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The Reading Brain in the Digital Age: The Science of Paper versus Screens

E-readers and tablets are becoming more popular as such technologies improve, but research suggests that reading on paper still boasts unique advantages

By Ferris Jabr

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In a viral YouTube video from October 2011 a one-year-old girl sweeps her fingers across an iPad's touchscreen, shuffling groups of icons. In the following scenes she appears to pinch, swipe and prod the pages of paper magazines as though they too were screens. When nothing happens, she pushes against her leg, confirming that her finger works just fine—or so a title card would have us believe. The girl's father, Jean-Louis Constanza , presents "A Magazine Is an iPad That Does Not Work" as naturalistic observation—a Jane Goodall among the chimps moment—that reveals a generational transition. "Technology codes our minds," he writes in the video's description. "Magazines are now useless and impossible to understand, for digital natives"—that is, for people who have been interacting with digital technologies from a very early age. Perhaps his daughter really did expect the paper magazines to respond the same way an iPad would. Or maybe she had no expectations at all—maybe she just wanted to touch the magazines. Babies touch everything . Young children who have never seen a tablet like the iPad or an e-reader like the Kindle will still reach out and run their fingers across the pages of a paper book; they will jab at an illustration they like; heck, they will even taste the corner of a book. Today's so-called digital natives still interact with a mix of paper magazines and books, as well as tablets, smartphones and e-readers; using one kind of technology does not preclude them from understanding another. Nevertheless, the video brings into focus an important question: How exactly does the technology we use to read change the way we read? How reading on screens differs from reading on paper is relevant not just to the youngest among us , but to just about everyone who reads—to anyone who routinely switches between working long hours in front of a computer at the office and leisurely reading paper magazines and books at home; to people who have embraced e-readers for their convenience and portability, but admit that for some reason they still prefer reading on paper; and to those who have already vowed to forgo tree pulp entirely. As digital texts and technologies become more prevalent, we gain new and more mobile ways of reading—but are we still reading as attentively and thoroughly? How do our brains respond differently to onscreen text than to words on paper? Should we be worried about dividing our attention between pixels and ink or is the validity of such concerns paper-thin? Since at least the 1980s researchers in many different fields—including psychology, computer engineering, and library and information science—have investigated such questions in more than one hundred published studies. The matter is by no means settled. Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper. Studies published since the early 1990s , however, have produced more inconsistent results: a slight majority has confirmed earlier conclusions, but almost as many have found few significant differences in reading speed or comprehension between paper and screens. And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common. In the U.S., e-books currently make up between 15 and 20 percent of all trade book sales. Even so, evidence from laboratory experiments , polls and consumer reports indicates that modern screens and e-readers fail to adequately recreate certain tactile experiences of reading on paper that many people miss and, more importantly, prevent people from navigating long texts in an intuitive and satisfying way. In turn, such navigational difficulties may subtly inhibit reading comprehension. Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.

