How to create a research paper outline: 5 great resources

January 2, 2013

Sarah Elaine Eaton, speaker, presenter, keynote, technology, social media, Calgary, Canada, educator, education, professional developmentOnce again, I am teaching “Writing Educational Research” to Master’s of Education (M.Ed.) students at the University of Calgary this semester. I have found that some students struggle with the process of outlining their final research papers.

Outlining is an invaluable skill that helps you to conceptualize, plan and organize your writing. I learned to outline my essays when I was in school and to this day, I use outlines for research papers and even my books. I find that organizing my ideas in an outline helps me to keep my writing focussed and clear. I even outlined my Master’s and Ph.D. theses. When my Ph.D. thesis had to be modified as I was writing up my project, having an outline helped to decide what to toss, what to keep and how to re-organize the work effectively.

Here are some excellent resources that are useful to university level students, as well as high school students and adult learners who are learning to write essays:

  1. How to write an outline (SUNY) – This is an excellent web page resource produced by the State University of New York (SUNY). The method they demonstrate is the same one I learned in school. It is a classic “tiered” outline. The chart on this web page presents the information in a very clear way that is easy to understand.
  2. How to write an outline (LAVC) – Similar to the SUNY resource, this web page by the Los Angeles Valley College Library explains the difference between a topic outline and a sentence outline, using the tiered format. This web page has some great examples of what a real outline might look like.
  3. Wikihow – How to write an outline – This Wiki breaks down the process of writing an outline into simple, easy-to-follow steps. The wiki also has samples of a research outline, a literature outline and a “compare and contrast” outline.
  4. How to outline a 5-paragraph essay – This YouTube video (4:26) offers tips on how to write a shorter essay. It is great for students who have to write shorter papers or adults who are learning how to write an essay.
  5. Sample qualitative research outline by Rey Ty – This YouTube video moves a bit slowly, but it gives an excellent overview of how to write an outline for a qualitative research project.

Learning to outline is a valuable skill that will serve you in school and in the workplace. A good outline keeps you focussed, organized and on track.

Related posts:

Readings for Writing Educational Research (EDER 603.23) http://wp.me/pNAh3-1OJ

12 Phrases to Avoid in Your Academic Research Papers http://wp.me/pNAh3-1JX

Active vs. passive voice — How to tell the difference http://wp.me/pNAh3-1HX

Why APA formatting matters http://wp.me/pNAh3-1Hc

How many sources do you need in a literature review?  http://wp.me/pNAh3-1Hu

What’s the difference between a citation and a reference? http://wp.me/pNAh3-1F9

Why “as cited in” should be avoided in academic writing  http://wp.me/pNAh3-1BH

10 Great writing resources for grad students – http://wp.me/pNAh3-1Bc

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


5 Tips to make writing easier

October 4, 2012

This past spring I taught a course on Writing Educational Research to a group of Master’s students, most of whom taught English as an Additional Language as their job. I was surprised how many of them loathed writing. One student said that she was reluctant to teach writing in her EAL courses because it felt like forcing a traumatic experience on them.

Over the course of the six-weeks we learned together, we came up with some strategies that they could use for themselves, and also use with their students. Here they are:

1. Write every day. Saying, “I’m going to write my essay on the weekend,” can turn the weekend into a time of torture instead of a time to relax and recharge your batteries. Instead, commit to writing 30 minutes per day. This helps build the writing habit.

2. Choose a time of the day when you feel fresh and creative.  For me, that time is often first thing in the morning. By mid-afternoon I am crashing and after supper my brain seems capable of basic life support only. In the morning is when I feel both creative and clear-headed.

3. Work with a writing partner. Choose someone you get along with and like to work with. Arrange a time to work together to review each other’s writing, make suggestions and do some peer editing. The point of working together is to try to help each other, not to nit pick. Set some ground rules and focus on the positive.

4. Let go. Some students said they hated writing because they couldn’t tolerate being criticized or being asked to revise their writing. They became very emotionally attached to their writing right away. What if the purpose of writing was to share it? And share it in the best form possible? If we start with that idea, then we might become less emotionally tethered to the writing… You can still be proud of your work without having a  Gollum-like attachment to it.

