whenever possible, it is important to bolster reliability (consistency) and validity (accuracy) while reducing bias (unfair partiality). While reliability and validity are upheld during the design and execution of assessments, ensuring that questions align with learning expectations and course content and are fair, bias can interfere with the grading process.
One important, and frequently overlooked, aspect of creating reliable and valid assessments is the manner in which those assessments are scored by removing bias. How can teachers ensure that essay or short-answer questions are all evaluated in the same manner, especially when they are responsible for scoring a substantial number of exams?
Using assessment tools offer the following benefits for educators:
Ultimately, employing rubric and assessment software tools like ExamSoft and Gradescope gives both instructors and students a clearer picture of exam performance as it pertains to specific assignments or learning outcomes. This knowledge is instrumental to educators’ attempt to improve teaching methods, exam creation, grading—and students’ ability to refine their study habits.
Creating reliable and valid assessments with unbiased measurement will always be an important aspect of an educator’s job. Using all the tools at their disposal is the most effective way to ensure that all assessments—whether subjective or objective— accurately measure what students have learned.
Has someone ever asked for your objective opinion? Or said that something is “entirely subjective ”? The words subjective and objective are used in all kinds of contexts, from journalism to science to grammar, and they’re often discussed as opposites. But what do they actually mean?
In most cases, it comes down to whether something is based on personal experience or on verifiable facts. But it can get confusing. An opinion or viewpoint can be said to be objective or subjective, depending on how it was formed. We’re here to clear all of that up by explaining what each word means and how each should be used.
Subjective most commonly means based on the personal perspective or preferences of a person—the subject who’s observing something. In contrast, objective most commonly means not influenced by or based on a personal viewpoint—based on the analysis of an object of observation only.
Generally speaking, subjective is used to describe something that exists in the mind of a person or that pertains to viewpoints of an individual person.
Sometimes, subjective means about the same thing as personal . Everyone’s experience of an event is subjective , because each person’s circumstances and background are unique, leading to different interpretations.
Subjective observation is centered on a person’s own mind and perspectives , as opposed to being general, universal, or scientific . In this way, describing an observation as subjective often implies that it comes with (or is based on) personal biases .
In philosophy, subjective specifically means relating to an object as it exists in the mind, as opposed to the thing as it exists in reality (the thing in itself). All perception relies on your mind, so your perception of a thing is ultimately subjective.
In most of its common uses, objective is contrasted with subjective, often as if it’s the opposite. Objective most commonly means not influenced by an individual’s personal viewpoint— unbiased (or at least attempting to be unbiased). It’s often used to describe things like observations, decisions, or reports that are based on an unbiased analysis.
Something that’s truly objective has nothing to do with a person’s own feelings or views—it just deals with facts. When someone says “Objectively speaking,” they’re indicating that they’re going to give an unbiased assessment—not one based on their personal preferences.
Journalists are trained to be as objective as possible when reporting—to leave their opinions out of it and just record and present the facts. This is called objectivity .
In grammar, the word objective is applied to words that function as objects —the recipients of actions. In the sentence The dog ate my homework , the word homework is in the objective case (meaning that it’s the object —the recipient—of the action). The word subjective, on the other hand, is applied to a word that’s the subject of the sentence (in the given example, the dog is the subject—the one performing the action).
Learn more about the verbs that take direct objects—transitive verbs.
Objective is also commonly used as a noun meaning a goal or a target, as in The objective of this article is to teach you about the difference between objective and subjective .
Let’s think about some scenarios in which something might be classified as subjective or objective.
Let’s say you’re a restaurant critic. There may be certain foods that you subjectively dislike—ones that are just not to your taste. But when critiquing dishes, you must leave your subjective tastes aside and be objective about what you eat—making objective judgments about things like how it’s cooked and seasoned and how the ingredients work together. Even if you’re served a dish that you subjectively don’t like, it’s your job to objectively assess its quality.
In a scientific experiment, your hypothesis might be based—at least in part—on your subjective opinion about what the results will be. But science is about being completely objective by gathering data and making conclusions based on the data.
In everyday life, your objective opinion is the one that sets aside your subjective preferences or feelings about something and instead assesses it based on facts and reality.
Use subjective when you’re talking about an opinion or feeling that is based on an individual’s perspective or preferences.
Use objective when you’re talking about something—like an assessment, decision, or report—that’s unbiased and based solely on the observable or verifiable facts.
