research paper book chapter

7 Steps of Writing an Excellent Academic Book Chapter

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

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

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

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

Table of Contents

What is an Academic Book Chapter?

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

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

How Long Should a Book Chapter be?

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

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

Difference between a Book Chapter and Thesis Chapter

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

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

How to Write a Book Chapter?

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

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

Step 1: Collate Relevant Information

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

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

Step 2: Design the Chapter Structure

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

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

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

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

Step 3: Write an Appealing Chapter Title/Heading

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

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

Step 4: Build an Engaging Introduction

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

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

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

Step 5: Elaborate on Main Points of the Chapter

Impactful title? Checked!

Interesting introduction? Checked!

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

This section should answer the following questions of the reader:

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

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

Step 6: Summarize the Chapter

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

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

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

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

Thank you I have got a full lecture for sure

Thank for the encouraging words

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

Very informative

It has really helpful for beginners like me.

Very impactful and informative. Thank you 😊

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

Thanks for this very informative article

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

It really helps and inspire me to finally continue with my writing guidance book

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How to Write a Successful Book Chapter for an Academic Publication?

If you are an academic or a researcher working towards a PhD degree or engaged in various tasks in a university or academic institution the idea of writing a book chapter would have definitely crossed your mind. Receiving an invitation to write an academic book chapter is indeed a great honor, and going onto write it is a milestone that every writer aims to achieve in their career. Writing a successful academic book chapter requires careful planning and execution by the author. In this article we will look at how to write an academic book chapter along with a few key steps that must be followed during the writing process.  

Table of Contents

• What is an academic book chapter? 

Information collection

Finalizing chapter structure, attractive chapter title, a strong introduction, detailing out the chapter, summarizing the chapter, what is an academic book chapter.

An academic book chapter is a distinct section of a book having its own title or a chapter number. A book consists of several chapters, each of which focuses on a particular topic or sub-argument that is linked to the overall theme of the book. In other words, each chapter should have a sound argument that is consistent with the central theme or argument of the book. Each chapter should therefore be an inter-connected part to the rest of the chapters and to the overall book. 

It is important to understand that an academic book chapter is very different from a thesis chapter. While a book chapter has as its audience anyone who may be interested in the particular topic, the audience for a thesis chapter is primarily the thesis examiner. For the same reason, a thesis examiner will closely read the entire chapter and thesis, but this may not be the case for a book chapter. As mentioned earlier, a book chapter deals with a specific topic with an important idea or argument related to the central theme of the book and hence it is a separate division of a book. On the other hand, a thesis chapter does not stand separately but will have multiple arguments and relies on the other chapters to make it a complete whole. The length of each academic book chapter normally varies and there is no standard rule as to the length of chapters. However, on a general note, chapter length usually varies from 3500 to 5000 words.  

Key steps to follow when writing an academic book chapter

Integrating the following steps as you plan to write an academic book chapter can help you achieve excellent results.  

It is important that sufficient research is carried out and the author has a thorough understanding of the available literature in the field. Collecting relevant information and being up to date with all aspects on the topic that you are going to write about is one of first steps in writing an academic book chapter. Presenting information in a visually attractive manner and using various tools like mind maps can help in structuring the key arguments better.  

An academic book chapter also requires a good outline. For example, you must have a title, a well worded introduction, informative paras that make up the main body, a chapter summary and a neat transition to the succeeding chapter. Try to make the outline clear and concise, organize your ideas effectively and ensure there is a logical flow.  

This is a critical element and goes a long way in getting people to read your chapter or even pick up the book. Strive to make the title or heading of your chapter interesting and impactful, potential readers should be attracted to the title by itself, going on to pick up the book just by the vigor of the title itself.  

Having a well written introduction can be invaluable in ensuring that audiences will be compelled to read further. Engaging your reader with an anecdote or a dialogue or through a fictional account or plot can be useful devices to anchor the introduction on.  

Ideally as you elaborate on your chapter with the key points as you begin, it is a good idea to provide evidence for your statements and arguments. Try to highlight these in about 4 to 5 paragraphs linking it to the chapter details. 

A concise summary is a must as you come to the end of your chapter. Remember, here you are reflecting on the main content of the chapter and helping the reader to take away some key aspects of the arguments that you have presented in the chapter.  

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How to write an Excellent Academic Book Chapter?

Writing is a necessary skill for researchers in academia. Whether you’re writing lab reports, proposals for research, dissertations, cover letters, personal statements, or other articles, generating an academic book is a big feat that every enthusiastic researcher should undertake at least once in their lives. These are useful actions if you have a strong desire to build a book or a publisher. In both cases, most researchers find it difficult to write an academic book chapter.

What is an Academic Book Chapter?

An academic book chapter is a section or division of a book. Typically, a title or chapter number is used to distinguish these. Within a chapter, the main book topic is broken down into topic-specific themes. Furthermore, each chapter in a book relates to the book’s major topic. You must produce a book chapter for a research book that is consistent with the overall scope and purpose and adds a significant contribution to the body of literature.

Benefits of Publishing a Book Chapter in an Academic Journal :-

• This establishes you as an expert and boosts your visibility in the academic world.
• Presents extensive reviews or new research findings that contribute to academic discourse.
• Networking opportunities: promote collaboration with editors and other authors.Improves research and writing skills.
• It handles large, permanent challenges, resulting in long-term value.
• Enhances your resume for academic positions and employment, and enhances your chances of winning research funding.
• A chapter in a well-edited collection shows an employment panel or a publisher that your work has been sought after by leading academics and that you have the potential to write a book.
• A book chapter can be used to elaborate on a topic presented in a journal article, but you must obtain permission from the journal’s editor to cite parts from the article if it is behind a paywall.
• Cross-disciplinary Influence: Expands audience reach and encourages interdisciplinary collaboration.
• You do not need to persuade readers of the significance of your work. The editors will address this in the book’s foreword. This will empower you to write with greater confidence and creativity.

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

Guidelines for writing an academic book chapter:-

Applying the following elements to your plan to create an academic book chapter can help you accomplish outstanding outcomes.

Step 1: Collect essential data

If you needed the necessary information, how would you go about gathering it for a book chapter? You must collect and study all the information required to write an academic chapter before you start writing. Better organization of the main points of contention can be achieved by employing different techniques, such as mind maps, and engaging information presentations. This process improves your understanding of the book’s theme.

Step 2: Create a detailed chapter outline

An academic book chapter needs a good outline. For instance, you must have a title, a well-written introduction, informative paragraphs that comprise the main body, a chapter summary, and a smooth transition to the next chapter. Try to keep the outline clear and simple, organize your ideas properly, and maintain an ordered sequence.

Here are the elements of a chapter outline: 

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

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

Step 3: Create a catchy chapter title

This is an essential aspect that goes a long way toward encouraging readers to read your chapter or maybe purchase the book. Strive to make the title or heading of your chapter fascinating and impactful; potential readers should be drawn to the title alone, and then pick up the book based on the vitality of the title. An attractive chapter title hooks the reader in. It is the “first sight” principle!

Here are three types of headlines you can write: 

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

Step 4: Create a s olid intro.  