5. Edit and revise. It is said that Mozart never revised his music. He sat down, wrote it and was done. Unfortunately, most of us are not Mozart. I recently submitted the second revision of an article I submitted to a peer-reviewed academic journal. It was “accepted with minor revisions” when I first submitted it. That was almost six months ago. I made the changes the reviewers requested and re-submitted it. Then recently, the editor came back to me with a few more minor changes. He was right in asking me to change a few more things. I had forgotten to add in some citations, which are important in journal articles. I made the changes and sent the manuscript back again. I had been so close to the work, I could no longer see the errors. Working with editors, reviewers and instructors is really a chance to make your writing better.

Writing seems to be very easy for some people and very painful for others. These strategies may help a few reluctant writers and ease their stress so writing does not seem so daunting.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


5 clues your students are plagiarizing

June 25, 2012

As a teacher, it breaks your heart to discover that a student has copied another’s original work word for word. But as educators, we need to know how to tell if students are plagiarizing. Here are some telltale signs that maybe your student’s work isn’t their own:

1. Writing varys dramatically in tone and style

If one paragraph contains short, choppy sentences with simple words and the next contains long, complex sentences with multiple subordinate clauses, this may indicate that your student has cut and pasted someone else’s work.

2. Highly unusual vocabulary

If your student talks like Beavis in class, but hands in a paper that woud put the British Prime Minister’s vocabulary to shame, you may want to ask yourself why. A word or phrase seems to pop up out of nowhere that is highly theoretical, sounds like jargon or is very obscure, this could be a red flag that it is not your student’s original work.

3. No clear topic, research question or argument

A paper starts with a clearly articulated topic. If you receive a paper that seems like a bunch of paragraphs loosely linked together under a vague theme such as “world peace”, this could indicate that your student has copied others work without clearly developing his or her own clear topic or research question.

4. Missing references

If a student has cited previous studies in the body of his or her paper, but has not put them in the list of references at the end, it could be a simple oversight. It could also mean that they have cut and pasted someone else’s research work right into their own paper and have failed to cite the original research themselves.

One trick I use is to cross-reference all citations the student has noted in the body of their paper with their bibliography or list of references at the end of their paper. I make a list of any in-text citations that are missing from the bibliography. The more missing references there are, the more cause for concern there may be.

5. Data or statistics that seem out of place

If you are reading along and suddenly find yourself confronted by an entire paragraph of data or statistics that seem to have popped up out of nowhere, there is a chance that your student may have “parachuted” in a paragraph or two of someone else’s work in order to make their own paper appear more scholarly than it really is.

It is important for us to teach students how to reference and cite others’ work propertly. Even if the student attempts to cite others’ work properly, but makes some mistakes in referencing, this is still better than cutting and pasting without acknowledging that the work was originally done by someone else.

There is no single way to tell if a student has plagiarized or not. These are simply a few “symptoms” that may lead you to dig deeper. Before accusing a student of plagiarism, it is important to find the original source of the information and document it.

Related posts:

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How to provide peer review feedback

June 6, 2012

There is no single correct way to conduct a peer review of a writer’s manuscript or submission to a journal. Every publication will have its own guidelines and standards. However, if you are brand new to reviewing a peer’s work here are some factors to consider:

Organization and structure

  • Does the work have a clearly articulated title?
  • Is the work organized and structured in a logical manner?
  • Does the manuscript contain explicit headings, making it easier for you to read?

Introduction

  • Does the introduction articulate the point of the paper?
  • Does the introduction contain key words and phrases to help readers find the paper once it is in circulation?
  • Does the introduction clearly establish the value of the paper?

The problem / context / research question

  • Does the writer provide a clearly articulated research question or problem?
  • Is this problem situated in a historical, geographical and professional context?
  • Is this question original? If this sounds like something that has been studied to death, then it is unlikely to be original. Journal articles are meant to contribute new knowledge, fresh perspectives to the ongoing dialogue in the field.