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The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.
Please note : Some confusion may occur between the argumentative essay and the expository essay. These two genres are similar, but the argumentative essay differs from the expository essay in the amount of pre-writing (invention) and research involved. The argumentative essay is commonly assigned as a capstone or final project in first year writing or advanced composition courses and involves lengthy, detailed research. Expository essays involve less research and are shorter in length. Expository essays are often used for in-class writing exercises or tests, such as the GED or GRE.
Argumentative essay assignments generally call for extensive research of literature or previously published material. Argumentative assignments may also require empirical research where the student collects data through interviews, surveys, observations, or experiments. Detailed research allows the student to learn about the topic and to understand different points of view regarding the topic so that she/he may choose a position and support it with the evidence collected during research. Regardless of the amount or type of research involved, argumentative essays must establish a clear thesis and follow sound reasoning.
The structure of the argumentative essay is held together by the following.
In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next the author should explain why the topic is important ( exigence ) or why readers should care about the issue. Lastly, students should present the thesis statement. It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.
Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.
Each paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throughout the essay. In addition, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research. It is also important to explain how and why the evidence supports the thesis ( warrant ).
However, argumentative essays should also consider and explain differing points of view regarding the topic. Depending on the length of the assignment, students should dedicate one or two paragraphs of an argumentative essay to discussing conflicting opinions on the topic. Rather than explaining how these differing opinions are wrong outright, students should note how opinions that do not align with their thesis might not be well informed or how they might be out of date.
The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. As noted in the paragraph above, a successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is unethical to exclude evidence that may not support the thesis. It is not the student’s job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.
It is at this point of the essay that students may begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.
Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of World War II and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the argument in the middle of my second point, questions would arise concerning the current effects on those who lived through the conflict. Therefore, the argumentative essay must be complete, and logically so, leaving no doubt as to its intent or argument.
A common method for writing an argumentative essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory paragraph (b) three evidentiary body paragraphs that may include discussion of opposing views and (c) a conclusion.
Complex issues and detailed research call for complex and detailed essays. Argumentative essays discussing a number of research sources or empirical research will most certainly be longer than five paragraphs. Authors may have to discuss the context surrounding the topic, sources of information and their credibility, as well as a number of different opinions on the issue before concluding the essay. Many of these factors will be determined by the assignment.
Home » Blog » Learning Objectives: How to Write, Types and Examples
For students, learning objectives provide an overview of the key points and main building blocks covered in a topic.
Skillshub’s experience in the academic and corporate world shows that having established learning objectives can help to improve engagement, motivation, and results.
As a thought leader in the field of educational objectives, we believe there are several types and structures of learning objectives you should consider when planning a course or lesson.
In this article, we’ll look at how to write learning objectives effectively, different types of learning objectives, and provide some example objectives to help you get started.
Before we cover the details of writing learning objectives, it’s important to understand what they are and why having them is essential.
Learning objectives provide an overview of the topics covered in a course or lesson and allow everyone involved—teachers, students, and even administrators—to have a shared understanding of the goals for any given session.
In simple terms, learning objectives:
Essentially, learning objectives provide a framework that benefits everyone involved in the learning process.
What’s the difference between a learning objective and a learning outcome.
Learning outcomes and learning objectives are superficially similar, as in both cases, the two terms are used to describe what students should be able to do after completing a course or lesson.
However, there is an essential distinction between the two.
A learning objective refers specifically to the topics that will be covered during a lesson/course. Learning outcomes, on the other hand, look beyond mere knowledge and provide evaluations on how well students can apply what they’ve learned.
For instance, a learning objective may be to “understand the components of the water cycle”. A learning outcome related to this might be to “identify ways in which humans are impacting the global water cycle.”
The learning objective here defines how the lesson or course should be structured, while the learning outcome provides an evaluation of how well students understand and can apply what they have learned.
Now that you’ve got a clearer understanding of what learning objectives are and how they differ from learning outcomes, let’s take a look at the benefits of having well-crafted learning objectives in place.
There is a wide range of material benefits associated with creating and leveraging learning objectives, including:
A clearly stated learning objective provides the basis for lesson and course planning. Well-written objectives help teachers identify not only the topics that need to be covered, but also the resources (e.g., books or videos) needed to cover them effectively.
Having established learning objectives in place helps teachers create assessments which accurately evaluate student understanding of any given topic.