To keep the reader’s attention, begin each chapter with something interesting and engaging. A well-written opening can help ensure that audiences are compelled to read on. Engaging your reader with an anecdote or dialogue, as well as a fictional narrative or scenario, can all serve as effective anchors for the introduction. Remember, the major focus is on a data-driven tale based on facts rather than views. 

Step 5: Develop detailed body content.

Ideally, as you begin your chapter with the essential points, you should provide support for your statements and arguments. Try to highlight these in roughly four to five paragraphs, relating them to the chapter details.

Step 6: Conclude with a summary

When you reach the end of your chapter, you must provide a brief summary. Remember, you’re reflecting on the chapter’s primary content and assisting the reader in retaining some significant components of the arguments you’ve delivered.

Here’s how to create a book chapter summary:

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

Step 7: Include a call-to-action and transition.

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

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

Are you ready to begin writing your fantastic chapter RIGHT NOW? By following these techniques, you will be able to write effective chapters with ease. We can assist you if you are ready to begin (or finish) and publish your book!

https://paperpal.com/blog/researcher/how-to-write-a-successful-book-chapter-for-an-academic-publication

https://sciendo.com/blog/writing-an-academic-book-chapter

https://www.linkedin.com/pulse/how-write-academic-book-chapter-fatima-al-husseiny-yfukf

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I decided to assemble all the blog posts I’ve written on the different components of research articles, conference papers and book chapters. I’ll do a similar process for my posts on how to write book manuscripts (since I’m completing 3 volumes at the time of writing this, August 2018). Titles of the blog posts are pretty self-explanatory, so I’ve decided to make them

Writing research papers: The process Writing a first rough draft of a research paper in 8 steps

Going from idea to full manuscript: how to write a scholarly paper

Two methods for drafting a paper outline: asking questions and listing topic sentences

Writing research papers, broken down by stage/section of the paper. How to write a paper’s abstract

Writing a research paper’s introduction

Writing a Discussion section of a journal article or scholarly paper.

How to write the conclusion of a paper

Revising Manuscripts

Backcasting a Revise-And-Resubmit (R&R) Manuscript

Writing research: The concepts.

Linking research with theory, choosing a theoretical framework and developing alternative explanations

This blog post establishes the links between choices of theoretical frameworks, development of theoretical expectations and plausible, alternative explanations and the process of linking research with theory.

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The Process of Research Writing

(19 reviews)

Steven D. Krause, Eastern Michigan University

Copyright Year: 2007

Publisher: Steven D. Krause

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

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

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

Comprehensiveness rating: 3 see less

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

Content Accuracy rating: 5

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

Relevance/Longevity rating: 5

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

Clarity rating: 4

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

Consistency rating: 5

The book is consistent throughout

Modularity rating: 4

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

Organization/Structure/Flow rating: 4

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

Interface rating: 3

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

Grammatical Errors rating: 3

I didn't note anything glaringly obvious

Cultural Relevance rating: 5

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

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

Overall, I think this book’s strongest suits are its organization, clarity, and modularity. It is useful and adaptable for a wide range of courses involving a research component, and as the book itself argues, research is a part of most learning... read more

Comprehensiveness rating: 4 see less

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

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

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

Clarity rating: 5

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

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

Modularity rating: 5

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

Organization/Structure/Flow rating: 5

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

Interface rating: 4

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

Grammatical Errors rating: 5

No errors noted.

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

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

This textbook builds a good foundation for first-year students with topics such as developing a thesis, how to find sources and evaluate them, creating an annotated bibliography, audience, and avoiding plagiarism. While the content is explained... read more

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

Content Accuracy rating: 4

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

Relevance/Longevity rating: 3

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

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

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

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

Organization/Structure/Flow rating: 3

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

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

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

Grammatical Errors rating: 4

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

Cultural Relevance rating: 2

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

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

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

This is a process based research writing textbook, a rarity among composition textbooks. It is often the case that foundational writing courses are supposed to cover process and then, very often, instructors, students and textbook authors all... read more

Comprehensiveness rating: 5 see less

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

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

Relevance/Longevity rating: 4

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

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

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

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

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

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

Excellently proof-read,

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

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

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

This text is both general and specific. General enough for use in a variety of courses and disciplines, specific enough to garner interest for faculty who want to teach students the fundamentals and more nuanced aspects of research writing. The... read more

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

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

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

Clarity rating: 3

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

Consistency rating: 4

no issues here

Modularity rating: 3

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

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

Interface rating: 2

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

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

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

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

The text is a wonderful guidebook to the process of writing a research essay. It describes the steps a college writer should take when approaching a research assignment, and I have no doubt that if students followed the steps outlined by the... read more

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The information is accurate and straightforward.

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

The clarity is excellent.

There are no inconsistencies.

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

The progression of chapters is logical.

Interface rating: 5

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

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

Cultural Relevance rating: 4

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The text is free of bias or stereotypes.

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

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

Twelve chapters are broken into multiple parts.

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

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

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

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

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

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

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

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

The guide poses purposeful questions.

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

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

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

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

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

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

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

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

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

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

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

"The Process of Research Writing" is a textbook that includes all of the major topics covered in most college research writing courses. The style of writing makes it easily understood by students. Depending on your focus in your writing class,... read more

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

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

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

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

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

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

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

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

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

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

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

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

The text covers all subject areas appropriately. read more

The text covers all subject areas appropriately.

Overall, the text is accurate.

Relevant and current.

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

This text is consistent -- good terminology!

Clear sections to focus on key points of research writing.

Well organized.

Not confusing

Overall, lacking grammatical errors.

Relevant -- research writing and thesis building are timeless.

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

The textbook covered the basics of writing a research paper (the term "essay"is preferred by the author) and would be appropriate for an introductory college writing course, such as WR 121 or WR 122. A table of content is provided, but there is... read more

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

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

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

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

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

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

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

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

There were noticeable grammatical errors.

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

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

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

This comprehensiveness is one of the strengths of The Process of Research Writing. The Table of Contents (TOC) is fine—and each separate chapter also reproduces the contents listing from high-lever through low-level subsections at the beginning... read more

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

This book covers most of the main concepts of research writing: thesis, research, documenting, and process. It's weak on argument though, which is standard in most research composition texts. The book provides a clear index so finding information... read more

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

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

Relevance/Longevity rating: 2

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

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

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

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

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

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

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

Cultural Relevance rating: 3

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

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

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

The length and scope of this book are appropriate for a semester-long research writing course, with twelve chapters that move from foundational concepts into more specific skills that are needed for the crafting of a paper incorporating MLA or APA... read more

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

Content Accuracy rating: 3

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

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

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

Consistency rating: 3

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

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

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

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

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

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

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

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

The author certainly outlines and examines elements of research writing, and does so in a very clear, organized, and thoughtful way. There is no glossary or index included in the text, but the chapters and headings in the table of contents and at... read more

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

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

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

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

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

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

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

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

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

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

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

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

"The Process of Research Writing" covers most of the areas students need to understand as they begin research writing at a college level. It has explanations of theses, bibliographies, citations, outlines, first paragraphs, etc. There is no index... read more

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

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

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

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

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

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

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

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

Modularity rating: 2

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

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

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

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

There is nothing culturally offensive here in any way.