Significance of the work

  • What rationale does the writer provide for his or her work?
  • Does the writer link their manuscript to the particular journal he or she has chosen? Many writers submit manuscripts without targeting them to a particular journal or relating their manuscript to the theme or purpose of the journal. Reviewers regularly reject such articles.
  • Why should we, as readers and professionals, care about this manuscript?

Discussion and argument

  • Does the author define and develop a cogent argument?
  • Is the argument logical?
  • Does the argument influence and persuade you as a reader?
  • How sophisticated is this argument?

Conclusions

  • Has the author provided clear and succinct conclusions?
  • Are the conclusions logically linked to the introduction and the argument?
  • Has the author restated the relevance of this research, in terms of already-published literature in the field?
  • Does the conclusion highlight the significance of the author’s manuscript in the larger research and professional context?
  • Has the writer provided directions for future research or recommendations for professional practice?

References

  • Are all the references mentioned in the body of the paper cited properly in the References section at the end of the paper? (Manuscripts with missing references are almost always automatically rejected by journals.)
  • Do the references at the end of the paper meet style guide standards, such as APA or Chicago style? (Sloppy references are also cause for rejection.)

General assessment

Is this a manuscript you think is worthy of publication? Why or why not? What changes would strengthen it in order to make it suitable for publication? Provide recommendations for revision.

Your mission is to objectively examine the work as a professional and scholarly critic. This is not an exhaustive list of criteria to consider, by any means. It is a list to give the novice manuscript reviewer a place to start.

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How writers can learn to accept criticism

May 14, 2012

Sarah Elaine Eaton, speaker, presenter, keynote, technology, social media, Calgary, Canada, educator, education, professional developmentI teach a graduate level writing course for students enrolled in the Master’s of Education program at the University of Calgary. My students are from all over the world and are actively involved in the teaching profession. The objective of this course is to prepare them for professional writing as educators and scholarly academic writing. Their major assignment involves preparing a manuscript for submission to a reputable journal in the profession.

Some students have said that they cringe at the thought of their writing being rejected by an editor or criticized by a teacher. Most have never submitted a manuscript to a journal, with fear of criticism or rejection being a contributing factor. These tips are intended help novice writers learn to take criticism from instructors, peer reviewers and editors.

Start with the assumption that your work can be improved

The biggest mistake writers make is assuming that once they have submitted a piece of writing, that is finished… and perfect. This assumption sets the writer up for a frustration and anger when their work is returned with a request for revisions. Falling in love with your own writing is a dangerous thing.

It can be helpful to approach your writing from the point of view that a perfect piece of writing never (or at least only very rarely) exists. Assume that there is always room for improvement.

Expect rejection

There are many stories of famous writers whose work was rejected. Even great writers get multiple rejections. J.K. Rowling had Harry Potter rejected a dozen times, according to some reports.  Rather than assuming that your work will be accepted or accepted with minor revisions, instead expect that you will be rejected, not once, but numerous times. This will position you to be tenacious and resilient. Here’s a list of 50 iconic writers whose work was repeatedly rejected. Personally, I’d count myself lucky to ever be included on such a list.

Develop a thick skin

Some writers develop such a deep emotional attachment to their work that it can be unhealthy, or even destructive. It is healthy and productive to develop your writing until you are satisfied and proud of it. You have passed the point of healthy emotions when you are so fragile when anything but glowing praise leaves you feeling all crumpled up and hateful towards anyone who has offered you feedback.

I tell my students to think of TV shows such as Iron Chef. The chefs who make it to the top of their profession are deeply proud of their accomplishments, but they can also take criticism. They have a thick skin. Be your own version of an “Iron Writer”.

Learn the difference between criticism and cruelty

It is true that some editors are just plain mean. However, the majority are not cruel. They may be straightforward and clinical, but do not mistake this for cruelty. Your editor is not paid to be your friend. Sometimes they are not paid at all, particularly if they are editing an academic journal.