Teachers can use learning objectives to create quizzes, tests, and other assessments to accurately evaluate student knowledge.
Clear learning objectives are helpful for students in a number of ways.
For instance, having an overview of the topics covered in a lesson or course can help students track their progress more effectively and identify areas which may need review.
Furthermore, having objectives in place can help reduce the cognitive load associated with learning new topics, allowing students to focus more on their understanding of a subject rather than worrying about what needs to be done next.
Having established learning objectives in place can help keep students and employees engaged during lessons and lectures.
When students have a clear understanding of the topics covered, it becomes easier for them to follow along with the lesson plan and stay focused on the topic at hand.
Furthermore, providing objectives can motivate students by setting out specific goals they should be working towards.
A shared understanding of learning objectives helps to ensure effective communication between all stakeholders in the educational process.
Teachers can use objectives to effectively communicate expectations with students, while administrators can use them to monitor student progress.
Having established learning objectives also makes it easier for teachers and administrators to identify potential issues or areas in which students may need additional support.
Finally, having learning objectives in place helps to ensure that all stakeholders are focusing on the topics covered in a lesson or course.
Objectives set out specific goals which everyone should be working towards and help to keep discussions focused.
By providing an overview of the topics covered, learning objectives can also help teachers identify areas which need further exploration or review.
Overall, having clear learning objectives can help to improve results by providing everyone involved with a shared understanding of the goals of any given lesson or course.
While the basic idea of learning objectives is simple, the act of creating effective learning objectives requires a bit more thought and consideration.
Let’s take a look at some tips to help you craft practical learning objectives:
The ABCD model provides a foundation for creating effective learning objectives.
The ABCD stands for:
The Audience portion of the ABCD model refers to whom the objective is intended for. The intended audience for any learning objective should modify the content and language used in the objective.
For instance, objectives for younger students may need to be simplified or contain more visual aids, whereas objectives for adult learners can assume a higher level of knowledge and use more sophisticated language.
The Behaviour associated with the ABCD model refers to what type of action should be taken by the audience in question.
This could include analytical thinking, problem-solving, writing, or any other behaviour which is relevant to the topic being covered.
The type of behaviour should be specific and clearly defined in order for it to be effectively measured.
The Condition portion of the model refers to what context or circumstances will have an impact on how the objective is achieved.
For instance, a learning objective may require students to solve a problem in a particular way (e.g., without using a calculator).
The condition portion of the ABCD model ensures that any necessary qualifications are taken into account when crafting an objective.
The Degree portion of the ABCD model refers to how successful students should be in order to achieve the learning objective.
This can include anything from basic understanding to complete mastery of the topic in question.
The degree should be clearly specified so that it can be effectively measured when assessing student performance.
In other words, learning objectives should provide a description of who is being taught, what they should be able to do afterwards, the conditions under which this can be achieved, and how well it must be done.
Using the ABCD model provides an accessible framework that specific learning objectives can be crafted around.
To help you master the process of creating effective learning objectives, we’ve broken down the process into four steps:
When crafting learning objectives, it’s important to consider who the objective is intended for. Identifying the intended audience will inform the language and content used in crafting the objective.
Having a specific behaviour in mind will help you create a practical learning objective. Consider which behaviours are necessary for learners to master the topic, and strive to ensure that the objectives reflect these behaviours.
The conditions and constraints surrounding the learning objective should be made explicit. This includes any qualifications or stipulations which must be met in order for learners to achieve the objective.
It should also consider any possible constraints or limitations that may impact how the objective is achieved. These constraints could include time or resource limitations, for example.
Finally, you should determine how successful learners must be in order to achieve the objective. This could include understanding basic concepts or mastering all aspects of a topic.
By defining the degree of success desired, it will be easier to measure whether learners have achieved the objective.
The degree should be specific and measurable in order for learners to effectively work towards it. This could include anything from basic understanding to complete mastery of the topic in question.
By taking a step-by-step approach to creating practical learning objectives, it will be easier to ensure that the desired outcome is achieved.
Ideally, any learning objective should contain all of the necessary information to help learners understand what they need to do in order to succeed.
To achieve this, you should start by outlining what the learner needs to do in a clear and concise manner.
Then, break down each step into more detailed tasks to ensure that all necessary aspects of the objective are included. This could include defining any qualifications or constraints which may impact the completion of the task.