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

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

The book thoroughly covers the material that first-year college research writers need to know including an introduction to basic academic research concepts, searches and source evaluation from library and web resources, a thorough discussion of... read more

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The modular format would make it very easy to update.

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

This text is internally consistent.

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

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

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

This text is easy to navigate.

I found no grammar errors.

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

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

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

Table of Contents

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

Ancillary Material

About the book.

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

About the Contributors

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

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Home » Chapter Summary & Overview – Writing Guide and Examples

Chapter Summary & Overview – Writing Guide and Examples

Table of Contents

Chapter Summary

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

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

How to Write Chapter Summary

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

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

Chapter Summary in Research Paper

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

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

Chapter 2: The Science of Climate Change

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

Chapter Summary in Thesis

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

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

Chapter 3: Machine Learning Algorithms

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

Examples of Chapter Summary

Some Examples of Chapter Summary are as follows:

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

Chapter Summary:

Chapter 1: Introduction

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

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

Chapter 2: Literature Review

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

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

Chapter 3: Methodology

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

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

Chapter 4: Results and Discussion

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

Purpose of Chapter Summary

Some Purposes of the Chapter Summary are as follows:

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

When to Write Chapter Summary

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

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

Advantages of Chapter Summary

Chapter summaries have several advantages:

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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The difference in writing style between a book chapter and article in a journal

My discipline is educational technology and I have been invited to submit a book chapter about integrating technology in my region. I published many articles in top refereed journals, but not sure whether the focus, style of writing and structure of articles are appropriate for book chapters. Anyone can highlight the main differences?

• writing-style

• I've edited to clarify that this question is about difference in writing style, not reputation (see A book chapter in an edited volume vs an academic article. How do they compare? for the equivalent question about reputation). –  ff524 Commented Jun 14, 2015 at 16:51
• 4 Who is the target audience for the book chapter, compared to the target audience of your journal articles (the latter presumeably being "primarily researchers from your field")? –  O. R. Mapper Commented Jun 14, 2015 at 17:45
• But what about the data analysis and results section, should it be the same as the article? –  Alaa Sadik Commented Jun 16, 2015 at 17:17

2 Answers 2

You would want your chapter to fit into the whole project, whereas a journal article can usually stand alone.

Your chapter should not duplicate material in other chapters, although you may refer to material in another chapter.

You will want your chapter to be generally accessible. For the specialized journal article, that doesn't matter so much.

The editor (could be more than one) may want to be rather more involved in choosing the content, organization, presentation, etc.,for a book project than for an isolated article.

To get a feel for the style desired, you could ask the editor(s) for one or more examples of the desired style.

Also, importantly that book chapter does not have citation within the text, however, this is crucial in the review paper. In general, the audience of the book are interested but relatively new in the field, where the review paper audience are more specialised usually with previous knowledge and experience, so the writing style should take care of this.

• 1 "book chapter does not have citation within the text": There are plenty of books that have citations within the text. –  Massimo Ortolano Commented Aug 4, 2017 at 10:57

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Chapter in an Edited Book/Ebook References

This page contains reference examples for chapters in edited books/ebooks, including the following:

• Chapter in an edited book
• Chapter in an edited book, reprinted from another book

Use the same formats for both print and ebook edited book chapters. For ebook chapters, the format, platform, or device (e.g., Kindle) is not included in the reference.

Do not create references for chapters of authored books. Instead, write a reference for the whole authored book and cite the chapter in the text if desired.

• Parenthetical citation of a chapter of an authored book : (McEwen & Wills, 2014, Chapter 16, p. 363)
• Narrative citation of a chapter of an authored book : McEwen and Wills (2014, Chapter 16, p. 363)

1. Chapter in an edited book

Aron, L., Botella, M., & Lubart, T. (2019). Culinary arts: Talent and their development. In R. F. Subotnik, P. Olszewski-Kubilius, & F. C. Worrell (Eds.), The psychology of high performance: Developing human potential into domain-specific talent (pp. 345–359). American Psychological Association. https://doi.org/10.1037/0000120-016

Dillard, J. P. (2020). Currents in the study of persuasion. In M. B. Oliver, A. A. Raney, & J. Bryant (Eds.), Media effects: Advances in theory and research (4th ed., pp. 115–129). Routledge.

Thestrup, K. (2010). To transform, to communicate, to play—The experimenting community in action. In E. Hygum & P. M. Pedersen (Eds.), Early childhood education: Values and practices in Denmark . Hans Reitzels Forlag. https://earlychildhoodeducation.digi.hansreitzel.dk/?id=192

• Parenthetical citations : (Aron et al., 2019; Dillard, 2020; Thestrup, 2010)
• Narrative citations : Aron et al. (2019), Dillard (2020), and Thestrup (2010)
• Use this format for both print and ebook edited book chapters, including edited book chapters from academic research databases.
• If the chapter has a DOI, include the chapter DOI in the reference after the publisher name.
• Do not include the publisher location.
• If a chapter without a DOI has a stable URL that will resolve for readers, include the URL of the chapter in the reference (as in the Thestrup example, which is from the iBog database). Do not include the name of the database in the reference.
• If the chapter is from an academic research database and has no DOI or stable URL, end the book reference after the publisher name. Do not include the name of the database in the reference. The reference in this case is the same as for a print book chapter.
• Include any edition information in the same parentheses as the page range of the chapter, separated with a comma.
• For ebook chapters without pagination, omit the page range from the reference (as in the Thestrup example).

2. Chapter in an edited book, reprinted from another book

Bronfenbrenner, U. (2005). The social ecology of human development: A retrospective conclusion. In U. Bronfenbrenner (Ed.), Making human beings human: Bioecological perspectives on human development (pp. 27–40). SAGE Publications. (Reprinted from Brain and intelligence: The ecology of child development , pp. 113–123, by F. Richardson, Ed., 1973, National Educational Press)

• Parenthetical citations : (Bronfenbrenner, 1973/2005)
• Narrative citations : Bronfenbrenner (1973/2005)
• For a reprinted work (a work that has been published in two places at once), provide both years in the in-text citation, separated with a slash, with the earlier year first.
• Provide the title, page range, editor, year of publication, and publisher of the original work in parentheses after the information about the work that you used.

Chapter in an edited book/ebook references are covered in the seventh edition APA Style manuals in the Publication Manual Section 10.3 and the Concise Guide Section 10.3

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APA Citation - Quick Guide to 7th edition (2020)

• Book Chapters - Reference list and in-text citations
• General Notes on citations in Reference Lists
• Journal Articles - Reference list and in-text citations
• Books - Reference list and in-text citation

Book Chapters- Reference list and in-text citations

Citing book chapters is a bit different from citing books or articles in that there are two sets of authors/editors. The first is the author(s)/editor(s) of the CHAPTER, the second is the author(s)/editor(s) of the book.

Let's go back to the purposes of citation - one of them is to enable others to find the material you are citing. So if you are citing material from a chapter, it is NOT helpful to the reader to cite only the book - they don't know where the cited material is within the book.