An editor’s job is to help ensure that the final written work adheres to an established set of guidelines and standards. If your work doesn’t meet a minimum set of standards, they have to tell you. That’s their job.

If you submit enough manuscripts to enough editors, chances are that you will eventually run into a jerk or two. When that happens, take whatever feedback you find helpful and disregard the rest.

In general though, editors are generally a clear headed and insightful bunch. Many really do want to help. Most love writing and words as much as you do, maybe even more. The truth is though, they see so much crap and poorly written material that sometimes, they  just get exasperated. They are human, too. So, they may learn to be unemotional or clinical in their responses. Do not mistake an editor’s lack of bubbly enthusiasm as a personal vengeance against you.

Accept the challenge of improving your work

Let’s use the analogy of TV chefs again. But this time, think of a cooking show such as Top Chef, where chefs have to compete for the title of “Top Chef”. One by one, chefs are eliminated. Those who reach the finale all have two things in common. First, their end creation is superb. Second, when they are given advice and criticisms by their judges, their attitude is “Bring it on!” They not only accept the judges’ criticism, they embrace the challenge of improving their work.

Focus first on creating stellar writing. Second, when you are faced with an editor or peer reviewer who challenges you to improve on your masterpiece, smile sincerely and say, “I’m here to bring my A-game… So bring on the feedback!” Take your editors or reviewers’ comments the same way a Top Chef takes criticism from a judge.

Be humble and gracious

Say thank you to your editor or reviewer. Chances are very high that your editor has just as much, if not more, experience in publishing as you do. He or she has likely experienced everything that you are experiencing yourself, including rejection. Editors vary in their tone, style and personality. You may be offended by an editor’s straight forward approach to your work.

An editor does not have the same emotional attachment to the work that you do; and nor should they. Their priorities include getting the publication out on time, and possibly working with an entire editorial or production team. By recognizing that your editor has more on his or her plate than your manuscript and and by being gracious, you are likely to build a better professional relationship. Trust me, it always pays to be on the good side of your editor.

Keep a lid on your anger

It is normal to feel angry when we are rejected. What is not OK is to take your anger out on your editor, your peer reviewer or your professor. Even if you believe your editor’s comments come across as cruel or unjustified, they may not have been intended that way. Besides, what you can not control is what others say or how they say it. What you can control is your own professional conduct. Never, ever send an e-mail when you are angry.

Here’s a trick I learned: If you need to write an angry letter to “get it all out”, the trick is not to put the recipient’s address in the “To” section of the e-mail. Instead, put your own address. Send yourself the e-mail first. Let it sit in your inbox for a minimum of 24 hours. Then, read it again. If you still feel angry. Leave it in your inbox for another  24 hours. Do not send it to the intended recipient until you can read it over yourself and not be flooded with the same feelings of rage. It is likely that you will revise and soften the language of your message when you do.

Don’t be a diva

Do not fight with your editor or go all “diva” on them. That means, do not tell them how wrong they are or how sorry they’ll be that they didn’t publish your precious manuscript. Seriously, nothing comes across as more arrogant or disdainful. The bottom line is, if your work really is that good, it will speak for itself… eventually.

Be patient and resilient

Writing is a process. It takes time. Revising and rewriting are part of that process. Mozart may have popped out masterpieces without revising them, but few musicians or writers can lay claim to such genius. Be patient with your editors and with yourself. Learn the subtle balancing act of having simultaneous confidence in your work and humility in yourself. Most editors, peer reviewers and instructors have benevolent intentions. They are not monsters set to duel to the death with your ego. When you see these people as your allies instead of your enemies, the writing process becomes easier. As they say… every rejection gets you one step closer to a “yes”. Patience is part of the process.

Resources related to this post:

How to Take Writing Criticism Gracefully – by Hannah Rice Myers, eHow

How (and Why) to Take Criticism – by Monique van den Berg

Developing a Thick Skin: How to Accept Criticism – by Betty L. Meeshack

How to Happily Accept Criticism – by Angus Shaw

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.