Finally, consider how successful learners must be in order to achieve the task set out in the learning objectives. This should be measurable so that learners can effectively work towards it and track their progress.
By taking a step-by-step approach to writing learning objectives, you will be able to ensure that the desired outcomes are achieved for each lesson or course.
There are three primary types of learning objectives that can be used as the basis for crafting your own practical learning objectives.
Using these archetypes along with the ABCD model will help to ensure that your objectives are specific, measurable, and achievable.
Knowledge-based objectives are used to measure the learner’s understanding of a particular concept.
This type of objective should focus on testing the learner’s knowledge and comprehension in order to assess their level of understanding.
A good example of a knowledge-based objective would be:
“The learner will be able to explain the process of photosynthesis in at least three sentences.”
Skill-based objectives are used to assess the learner’s ability to apply their understanding of a concept.
This type of objective should focus on testing the learner’s ability to use the knowledge they have acquired in order to complete a task.
A good example of a skill-based objective would be:
“The learner will be able to apply the principles of photosynthesis to solve a problem.”
Attitude-based objectives are used to assess the learner’s attitude towards the concept.
This type of objective should focus on testing the learner’s ability to think critically about a concept and their willingness to apply this knowledge in real-world situations.
A good example of an attitude-based objective would be:
“The learner will be able to demonstrate an understanding of photosynthesis and its implications for sustainability.”
To help make the process of crafting practical learning objectives easier, here are some examples you can use as a reference point.
“The learner will be able to list the three main components of photosynthesis and explain their role in the process.”
“The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”
“The learner will be able to apply their knowledge of photosynthesis to construct a model demonstrating the process.”
“The learner will be able to use the principles of photosynthesis to design an experiment that tests one of its aspects. “
“The learner will be able to discuss the implications of photosynthesis on climate change and how it can help reduce negative impacts.”
“The learner will demonstrate an understanding of the importance of photosynthesis for our environment and its impact on sustainability.”
While writing learning objectives can be challenging, the good news is that there is established best practice for crafting effective and practical learning objectives.
By following these guidelines, you will be able to ensure that your learning objectives are clear, achievable, and useful.
Good learning objectives are specific and should clearly indicate what the learner needs to accomplish to achieve the desired outcome. They should also be measurable so that it is evident when the learner has achieved them.
Action verbs should be used in the learning objectives to indicate what the learner will do. This will make it clear to both the trainer and the learners what is expected of them.
Action verbs include:
• Understand • Identify • Demonstrate • Apply
Before writing the learning objective, you should consider the difficulty level appropriate for the learners. The degree of difficulty should be challenging but also achievable so that learners can successfully work towards it.
Learning objectives should be aligned with the overall learning goals of the course or lesson. This will ensure that all objectives contribute towards achieving the desired outcome for the learners.
While learning objectives are most commonly used in educational settings to help guide the learning process, they can also be used as a basis for creating training objectives.
Training objectives should focus on the desired outcomes from the training activity and use similar language and structure as learning objectives.
The critical difference is that the focus will be more on how to best achieve these outcomes rather than what needs to be learned.
Some strategies for turning objectives into training objectives include:
An example of a training objective derived from a learning objective is:
Learning Objective: “The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”
Training Objective: “The learners will understand how to combine different sources of energy to create new products or applications.”
The primary difference between learning and training objectives is that learning objectives focus on knowledge acquisition, whereas training objectives focus on skill development.
Where learning objectives prioritise content that teaches the learner about a specific concept, training objectives focus on developing problem-solving skills that can be applied to real-world scenarios.
When it comes to assessments, learning objectives should align with content and assessments that allow learners to demonstrate their understanding of the material. This could include multiple choice questions, short answer tests, and even practical activities.
By comparison, assessments for training objectives should encourage learners to apply their skills in a practical setting. This could include case studies, simulations, and group activities that allow learners to use the knowledge they have acquired in a problem-solving context.
Once written, learning objectives should not be static and should be reviewed regularly to ensure they are still relevant and achievable. To assess the learning objectives, it is essential to use both formative and summative assessments.
Formative assessments should be used during the learning process to measure progress and help identify any areas where learners may need additional support or guidance. This could include quizzes, tests, or group activities.
On the other hand, summative assessments should be used at the end of the learning process to measure the transfer of learning. These could include essays or presentations that require learners to demonstrate their understanding of the material.