Sometimes a chapter is written by author(s) who are also the author(s) of the book. One would still cite the chapter so that the reader can locate the cited material.

More typical is that an authored chapter is in a book edited by editor(s).

In either of these cases, the chapter author(s) and chapter title are presented first, and in the same manner as for articles and books, i.e., last name followed by initial(s). The book author(s)/editor(s) are presented second, and the author/editor information is presented initials first, followed by last names. The page numbers of the chapter follow the book title, followed by the publisher.

BOOK CHAPTER IN AUTHORED BOOK: in Reference list

Prevatt, F., & Levrini, A. (2015). Case study: ADHD coaching with a young adult with comorbid mood disorders. In F. Prevatt & A. Levrini, ADHD coaching: A guide for mental health professionals (pp. 189-205). American Psychological Association .

BOOK CHAPTER IN AUTHORED BOOK: In-text citations (parenthetical and narrative)

A case study (Prevatt & Levrini, 2015) found...

Prevatt and Levrini (2015) found... Note that the ampersand "&" is used in parenthetical in-text citations, while the word "and" is used in narrative in-text citations

BOOK CHAPTER IN AN EDITED BOOK: In Reference list

Stahmer, A. C., Wong, C., Segall, M. J., & Reiner J. (2020). Fostering inclusion with peers and in the community. In Y. Bruinsma, M. B. Minjarez, L. Schreibman, & A. C. Aubyn (Eds.). Naturalistic developmental behavioral interventions for autism spectrum disorder (pp. 99-119).  Paul H. Brookes Publishing.

BOOK CHAPTER IN AN EDITED BOOK: In-text citations (parethentical and narrative)

In a study on peer interactions, Stahmer et al. (2020) found...

Stahmer et al. (2020) found...

Note that it is the authors of the CHAPTER that are cited in-text. In this particular case, there were more than three authors, so the "et al" is used. If there were one or two authors, all the CHAPTER authors would be presented in the in-text citations.

• Last Updated: Sep 19, 2023 11:40 AM
• URL: https://libguides.hofstra.edu/APA-citation-guide