"There is physicality in reading," says developmental psychologist and cognitive scientist Maryanne Wolf of Tufts University, "maybe even more than we want to think about as we lurch into digital reading—as we move forward perhaps with too little reflection. I would like to preserve the absolute best of older forms, but know when to use the new." Navigating textual landscapes Understanding how reading on paper is different from reading on screens requires some explanation of how the brain interprets written language. We often think of reading as a cerebral activity concerned with the abstract—with thoughts and ideas, tone and themes, metaphors and motifs. As far as our brains are concerned, however, text is a tangible part of the physical world we inhabit. In fact, the brain essentially regards letters as physical objects because it does not really have another way of understanding them. As Wolf explains in her book Proust and the Squid , we are not born with brain circuits dedicated to reading. After all, we did not invent writing until relatively recently in our evolutionary history, around the fourth millennium B.C. So the human brain improvises a brand-new circuit for reading by weaving together various regions of neural tissue devoted to other abilities, such as spoken language, motor coordination and vision. Some of these repurposed brain regions are specialized for object recognition —they are networks of neurons that help us instantly distinguish an apple from an orange, for example, yet classify both as fruit. Just as we learn that certain features—roundness, a twiggy stem, smooth skin—characterize an apple, we learn to recognize each letter by its particular arrangement of lines, curves and hollow spaces. Some of the earliest forms of writing, such as Sumerian cuneiform , began as characters shaped like the objects they represented —a person's head, an ear of barley, a fish. Some researchers see traces of these origins in modern alphabets: C as crescent moon, S as snake. Especially intricate characters—such as Chinese hanzi and Japanese kanji —activate motor regions in the brain involved in forming those characters on paper: The brain literally goes through the motions of writing when reading, even if the hands are empty. Researchers recently discovered that the same thing happens in a milder way when some people read cursive. Beyond treating individual letters as physical objects, the human brain may also perceive a text in its entirety as a kind of physical landscape. When we read, we construct a mental representation of the text in which meaning is anchored to structure. The exact nature of such representations remains unclear, but they are likely similar to the mental maps we create of terrain—such as mountains and trails—and of man-made physical spaces, such as apartments and offices. Both anecdotally and in published studies , people report that when trying to locate a particular piece of written information they often remember where in the text it appeared. We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing Elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters. In most cases, paper books have more obvious topography than onscreen text. An open paperback presents a reader with two clearly defined domains—the left and right pages—and a total of eight corners with which to orient oneself. A reader can focus on a single page of a paper book without losing sight of the whole text: one can see where the book begins and ends and where one page is in relation to those borders. One can even feel the thickness of the pages read in one hand and pages to be read in the other. Turning the pages of a paper book is like leaving one footprint after another on the trail—there's a rhythm to it and a visible record of how far one has traveled. All these features not only make text in a paper book easily navigable, they also make it easier to form a coherent mental map of the text. In contrast, most screens, e-readers, smartphones and tablets interfere with intuitive navigation of a text and inhibit people from mapping the journey in their minds. A reader of digital text might scroll through a seamless stream of words, tap forward one page at a time or use the search function to immediately locate a particular phrase—but it is difficult to see any one passage in the context of the entire text. As an analogy, imagine if Google Maps allowed people to navigate street by individual street, as well as to teleport to any specific address, but prevented them from zooming out to see a neighborhood, state or country. Although e-readers like the Kindle and tablets like the iPad re-create pagination—sometimes complete with page numbers, headers and illustrations—the screen only displays a single virtual page: it is there and then it is gone. Instead of hiking the trail yourself, the trees, rocks and moss move past you in flashes with no trace of what came before and no way to see what lies ahead. "The implicit feel of where you are in a physical book turns out to be more important than we realized," says Abigail Sellen of Microsoft Research Cambridge in England and co-author of The Myth of the Paperless Office . "Only when you get an e-book do you start to miss it. I don't think e-book manufacturers have thought enough about how you might visualize where you are in a book." At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension. In a study published in January 2013 Anne Mangen of the University of Stavanger in Norway and her colleagues asked 72 10th-grade students of similar reading ability to study one narrative and one expository text, each about 1,500 words in length. Half the students read the texts on paper and half read them in pdf files on computers with 15-inch liquid-crystal display (LCD) monitors. Afterward, students completed reading-comprehension tests consisting of multiple-choice and short-answer questions, during which they had access to the texts. Students who read the texts on computers performed a little worse than students who read on paper. Based on observations during the study, Mangen thinks that students reading pdf files had a more difficult time finding particular information when referencing the texts. Volunteers on computers could only scroll or click through the pdfs one section at a time, whereas students reading on paper could hold the text in its entirety in their hands and quickly switch between different pages. Because of their easy navigability, paper books and documents may be better suited to absorption in a text. "The ease with which you can find out the beginning, end and everything inbetween and the constant connection to your path, your progress in the text, might be some way of making it less taxing cognitively, so you have more free capacity for comprehension," Mangen says. Supporting this research, surveys indicate that screens and e-readers interfere with two other important aspects of navigating texts: serendipity and a sense of control. People report that they enjoy flipping to a previous section of a paper book when a sentence surfaces a memory of something they read earlier, for example, or quickly scanning ahead on a whim. People also like to have as much control over a text as possible—to highlight with chemical ink, easily write notes to themselves in the margins as well as deform the paper however they choose. Because of these preferences—and because getting away from multipurpose screens improves concentration—people consistently say that when they really want to dive into a text, they read it on paper. In a 2011 survey of graduate students at National Taiwan University, the majority reported browsing a few paragraphs online before printing out the whole text for more in-depth reading. A 2008 survey of millennials (people born between 1980 and the early 2000s) at Salve Regina University in Rhode Island concluded that, "when it comes to reading a book, even they prefer good, old-fashioned print". And in a 2003 study conducted at the National Autonomous University of Mexico, nearly 80 percent of 687 surveyed students preferred to read text on paper as opposed to on a screen in order to "understand it with clarity". Surveys and consumer reports also suggest that the sensory experiences typically associated with reading—especially tactile experiences—matter to people more than one might assume. Text on a computer, an e-reader and—somewhat ironically—on any touch-screen device is far more intangible than text on paper. Whereas a paper book is made from pages of printed letters fixed in a particular arrangement, the text that appears on a screen is not part of the device's hardware—it is an ephemeral image. When reading a paper book, one can feel the paper and ink and smooth or fold a page with one's fingers; the pages make a distinctive sound when turned; and underlining or highlighting a sentence with ink permanently alters the paper's chemistry. So far, digital texts have not satisfyingly replicated this kind of tactility (although some companies are innovating, at least with keyboards ). Paper books also have an immediately discernible size, shape and weight. We might refer to a hardcover edition