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Academic Research Guide

Find useful tips and strategies for researching, writing, formatting, and editing your papers.

Appendices

Appendix A: Customizing the Process of Paper-Writing 

Re-Ordering the Steps 

You may find that you work more effectively if you switch up the order of certain steps in the writing process, or you may change the way your process looks from project to project based on what is required. For example, if you are writing an essay on a topic you know well, you may come up with a thesis statement and create an outline before you go looking for secondary sources. However, if you are doing a research paper based on a broad prompt, you may want to go straight to research first to get more information before you narrow down your topic and formulate a thesis statement. 

The same goes for other parts of the process. Some people like to fill in their citations and add to their bibliography as they write, while others prefer to jot down sources and page numbers and go back to complete the citations after the body of the paper is finished. Some people will prefer to write a first draft that is as close to perfect as possible and use further drafts to refine and polish the final product, while others will work best by getting the ideas out roughly and spending the bulk of their time doing heavier edits to get their paper into shape. Some people may even decide to write an outline near the end of the process instead of near the beginning, to check the organization of their argument and make any needed rearrangements before submitting it. 

Whatever you do, remember that procedures are here to help, not hinder. The finished product is what matters. The more you write, the more you can customize the process of paper-writing to serve your strengths and weaknesses. 

Tips for Time Management 

  • Plan ahead. When you get your syllabi at the beginning of the semester, set email or calendar reminders not only for deadlines, but for when you want to start research or finish your first drafts. 
  • Take notes in class. If you know ahead of time what your assignments will be, you can be on the lookout for topics and lines of inquiry that interest you. 
  • Research early. Starting research weeks or months before your paper is due will give you the time to request materials that couldn’t otherwise be provided. It will also allow you the freedom to adjust your paper’s topic and content as needed. 
  • Use library services. Here on the library website, there are numerous resources to help you with research and writing, including our online Ebsco database and the Chicago Manual of Style. On site at the library building, you will have access to books, scanning and printing services, and staff to answer questions and help you locate books. 
  • Work smarter, not longer. Creating outlines, organizing quotes, and using citation aids like Zotero can all save you time in the long run. However, what serves one person may be cumbersome and unnecessarily time-consuming for another. Pay attention to how you work best and consider where you should concentrate your efforts.

Appendix B: Other Resources 

Writing an Abstract 

For some assignments, you may be required to submit an abstract. Your abstract will be a paragraph summarizing your paper’s main ideas. After reading your abstract, your professor can give you feedback on your topic and proposed arguments. 

Here are some guidelines for writing an abstract: 

  • Your abstract should be approximately 100-300 words in length. 
  • Your abstract should contain an explanation of your topic, a clear thesis statement, and a description of how you intend to support your thesis. 
  • In Chicago Style (which is extended to include Turabian and SBL), quotes and citations are not recommended for an abstract. 

Writing an Outline 

An outline provides a structure for your paper and helps you organize your thoughts. Your outline can change throughout the process based on the information you find during research or the way your line of reasoning develops as you write. Depending on your needs and preferences, outlines can be complex or simple. 

Here are a few examples of outline structures of varying complexity: 

Outline A 

Main idea 

Support 

Support 

Conclusion 

Outline B 

Thesis 

I: Arguments for thesis 

Authors, sources, and evidence 

II: Arguments against thesis 

Authors, sources, and evidence 

III: Comparing the arguments for and against 

IV: My conclusions on the matter 

Quotes supporting my position 

V: Summary 

Restatement of thesis 

Summary of support for thesis 

Impact of thesis 

Outline C 

Introduction 

Main question 

Background on the problem 

Thesis statement 

List main points A, B, and C briefly as support for thesis 

Main point A 

Secondary point 1 to A - textual evidence 

Quotes supporting secondary point 1 

Secondary point 2 to A - additional textual evidence 

Quotes supporting secondary point 2 

Secondary point 3 to A - archaeological evidence 

Main point B 

Secondary point to B - opposing viewpoints 

Opposing viewpoint 1 

Opposing viewpoint 2 

Secondary point to B - refuting opposing viewpoints 

Problems with opposing viewpoint 1 

Problems with opposing viewpoint 2 

Secondary point to B - validity of B 

Quotes supporting the validity of B 

Main point C 

Secondary point to C - 

Quotes supporting secondary point C 

Conclusion 

Summary of main points A, B, and C 

Relate main points to thesis 

Quotes supporting thesis 

Why it matters 

Writing a Peer Review 

The goal of a peer review is to give your fellow student feedback on an early draft of their paper to help them improve it. Your professor may give you a rubric to fill out containing different categories for feedback, but if not, sample rubrics can easily be found online. A rubric is not necessary for peer review, but can provide helpful categories if you need guidance. 

Here are some examples of the kind of questions you should be asking as you review and comment on your fellow student’s paper: 

  • Does each section support the thesis statement in some way? 
  • Is the paper well-organized? 
  • Is the argument sound and convincing? 
  • Are the sources relevant and appropriate? 
  • Are other authors quoted or paraphrased charitably and in context? 
  • Are quotes from other authors integrated smoothly into the paper’s argument? 
  • Are there grammatical errors? 
  • Has the paper been formatted correctly, including the footnotes and bibliography? 

In the absence of specific instructions from your professor, you and your fellow student can decide what feedback format works best for you both. Typically, you will leave your comments on the paper directly using the comments function in Microsoft Word or Google docs. Then you will write up any remaining general comments and include them at the bottom of the document or in a separate document.