This site is compliant with the W3C-WAI Web Content Accessibility Guidelines HOFSTRA UNIVERSITY Hempstead, NY 11549-1000 (516) 463-6600 © 2000-2009 Hofstra University Home / Guides / Citation Guides / APA Format / How to Cite a Chapter in a Book APA How to Cite a Chapter in a Book APA Creating citations for entire books in APA is one thing, but what happens when you need to cite a specific chapter within that book? This EasyBib citation guide will go over the correct way to create an APA chapter citation for chapters from both printed books and digital books, as well as how you can use this information to cite things like sections, paragraphs, pages, and more. The information provided here references the 7th edition of the American Psychological Association’s Publication Manual (this guide is not affiliated with the association). Looking for lessons about something other than citing a book chapter? At EasyBib, you will find citation tools and an extensive collection of reference guides to help you finish that essay or research paper. Guide Overview Two parts to citations for chapters What you need How to cite a chapter in a printed or online book with all contents written by the same author(s), how to cite a chapter in an edited book, how to cite a chapter in an edited book in another language (not translated), how to cite a chapter in an edited and translated book, two parts to citations for chapters . Any source used in your paper should have the corresponding citations: In-text citation Full citation in the reference page In-text citations The in-text citation is included within the text of your paper. There are two types: Parenthetical citations Narrative citations Parenthetical citations are placed at the end of a quote or paraphrase. These citations include a few details on the source (usually the author’s name or source title and the year published) within parentheses. “When two cultures come together, the words of their languages compete for survival” (Crystal, 2013). Narrative citations are when part of the source’s information is included within the sentence, so only the year needs to be indicated in parentheses. Crystal wrote that “when two cultures come together, the words of their languages compete for survival” (2013). Next, let’s take a look at how to create full citations or references for a specific chapter. The general structure of a full reference for a chapter includes this information: Author’s name or the name of the group author Year published Title of the chapter Editor(s) names Title of the book Publisher name Edition and/or volume number (if applicable) Pages of chapter (pp. #-#) DOI or URL (if applicable) Let’s look at how these elements fit into different types of source citations. If you’re using information from a chapter of a book where one author or a group of authors equally share credit for all contents of the book, then you just cite the book — there’s no need to cite the chapter! Author Last Name, First Initial. Middle Initial. (Year Published). Title of book in sentence case. Publisher name. DOI or URL Ray, R.B. (1985). A certain tendency of the Hollywood cinema, 1930-1980. Princeton University Press. In-text citation: Parenthetical citation: (Ray, 1985) Narrative citation: Ray (1985) Note that parenthetical in-text citations for direct quotes from the book should also include page numbers: Parenthetical citation for direct quote: (Lee & Brown, 2000, pg. 44) For a narrative citation, you can format your citation the same way you would an in-text citation, as long as you include the page number in the sentence. If you do not include the page number in the sentence, place it at the end, like this: Narrative citation for direct quote: Mia Lee and Paulo Brown (2000) assert that “future generations will thank us for the care we have taken here” (p. 44). If the chapter you are trying to cite has been published within an edited book, then it’s necessary to provide both the author(s) of the chapter and the editor of the book, as well as the appropriate titles. Chapter Author Last Name, First Initial. Middle Initial. (Year Published). Title of chapter in sentence case. In Editor First Initial, Editor Second Initial, Editor Last Name (Ed.), Title of book in sentence case (Edition, Volume, Page No.) . Publisher Name. URL or DOI Brooks, V.W. (1962). Preface. In R.S. Milton & L.G. Seymour (Eds.), American literature survey (3rd ed., pp. xvii-xx). Penguin Books. Notice how both the chapter title (“Preface”) and the specific page numbers (“pp. xvii-xx”) are provided inside of the reference. For this reason, this information does not need to be included in the in-text citation unless a direct quote is being made. If a direct quote is being made, use the format in the section above (“How to cite a chapter in a printed or online book with all contents written by the same author”) to include page numbers. Parenthetical citation: (Brooks, 1962) Narrative citation: Brooks (1962) Looking to cite something other than a book chapter? EasyBib is your source for comprehensive, easy-to-follow citation and reference guides that can help you finish your essay, paper, or project. Write the name of the chapter in its original language, then write the translated name next to it in brackets. Much like citing a book that is in a different language that does not use the Roman alphabet, it is necessary to transliterate the chapter name with the Roman alphabet. The book name does not need to have a translation following it. Because the chapter name and page numbers are included in the reference, the page numbers do not need to be included in an in-text citation unless a direct quote is being made. If a direct quote is being made, use the format in the section above (“How to cite a chapter in a printed or online book with all contents written by the same author”) to include page numbers. Chapter Author Last Name, F. M. (Year). Chapter name [Translated chapter name]. In Editor’s F. M. Last Name (Ed.), Title of book  (chapter page range pp. #-#). Publisher. DOI/URL Morales, M. (2005). Usando technologia nueva [Using new technology]. In J. Reyes (Ed.),  El grande libro de enseñando (pp. 135-150). Libros Importantes. Parenthetical citation: (Morales, 2005) Narrative citation: Morales (2005) If you’re using a chapter from an edited and translated book, be sure to include the names of both the translator and editor. If someone is both the translator and editor, you can include their name twice. Also, for works that have been republished from another language, include the original year published at the end of the citation. Again, because the chapter name and page numbers are included in the reference, the page numbers do not need to be included in an in-text citation unless a direct quote is being made. If a direct quote is being made, use the format in the section above (“How to cite a chapter in a printed or online book with all contents written by the same author”) to include page numbers. Chapter Author Last Name, F. M. (Year). Chapter name (Translator F. M. Last Name, Trans.). In Editor F. M. Last Name (Ed.), Title of book  (chapter pages range pp. #-#). Publisher. (Original work published Year) Han, T. (2014). The night the tiger was caught (1922-1923) (J. S. Noble, Trans.). In X. Chen (Ed.), The Columbia anthology of modern Chinese drama (pp. #-#). Columbia University Press. Parenthetical citation: (Han, 2014) Narrative citation: Han (2014) Here is a video that explains how to cite a chapter in APA style: American Psychological Association. (2020a). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 American Psychological Association. (2020b). Style-grammar-guidelines. https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/parenthetical-versus-narrative Crystal, D. (2013). The story of English in 100 words. St. Martin’s Press. Published October 31, 2011. Updated April 9, 2020. Written and edited by Michele Kirschenbaum and Elise Barbeau. Michele Kirschenbaum is a school library media specialist and the in-house librarian at EasyBib.com. Elise Barbeau is the Citation Specialist at Chegg. She has worked in digital marketing, libraries, and publishing. APA Formatting Guide APA Formatting Annotated Bibliography Block Quotes et al Usage In-text Citations Multiple Authors Paraphrasing Page Numbers Parenthetical Citations Reference Page Sample Paper APA 7 Updates View APA Guide Citation Examples Book Chapter Journal Article Magazine Article Newspaper Article Website (no author) View all APA Examples How useful was this post? Click on a star to rate it! We are sorry that this post was not useful for you! Let us improve this post! Tell us how we can improve this post? To cite a book chapter in APA style, you need to have basic information including the author(s), publication year, chapter title, editor(s), and publisher. The templates for in-text citations and reference list entries of a book chapter with one author and one editor along with examples are given below. Citing a chapter in an edited book in APA style In-text citation templates and examples: Author Surname (Publication Year) Broadhead (2010) Parenthetical (Author Surname, Publication Year) (Broadhead, 2010) Reference list entry template and example: Author Surname, F. M. (Publication Year). Chapter title: Subtitle. In F. Editor Surname (Ed.), Book title (pp. #–#). Publisher. Broadhead, P. (2010). Building friendships through playful learning in the early years. In J. Moyles (Ed.), The excellence of play (pp. 216–228). McGraw-Hill. Both the chapter title and the book title are set in sentence case; however, the book title is set in italics. The word “In” is used before the editor’s name. Note that the style for setting the editor’s name is the initial of the first name followed by the surname. Use “(Ed.)” after the editor’s name. Enclose page information after the book title in parenthesis. To cite a book chapter with an editor and/or a translator in APA style, you need to have basic information including the authors, publication year, chapter title, editors and/or translators, book title, publisher, and page numbers. The templates for in-text citation and reference list entry of a book chapter with an editor and/or a translator along with examples are given below: In-text citation template and example: Author Surname (Original Publication Year/Republished Year) Badiou (2003/2013) (Author Surname, Original Publication Year/Republished