of War and Peace as a hefty tome or a paperback Heart of Darkness as a slim volume. In contrast, although a digital text has a length—which is sometimes represented with a scroll or progress bar—it has no obvious shape or thickness. An e-reader always weighs the same, regardless of whether you are reading Proust's magnum opus or one of Hemingway's short stories. Some researchers have found that these discrepancies create enough " haptic dissonance " to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books. Exhaustive reading Although many old and recent studies conclude that people understand what they read on paper more thoroughly than what they read on screens, the differences are often small. Some experiments, however, suggest that researchers should look not just at immediate reading comprehension, but also at long-term memory. In a 2003 study Kate Garland of the University of Leicester and her colleagues asked 50 British college students to read study material from an introductory economics course either on a computer monitor or in a spiral-bound booklet. After 20 minutes of reading Garland and her colleagues quizzed the students with multiple-choice questions. Students scored equally well regardless of the medium, but differed in how they remembered the information. Psychologists distinguish between remembering something—which is to recall a piece of information along with contextual details, such as where, when and how one learned it—and knowing something, which is feeling that something is true without remembering how one learned the information. Generally, remembering is a weaker form of memory that is likely to fade unless it is converted into more stable, long-term memory that is "known" from then on. When taking the quiz, volunteers who had read study material on a monitor relied much more on remembering than on knowing, whereas students who read on paper depended equally on remembering and knowing. Garland and her colleagues think that students who read on paper learned the study material more thoroughly more quickly; they did not have to spend a lot of time searching their minds for information from the text, trying to trigger the right memory—they often just knew the answers. Other researchers have suggested that people comprehend less when they read on a screen because screen-based reading is more physically and mentally taxing than reading on paper. E-ink is easy on the eyes because it reflects ambient light just like a paper book, but computer screens, smartphones and tablets like the iPad shine light directly into people's faces. Depending on the model of the device, glare, pixilation and flickers can also tire the eyes. LCDs are certainly gentler on eyes than their predecessor, cathode-ray tubes (CRT), but prolonged reading on glossy self-illuminated screens can cause eyestrain, headaches and blurred vision. Such symptoms are so common among people who read on screens—affecting around 70 percent of people who work long hours in front of computers—that the American Optometric Association officially recognizes computer vision syndrome . Erik Wästlund of Karlstad University in Sweden has conducted some particularly rigorous research on whether paper or screens demand more physical and cognitive resources. In one of his experiments 72 volunteers completed the Higher Education Entrance Examination READ test—a 30-minute, Swedish-language reading-comprehension exam consisting of multiple-choice questions about five texts averaging 1,000 words each. People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper. In another set of experiments 82 volunteers completed the READ test on computers, either as a paginated document or as a continuous piece of text. Afterward researchers assessed the students' attention and working memory, which is a collection of mental talents that allow people to temporarily store and manipulate information in their minds. Volunteers had to quickly close a series of pop-up windows, for example, sort virtual cards or remember digits that flashed on a screen. Like many cognitive abilities, working memory is a finite resource that diminishes with exertion. Although people in both groups performed equally well on the READ test, those who had to scroll through the continuous text did not do as well on the attention and working-memory tests. Wästlund thinks that scrolling—which requires a reader to consciously focus on both the text and how they are moving it—drains more mental resources than turning or clicking a page, which are simpler and more automatic gestures. A 2004 study conducted at the University of Central Florida reached similar conclusions. Attitude adjustments An emerging collection of studies emphasizes that in addition to screens possibly taxing people's attention more than paper, people do not always bring as much mental effort to screens in the first place. Subconsciously, many people may think of reading on a computer or tablet as a less serious affair than reading on paper. Based on a detailed 2005 survey of 113 people in northern California, Ziming Liu of San Jose State University concluded that people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once. When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood along the way. In a 2011 experiment at the Technion–Israel Institute of Technology, college students took multiple-choice exams about expository texts either on computers or on paper. Researchers limited half the volunteers to a meager seven minutes of study time; the other half could review the text for as long as they liked. When under pressure to read quickly, students using computers and paper performed equally well. When managing their own study time, however, volunteers using paper scored about 10 percentage points higher. Presumably, students using paper approached the exam with a more studious frame of mind than their screen-reading peers, and more effectively directed their attention and working memory. Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people's attitudes continue to change. The star of "A Magazine Is an iPad That Does Not Work" is three-and-a-half years old today and no longer interacts with paper magazines as though they were touchscreens, her father says. Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations. In current research for Microsoft, Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," she says. Participants in her studies say that when they really like an electronic book, they go out and get the paper version. This reminds Sellen of people's early opinions of digital music, which she has also studied. Despite initial resistance, people love curating, organizing and sharing digital music today. Attitudes toward e-books may transition in a similar way, especially if e-readers and tablets allow more sharing and social interaction than they currently do. Books on the Kindle can only be loaned once , for example. To date, many engineers, designers and user-interface experts have worked hard to make reading on an e-reader or tablet as close to reading on paper as possible. E-ink resembles chemical ink and the simple layout of the Kindle's screen looks like a page in a paperback. Likewise, Apple's iBooks attempts to simulate the overall aesthetic of paper books, including somewhat realistic page-turning. Jaejeung Kim of KAIST Institute of Information Technology Convergence in South Korea and his colleagues have designed an innovative and unreleased interface that makes iBooks seem primitive. When using their interface, one can see the many individual pages one has read on the left side of the tablet and all the unread pages on the right side, as if holding a paperback in one's hands. A reader can also flip bundles of pages at a time with a flick of a finger. But why, one could ask, are we working so hard to make reading with new technologies like tablets and e-readers so similar to the experience of reading on the very ancient technology that is paper? Why not keep paper and evolve screen-based reading into something else entirely? Screens obviously offer readers experiences that paper cannot. Scrolling may not be the ideal way to navigate a text as long and dense as Moby Dick , but the New York Times , Washington Post , ESPN and other media outlets have created beautiful, highly visual articles that depend entirely on scrolling and could not appear in print in the same way. Some Web comics and infographics turn scrolling into a strength rather than a weakness. Similarly, Robin Sloan has pioneered the tap essay for mobile devices. The immensely popular interactive Scale of the Universe tool could not have been made on paper in any practical way. New e-publishing companies like Atavist offer tablet readers long-form journalism with embedded interactive graphics, maps, timelines, animations and sound tracks. And some writers are pairing up with computer programmers to produce ever more sophisticated interactive fiction and nonfiction in which one's choices determine what one reads, hears and sees next. When it comes to intensively reading long pieces of plain text, paper and ink may still have the advantage. But text is not the only way to read.