By regularly assessing and evaluating your learning objectives, you can ensure they remain relevant and achievable for all learners. This is particularly true of training objectives where the application of the skills acquired is tested in a practical setting.
The ability to measure learning objectives is essential for assessing the success of a course or lesson. Learning objectives should be measurable to ensure it is evident when learners have met them.
As mentioned, formative assessments should be used during the learning process to help measure progress, while summative assessments should be used to measure how much learners have learned.
Other methods for measuring learning objectives include:
By using these different methods of measurement, you can ensure that your learning objectives are being met and that learners are gaining the knowledge and skills they need to succeed.
Learning objectives are essential for any educational or training setting.
By measuring learning objectives regularly, you can more accurately track the success of your course or lesson and ensure that all learners achieve their desired outcomes.
Skillshub’s innovative eLearning platform makes it easy for trainers to create, measure, and assess learning objectives. With tools like quizzes and assessments, and reporting tools to track progress, Skillshub can help you ensure that all learners are achieving their desired outcomes.
Our professionally designed off-the-shelf courses are also a great way to get started and provide you with all the tools and resources you need to develop engaging and interactive courses.
With our comprehensive suite of e-learning solutions, Skillshub can ensure that your learners have the knowledge and skills they need to succeed.
If you’re looking for an easy and efficient way to create, measure, and assess learning objectives, Skillshub is the perfect platform for you.
As an eLearning company , Skillshub is committed to creating efficient and impactful learning experiences.
Contact us today to find out how we can help you achieve your educational goals.
Sean McPheat
Sean is the CEO of Skillshub. He’s a published author and has been featured on CNN, BBC and ITV as a leading authority in the learning and development industry. Sean is responsible for the vision and strategy at Skillshub, helping to ensure innovation within the company.
Updated on: 11 October, 2023
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Published on July 12, 2022 by Eoghan Ryan . Revised on November 20, 2023.
Research objectives describe what your research is trying to achieve and explain why you are pursuing it. They summarize the approach and purpose of your project and help to focus your research.
Your objectives should appear in the introduction of your research paper , at the end of your problem statement . They should:
What is a research objective, why are research objectives important, how to write research aims and objectives, smart research objectives, other interesting articles, frequently asked questions about research objectives.
Research objectives describe what your research project intends to accomplish. They should guide every step of the research process , including how you collect data , build your argument , and develop your conclusions .
Your research objectives may evolve slightly as your research progresses, but they should always line up with the research carried out and the actual content of your paper.
A distinction is often made between research objectives and research aims.
A research aim typically refers to a broad statement indicating the general purpose of your research project. It should appear at the end of your problem statement, before your research objectives.
Your research objectives are more specific than your research aim and indicate the particular focus and approach of your project. Though you will only have one research aim, you will likely have several research objectives.
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Research objectives are important because they:
Once you’ve established a research problem you want to address, you need to decide how you will address it. This is where your research aim and objectives come in.
Your research aim should reflect your research problem and should be relatively broad.
Break down your aim into a limited number of steps that will help you resolve your research problem. What specific aspects of the problem do you want to examine or understand?
Once you’ve established your research aim and objectives, you need to explain them clearly and concisely to the reader.
You’ll lay out your aims and objectives at the end of your problem statement, which appears in your introduction. Frame them as clear declarative statements, and use appropriate verbs to accurately characterize the work that you will carry out.
The acronym “SMART” is commonly used in relation to research objectives. It states that your objectives should be:
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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.
Methodology
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Research bias
Research objectives describe what you intend your research project to accomplish.
They summarize the approach and purpose of the project and help to focus your research.
Your objectives should appear in the introduction of your research paper , at the end of your problem statement .
Your research objectives indicate how you’ll try to address your research problem and should be specific:
Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .
Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.
I will compare …
A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.
Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.
Scope of research is determined at the beginning of your research process , prior to the data collection stage. Sometimes called “scope of study,” your scope delineates what will and will not be covered in your project. It helps you focus your work and your time, ensuring that you’ll be able to achieve your goals and outcomes.
Defining a scope can be very useful in any research project, from a research proposal to a thesis or dissertation . A scope is needed for all types of research: quantitative , qualitative , and mixed methods .
To define your scope of research, consider the following:
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An argumentative essay presents an extended, evidence-based argument. ... An expository essay also aims to be objective, but it doesn't have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.