Year) (Badiou, 2003/2013) Author Surname, F. M. (Publication Year). Chapter title: Subtitle. (F. TranslatorSurname, Trans.). In F. EditorSurname (Ed.), Book title (pp. #–#). Publisher. (Original work published year). Badiou, A. (2013). The writing of the generic. (B. Bosteels, Trans.). In N. Power & A. Toscano (Eds.), On Beckett (pp. 1–36). Clinamen. (Original work published 2003). The chapter title is in sentence case. The translator’s name is set in parenthesis along with the word “Trans.” Follow the first initial with the surname for the translator. The word “In” is used before the editor’s name. Note that the style for setting the editor’s name is the initial of the first name followed by the surname. Use “(Ed.)” after the editor’s name. The book title is set in italics. Include page numbers in parentheses after the book title with “pp.” before the page range. Include the publication year of the original work in parenthesis. APA Citation Examples Writing Tools Citation Generators Other Citation Styles Plagiarism Checker Upload a paper to check for plagiarism against billions of sources and get advanced writing suggestions for clarity and style. Get Started Publishing Research as Book Chapters: Is It Worth It? Recent discussions about publishing academic and scientific research as book chapters in edited volumes instead of as articles in scholarly journals have suggested that book chapters do not get cited nearly as often as journal articles do. With citation reports and impact factors so central to a successful academic or scientific career these days, it is natural to wonder whether there is any point in contributing chapters to edited volumes. If citations are your main concern, then the answer may well be no, though accessibility is a key issue. If, for instance, the book is going to be released as an e-book that is searchable and accessible online, then your chapter will, at least theoretically, be as accessible as a journal article would be, provided you design your title, keywords and abstract (if one is included) in such a way that search engines will lead potential readers to your work. Yet many edited collections of essays are published only in print versions, at least for initial publication, and it is much less likely now than it was twenty years ago that a reader will find your chapter by chance while scanning a library shelf for writing on a given topic. PhD Thesis Editing Services However, citations, as important as they may be, are usually not the only reason to publish research, and they certainly should not be. A book chapter often allows the author more scope and creativity to bring together ideas and theories and present them in original ways than a journal article does. An edited book of essays as a whole tends to gather together a variety of perspectives on a problem or phenomenon, producing a collection of considerable value for readers and especially for students and practitioners who are new to the subject or topic. In some instances, edited volumes will be used as instructional resources in courses, effectively becoming textbooks and influencing a new generation of scholars. Edited volumes will usually contain a few (or at least one) chapter by a well-established and well-cited academic or scientific author, and for contributors just beginning their careers, being published in close proximity to such scholars can be beneficial and suggest to employers and funding bodies that candidates have meaningful research connections. There are, then, still some very good reasons to publish your research in edited volumes, and in the social sciences and humanities such collections remain common and books are still considered by some the gold standard of academic publication. If you are thinking of contributing a book chapter, however, do take a close look at the publisher, the volume’s editor(s) and the other contributors, as well as at the accessibility anticipated for the book, since these will be reliable indicators of the quality of the forthcoming volume, the ability of readers to find your work and the potential benefits for your research and career. Why Our Editing and Proofreading Services? At Proof-Reading-Service.com we offer the highest quality journal article editing , phd thesis editing and proofreading services via our large and extremely dedicated team of academic and scientific professionals. All of our proofreaders are native speakers of English who have earned their own postgraduate degrees, and their areas of specialisation cover such a wide range of disciplines that we are able to help our international clientele with research editing to improve and perfect all kinds of academic manuscripts for successful publication. Many of the carefully trained members of our expert editing and proofreading team work predominantly on articles intended for publication in scholarly journals, applying painstaking journal editing standards to ensure that the references and formatting used in each paper are in conformity with the journal’s instructions for authors and to correct any grammar, spelling, punctuation or simple typing errors. In this way, we enable our clients to report their research in the clear and accurate ways required to impress acquisitions proofreaders and achieve publication. Our scientific proofreading services for the authors of a wide variety of scientific journal papers are especially popular, but we also offer manuscript proofreading services and have the experience and expertise to proofread and edit manuscripts in all scholarly disciplines, as well as beyond them. We have team members who specialise in medical proofreading services , and some of our experts dedicate their time exclusively to PhD proofreading and master’s proofreading , offering research students the opportunity to improve their use of formatting and language through the most exacting PhD thesis editing and dissertation proofreading practices. Whether you are preparing a conference paper for presentation, polishing a progress report to share with colleagues, or facing the daunting task of editing and perfecting any kind of scholarly document for publication, a qualified member of our professional team can provide invaluable assistance and give you greater confidence in your written work. If you are in the process of preparing an article for an academic or scientific journal, or planning one for the near future, you may well be interested in a new book, Guide to Journal Publication , which is available on our Tips and Advice on Publishing Research in Journals website. Guide to Academic and Scientific Publication How to get your writing published in scholarly journals. It provides practical advice on planning, preparing and submitting articles for publication in scholarly journals. PhD Success How to write a doctoral thesis. If you are in the process of preparing a PhD thesis for submission, or planning one for the near future, you may well be interested in the book, How to Write a Doctoral Thesis , which is available on our thesis proofreading website. PhD Success: How to Write a Doctoral Thesis provides guidance for students familiar with English and the procedures of English universities, but it also acknowledges that many theses in the English language are now written by candidates whose first language is not English, so it carefully explains the scholarly styles, conventions and standards expected of a successful doctoral thesis in the English language. Why Is Proofreading Important? To improve the quality of papers. Effective proofreading is absolutely vital to the production of high-quality scholarly and professional documents. When done carefully, correctly and thoroughly, proofreading can make the difference between writing that communicates successfully with its intended readers and writing that does not. No author creates a perfect text without reviewing, reflecting on and revising what he or she has written, and proofreading is an extremely important part of this process. U.S. Locations UMGC Europe Learn Online Find Answers 855-655-8682 Current Students Online Guide to Writing and Research Other frequently assigned papers, explore more of umgc. Online Guide to Writing Reviews and Reaction Papers Article and book reviews. Some assignments may ask you to write a review of a book or journal article. Sometimes, students think a book report and a book review are the same. However, there are significant differences. A  book report  summarizes the contents of the book, but a  book review  is a critical analysis of the book that describes, summarizes, and critiques the ideas in the book. A review is a means of going beyond the literal content of a source and is a tool for connecting ideas from a variety of academic sources. A review provides an objective analysis of ideas, support for opinions, and a way to evaluate your own opinions. Why are book reviews beneficial to write? Some instructors like to assign book reviews to help students broaden their view of the subject matter and to give students practice in critically evaluating ideas in the subject area. Instructors often require that students follow existing review formats modeled in the journals in their disciplines.  If you are asked to use such formats, remember that citations for books and journal articles differ from discipline to discipline. Find out which style guide is appropriate for the discipline in which you are writing. (Refer to the discussion of style manuals in chapter 5 of this guide for more information.) Reviews let you relate to authors and agree or disagree with their ideas. A review allows you to examine your understanding of a subject area in light of the ideas presented in the reviewed book and interact with the author and his or her ideas. Also, a book review helps your instructor evaluate your understanding of the subject matter and your ability to think competently in your discipline. Here are some questions to keep in mind when you are writing a book review: What exactly is the subject of the book? What are the author’s credentials to write about this subject? Is the title suggestive? Does the preface contain information about the author’s purpose? What is the author’s thesis? Is it clearly stated, or do you have to dig it out of the facts and opinions? Does the author present the ideas in a balanced way? What are the author’s biases? What organizational approach does the author use? Does the chosen organization support the author’s thesis effectively? What conclusion or conclusions does the author draw? Does the conclusion agree with the thesis or stated purposes? How does the conclusion differ from or agree with your course textbook or other books you have read? How has this book helped you understand the subject you are studying in the course? Would you recommend the book to your reader? As you write your review, ask yourself these questions: Have I represented the author and the ideas presented in the book in a fair and balanced way? Does the ethical tone of my review prompt the reader to trust my judgment? (You may want to review the discussion on writing arguments in this chapter.) Does my review reflect the interests of my readers and fulfill my reasons for writing the review? Have I demonstrated my understanding of the content of the article or book I’m reviewing? Have I clearly addressed the major issues in the subject area? Have I clearly stated my own biases as a reviewer? Have I clearly expressed my position about how much or how little the author has contributed to my understanding of the subject in question? Have I recommended or not recommended the book to other prospective readers? Have I checked my review for organizational, grammatical, and mechanical errors? Key Takeaway A book review or article review is a critical analysis of the material that describes, summarizes, and critiques the ideas presented. The purpose of a book or article review assignment is to broaden your knowledge base and understanding of a topic. Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites. Table of Contents: Online Guide to Writing Chapter 1: College Writing How Does College Writing Differ from Workplace Writing? What Is College Writing? Why So Much Emphasis on Writing? Chapter 2: The Writing Process Doing Exploratory Research Getting from Notes to Your Draft Introduction Prewriting - Techniques to Get Started - Mining Your Intuition Prewriting: Targeting Your Audience Prewriting: Techniques to Get Started Prewriting: Understanding Your Assignment Rewriting: Being Your Own Critic Rewriting: Creating a Revision Strategy Rewriting: Getting Feedback Rewriting: The Final Draft Techniques to Get Started - Outlining Techniques to Get Started - Using Systematic Techniques Thesis Statement and Controlling Idea Writing: Getting from Notes to Your Draft - Freewriting Writing: Getting from Notes to Your Draft - Summarizing Your Ideas Writing: Outlining What You Will Write Chapter 3: Thinking Strategies A Word About Style, Voice, and Tone A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction Critical Strategies and Writing Critical Strategies and Writing: Analysis Critical Strategies and Writing: Evaluation Critical Strategies and Writing: Persuasion Critical Strategies and Writing: Synthesis Developing a Paper Using Strategies Kinds of Assignments You Will Write Patterns for Presenting Information Patterns for Presenting Information: Critiques Patterns for Presenting Information: Discussing Raw Data Patterns for Presenting Information: General-to-Specific Pattern Patterns for Presenting Information: Problem-Cause-Solution Pattern Patterns for Presenting Information: Specific-to-General Pattern Patterns for Presenting Information: Summaries and Abstracts Supporting with Research and Examples Writing Essay Examinations Writing Essay Examinations: Make Your Answer Relevant and Complete Writing Essay Examinations: Organize Thinking Before Writing Writing Essay Examinations: Read and Understand the Question Chapter 4: The Research Process Planning and Writing a Research Paper Planning and Writing a Research Paper: Ask a Research Question Planning and Writing a Research Paper: Cite Sources Planning and Writing a Research Paper: Collect Evidence Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research Planning and Writing a Research Paper: Draw Conclusions Planning and Writing a Research Paper: Find a Topic and Get an Overview Planning and Writing a Research Paper: Manage Your Resources Planning and Writing a Research Paper: Outline Planning and Writing a Research Paper: Survey the Literature Planning and Writing a Research Paper: Work Your Sources into Your Research Writing Research Resources: Where Are Research Resources Found? - Human Resources Research Resources: What Are Research Resources? Research Resources: Where Are Research Resources Found? Research Resources: Where Are Research Resources Found? - Electronic Resources Research Resources: Where Are Research Resources Found? - Print Resources Structuring the Research Paper: Formal Research Structure Structuring the Research Paper: Informal Research Structure The Nature of Research The Research Assignment: How Should Research Sources Be Evaluated? The Research Assignment: When Is Research Needed? The Research Assignment: Why Perform Research? Chapter 5: Academic Integrity Academic Integrity Giving Credit to Sources Giving Credit to Sources: Copyright Laws Giving Credit to Sources: Documentation Giving Credit to Sources: Style Guides Integrating Sources Practicing Academic Integrity Practicing Academic Integrity: Keeping Accurate Records Practicing Academic Integrity: Managing Source Material Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source Practicing Academic Integrity: Managing Source Material - Quoting Your Source Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources Types of Documentation Types of Documentation: Bibliographies and Source Lists Types of Documentation: Citing World Wide Web Sources Types of Documentation: In-Text or Parenthetical Citations Types of Documentation: In-Text or Parenthetical Citations - APA Style Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style Types of Documentation: In-Text or Parenthetical Citations - Chicago Style Types of Documentation: In-Text or Parenthetical Citations - MLA Style Types of Documentation: Note Citations Chapter 6: Using Library Resources Finding Library Resources Chapter 7: Assessing Your Writing How Is Writing Graded? How Is Writing Graded?: A General Assessment Tool The Draft Stage The Draft Stage: The First Draft The Draft Stage: The Revision Process and the Final Draft The Draft Stage: Using Feedback The Research Stage Using Assessment to Improve Your Writing Chapter 8: Other Frequently Assigned Papers Reviews and Reaction Papers: Article and Book Reviews Reviews and Reaction Papers: Reaction Papers Writing Arguments Writing Arguments: Adapting the Argument Structure Writing Arguments: Purposes of Argument Writing Arguments: References to Consult for Writing Arguments Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition Writing Arguments: Steps to Writing an Argument - Determine Your Organization Writing Arguments: Steps to Writing an Argument - Develop Your Argument Writing Arguments: Steps to Writing an Argument - Introduce Your Argument Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition Writing Arguments: Steps to Writing an Argument - Write Your Conclusion Writing Arguments: Types of Argument Appendix A: Books to Help Improve Your Writing Dictionaries General Style Manuals Researching on the Internet Special Style Manuals Writing Handbooks Appendix B: Collaborative Writing and Peer Reviewing Collaborative Writing: Assignments to Accompany the Group Project Collaborative Writing: Informal Progress Report Collaborative Writing: Issues to Resolve Collaborative Writing: Methodology Collaborative Writing: Peer Evaluation Collaborative Writing: Tasks of Collaborative Writing Group Members Collaborative Writing: Writing Plan General Introduction Peer Reviewing Appendix C: Developing an Improvement Plan Working with Your Instructor’s Comments and Grades Appendix D: Writing Plan and Project Schedule Devising a Writing Project Plan and Schedule Reviewing Your Plan with Others By using our website you agree to our use of cookies. Learn more about how we use cookies by reading our  Privacy Policy . Unlocking Consumer Minds: A Comprehensive Exploration of Neuromarketing Techniques and Consumer Decision Processes Conference paper First Online: 18 August 2024 Cite this conference paper Ichraq Fahim 24 , Majdi Mohamed Khalil 24 & Elkandoussi Fatima 24   Part of the book series: Information Systems Engineering and Management ((ISEM,volume 6)) Included in the following conference series: The International Workshop on Big Data and Business Intelligence In today’s market environment, a pivotal inquiry revolves around the factors that prompt consumers to choose one product over another. As a result, there has been an increasing interest in discovering how the impact of brain responses on the decision-making processes of consumers. Neuromarketing, an interdisciplinary field that combines neuroscience an Neuromarketing, a field that integrates neuroscience and marketing, emerges as a primary area of exploration for understanding consumer decision-making. Despite being relatively new and continually evolving, it plays a crucial role in uncovering the intricacies of consumer behavior. According to Zaltman [ 30 ] approximately 90% of consumers’behaviour, such as thinking and emotion, happens unconsciously or subconsciously. Many researchers and practitioners have become interested in exploring consumers’ unconscious behaviours in response to marketing practices. One of the newest methods for measuring reactions to marketing stimuli is neuroimaging, which produces non-invasive brain pictures. These approaches are known as neuromarketing techniques because they are used in the field of marketing to understand consumer behavior in markets and business transactions [ 17 ]. In this paper, we will discuss the term of Neuromarketing, Neuromarketing tools, their contributions and their limitations. This is a preview of subscription content, log in via an institution to check access. Access this chapter Subscribe and save. Get 10 units per month Download Article/Chapter or eBook 1 Unit = 1 Article or 1 Chapter Cancel anytime Available as PDF Read on any device Instant download Own it forever Available as EPUB and PDF Durable hardcover edition Free shipping worldwide - see info Tax calculation will be finalised at checkout Purchases are for personal use only Institutional subscriptions Ait Hammou, K., Galib, M.H., Melloul, J.: The contributions of neuromarketing in marketing research. J. Manag. Res. 5 (4), 20 (2013). https://doi.org/10.5296/jmr.v5i4.4023 Article   Google Scholar   Alvino, L., Pavone, L., Abhishta, A., Robben, H.: Picking your brains: where and how neuroscience tools can enhance marketing research. Front. 