A subjective essay focuses on the writer's personal opinion, while an objective one represents valid facts. So, be careful when composing an objective paragraph or paper. Don't let your beliefs take over real arguments supported by substantial evidence. In short, differences between these styles concern the following:
Objective writing is based on facts; subjective writing is based on opinions. ... Even the college essay may contain mostly academic writing by avoiding colloquialisms, but it will share personal ...
In short, objective writing means focusing on the information and evidence. While it remains a common feature of academic writing, especially in natural sciences, a subjective tone is increasingly acceptable in fields which make use of qualitative data, as well as in reflective writing. Objectivity in writing can be achieved by:
Objective writing is writing that presents information in a neutral and unbiased way. This means avoiding personal opinions, beliefs, or biases. It also means avoiding using emotional language or making subjective statements. Objective writing is typically clearer and easier to understand than subjective writing.
Remain objective when you compose an essay by keeping your arguments balanced in support or for rebuttal of the hypothesis. Step 3. Read back over the essay as you write and remain focused on your objectivity. To be objective is the opposite of being subjective. Being objective is being able to remove yourself from the personal emotions and ...
Writing objectively. Being objective suggests that you are concerned about facts and are not influenced by personal feelings or biases. Part of being objective is being fair in your work. Try to consider both sides of an argument and avoid making value judgements by using words such as wonderful or appalling.
Try to present your argument in as objective a way as possible. Avoid judgmental and emotive language, as this often reveals that you are presenting an opinion rather than evidence or a logical argument. Note, however, that whether a phrase or word is judgmental or emotive often depends on the context. It is best to avoid phrases like "it is ...
Presenting Facts. Objective writing is a factual process that enhances knowledge. For instance, learners gather facts that support the selected topic. In this case, one must support arguments with evidence from credible sources. Besides, students address both sides of an opinion. Then, being objective makes essays appear professional and reliable.
The basic structure of an essay always consists of an introduction, a body, and a conclusion. But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body. This article provides useful templates and tips to help you outline your essay, make decisions about your structure, and ...
Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way. An expository essay also aims to be objective, but it doesn't have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and ...
Knowing how to be objective in writing can help you make use of the technique. Here are some ways you can achieve this: 1. Use facts and data. One of the primary distinguishing factors between objective and subjective writing is how much you rely on facts and data. Objective writing seeks to present facts and information so that readers can ...
The definition of objective vs subjective. The word objective refers to facts that are provable or verifiable. Objective statements and observations don't include people's personal views and preferences, known as biases. Subjective, on the other hand, refers to personal feelings, viewpoints, opinions, and biases.
Attributions. By Dylan Altman and Anna Mills, licensed CC BY-NC 4.0. 7.1: Deciding the Purpose of a Research-Based Argument is shared under a license and was authored, remixed, and/or curated by LibreTexts. A research-based argument may attempt to define something, evaluate something, show the cause of something, or call for action.
Academic writing is about reporting rigorous research and scientific analysis, so it should be objective and emotionally neutral in tone. Anything that implies personal judgment or bias has no place. To ensure your paper features objective and neutral language, do the following: Remove adjectives and adverbs that imply a value judgment.
In sum, objective measurement is implicitly consistent, impartial, and usually quantifiable. That said, measurement of assessments, whether subjective or objective, is a spectrum. While a creative work may be graded almost entirely subjectively, a personal or opinion essay, while subjective in nature, may fall towards the middle of the spectrum.
Generally speaking, subjective is used to describe something that exists in the mind of a person or that pertains to viewpoints of an individual person. Sometimes, subjective means about the same thing as personal. Everyone's experience of an event is subjective, because each person's circumstances and background are unique, leading to ...
An expository essay should take an objective approach: It isn't about your personal opinions or experiences. Instead, your goal is to provide an informative and balanced explanation of your topic. Avoid using the first or second person ("I" or "you"). The structure of your expository essay will vary according to the scope of your ...
1. Objective, which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement. Examples: multiple choice, true-false, matching, completion. 2. Subjective or essay, which permit the student to organize and present an original answer.
The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence.
Knowledge-Based Objectives Examples. "The learner will be able to list the three main components of photosynthesis and explain their role in the process.". "The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.".
Example: Research objectives. To assess the relationship between sedentary habits and muscle atrophy among the participants. To determine the impact of dietary factors, particularly protein consumption, on the muscular health of the participants. To determine the effect of physical activity on the participants' muscular health.