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Unlocking Consumer Minds: A Comprehensive Exploration of Neuromarketing Techniques and Consumer Decision Processes. In: Farhaoui, Y. (eds) Artificial Intelligence, Big Data, IOT and Block Chain in Healthcare: From Concepts to Applications. BDBI 2024. Information Systems Engineering and Management, vol 6. Springer, Cham. https://doi.org/10.1007/978-3-031-65018-5_33 Download citation DOI : https://doi.org/10.1007/978-3-031-65018-5_33 Published : 18 August 2024 Publisher Name : Springer, Cham Print ISBN : 978-3-031-65017-8 Online ISBN : 978-3-031-65018-5 eBook Packages : Intelligent Technologies and Robotics Intelligent Technologies and Robotics (R0) Share this paper Anyone you share the following link with will be able to read this content: Sorry, a shareable link is not currently available for this article. Provided by the Springer Nature SharedIt content-sharing initiative Publish with us Policies and ethics Find a journal Track your research 156 COMMENTS (PDF) Writing and publishing a book chapter PresentationPDF Available. Writing and publishing a book chapter. August 2019. Conference: Presentation to young and developing academics, College of Agriculture & Environmental Sciences, Unisa ... How is a book chapter different from a research article Popular answers (1) The research paper resemble more like reporting, while the book chapter is often written more like a story of how the research was done, as well as including the results. The ... 7 Steps of Writing an Excellent Academic Book Chapter Step 1: Collate Relevant Information. Step 2: Design the Chapter Structure. Step 3: Write an Appealing Chapter Title/Heading. Step 4: Build an Engaging Introduction. Step 5: Elaborate on Main Points of the Chapter. Step 6: Summarize the Chapter. Step 7: Add a Call-to-Action & Transition to Next Chapter. How to Write a Successful Book Chapter for an Academic Publication An academic book chapter also requires a good outline. For example, you must have a title, a well worded introduction, informative paras that make up the main body, a chapter summary and a neat transition to the succeeding chapter. Try to make the outline clear and concise, organize your ideas effectively and ensure there is a logical flow. How to write a book chapter Introduction. - outline of questions or topics to tackle throughout the chapter, and description of how the chapter will deal with them. Topic 1 - answer to question 1. Topic 2 - answer to question 2. Discussion/synthesis. - how it all integrates and relates to the overall book. Conclusions, limitations and future work. How to Write a Book Chapter At this point two approaches are feasible: 1. "The chain letter approach": One author writes a first draft of the chapter. This draft is forwarded to the next author, who adds content, revises the draft, and forwards the draft to another author. The order of authors can be adapted to experience and seniority. PDF Publishing Research: Book Chapters and Books lish their research in edited books. The most important issue is that book chapters are generally less prestigious than journal articles, and by writing a book chapter it may then not be possible to publish a journal article. Table 14.1 outlines the major advantages and disadvan-tages of choosing to publish a book chapter in comparison to a journal How to write an Excellent Academic Book Chapter? An academic book chapter is a section or division of a book. Typically, a title or chapter number is used to distinguish these. Within a chapter, the main book topic is broken down into topic-specific themes. Furthermore, each chapter in a book relates to the book's major topic. You must produce a book chapter for a research book that is ... Publishing Research: Book Chapters and Books Abstract. Sometimes researchers decide to publish their work in a book chapter in an edited volume, or they may decide to write a monograph or another type of book. There are advantages and disadvantages in choosing to publish in book form. This section discusses the merits of publishing book chapters and books with a section on writing ... Writing a research paper, book chapter or dissertation/thesis chapter Writing research papers: The process. Writing a first rough draft of a research paper in 8 steps. Going from idea to full manuscript: how to write a scholarly paper. Two methods for drafting a paper outline: asking questions and listing topic sentences. Writing research papers, broken down by stage/section of the paper. Book chapters: What to cite In the text, when you have paraphrased an edited book chapter, cite the author (s) of the chapter and the year of publication of the book, as shown in the following examples. Parenthetical citation of a paraphrase from an edited book chapter: (Fountain, 2019) Narrative citation of a paraphrase from an edited book chapter: Fountain (2019) If the ... The Process of Research Writing Chapter Ten: The Research Essay; Chapter Eleven: Alternative Ways to Present Your Research; Chapter Twelve: Citing Your Research Using MLA or APA Style; Ancillary Material Submit ancillary resource About the Book. The title of this book is The Process of Research Writing, and in the nutshell, that is what the book is about. A lot of times ... Chapter Summary & Overview Chapter summary is a brief overview of the key points or events covered in a specific chapter of a book, academic paper, or other written work. It typically includes a concise description of the main ideas, arguments, or themes explored in the chapter, as well as any important supporting details or evidence. Chapter summaries are often used as ... PDF APA Style Reference Guide for Journal Articles, Books, and Edited Book Provide the title of the book in which the chapter appears. Capitalize only the first letter of the first word. For a two-part title, capitalize the first word of the second part of the title. Also capitalize proper nouns. Italicize the book title. Include the chapter page range. End with a period. The difference in writing style between a book chapter and article in a Also, importantly that book chapter does not have citation within the text, however, this is crucial in the review paper. In general, the audience of the book are interested but relatively new in the field, where the review paper audience are more specialised usually with previous knowledge and experience, so the writing style should take care of this. PDF Writing an Effective Book Chapter Presenting Research Findings Reporting research findings in a book chapter is very different from the presentation in a peer-reviewed journal article. For example, book chapters do not necessarily follow the outline of a journal article (i.e., literature review, method, findings, discussion). In most cases, the findings and Writing a Research Paper: From the Parts to the Whole up of two parts, the title and a sub-title, separated by a colon, as in the. case of this paper. Author and affiliation. The name of the author (or authors) i s given. below the title, followed by ... Chapter in an Edited Book/Ebook References Use the same formats for both print and ebook edited book chapters. For ebook chapters, the format, platform, or device (e.g., Kindle) is not included in the reference. Do not create references for chapters of authored books. Instead, write a reference for the whole authored book and cite the chapter in the text if desired. Parenthetical ... Book Chapters The book author(s)/editor(s) are presented second, and the author/editor information is presented initials first, followed by last names. The page numbers of the chapter follow the book title, followed by the publisher. BOOK CHAPTER IN AUTHORED BOOK: in Reference list. Prevatt, F., & Levrini, A. (2015). How to Cite a Chapter in a Book APA Both the chapter title and the book title are set in sentence case; however, the book title is set in italics. The word "In" is used before the editor's name. Note that the style for setting the editor's name is the initial of the first name followed by the surname. Use "(Ed.)" after the editor's name. Publishing Research as Book Chapters: Is It Worth It? Publishing your research paper in an edited collection of academic or scientific essays may mean fewer citations than publication in a scholarly journal would, but this is not always true, and edited collections can offer many research and career benefits. ... A book chapter often allows the author more scope and creativity to bring together ... Reviews and Reaction Papers: Article and Book Reviews Key Takeaway. A book review or article review is a critical analysis of the material that describes, summarizes, and critiques the ideas presented. The purpose of a book or article review assignment is to broaden your knowledge base and understanding of a topic. Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783. (Pdf) a Guide to Research Writing 5. Select the research methodology. The researcher has to begin to formulate one or more hypotheses, research questions and. research objectives, decide on the type of data needed, and select the ... Unlocking Consumer Minds: A Comprehensive Exploration of ... Neuromarketing is a field that uses neuroscience and psychological insights to analyze and influence consumer behavior. It employs techniques like brain imaging to understand how individuals' brains respond to marketing stimuli, aiming to optimize marketing strategies and enhance the effectiveness of campaigns by tapping into subconscious decision-making processes. A Panel Analysis of the Impact of EBITDA, Equity Book Values, Growth The study reported in this paper weaved through several empirical methodological and econometric model specification issues of prior capital markets research in the quest to examine the impact of EBITDA and equity book values on equity share price variations after controlling for growth, risk and negative earnings, together with correcting for ... A Critical Review of the Teacher Efficacy and TPACK ... The aim of this study was to analyze general inclinations in both Teacher Efficacy and TPACK in various English language teaching settings between 2014 and 2024, starting with one of these studies ... essay homework paper phd project resume review speech study