The Process of Research Writing

(19 reviews)

Steven D. Krause, Eastern Michigan University

Publisher: Steven D. Krause

Language: English

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

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

Comprehensiveness rating: 3 see less

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

Content Accuracy rating: 5

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

Relevance/Longevity rating: 5

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

Clarity rating: 4

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

Consistency rating: 5

The book is consistent throughout

Modularity rating: 4

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

Organization/Structure/Flow rating: 4

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

Interface rating: 3

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

Grammatical Errors rating: 3

I didn't note anything glaringly obvious

Cultural Relevance rating: 5

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

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

Comprehensiveness rating: 4 see less

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

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

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

Clarity rating: 5

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

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

Modularity rating: 5

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

Organization/Structure/Flow rating: 5

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

Interface rating: 4

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

Grammatical Errors rating: 5

No errors noted.

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

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

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

Content Accuracy rating: 4

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

Relevance/Longevity rating: 3

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

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

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

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

Organization/Structure/Flow rating: 3

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

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

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

Grammatical Errors rating: 4

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

Cultural Relevance rating: 2

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

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

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

Comprehensiveness rating: 5 see less

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

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

Relevance/Longevity rating: 4

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

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

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

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

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

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

Excellently proof-read,

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

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

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

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

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

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

Clarity rating: 3

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

Consistency rating: 4

no issues here

Modularity rating: 3

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

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

Interface rating: 2

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The information is accurate and straightforward.

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

The clarity is excellent.

There are no inconsistencies.

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

The progression of chapters is logical.

Interface rating: 5

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

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

Cultural Relevance rating: 4

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

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

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

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

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

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

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

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

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

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

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

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

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

The text is free of bias or stereotypes.

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

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

Twelve chapters are broken into multiple parts.

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

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

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

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

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

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

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

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

The guide poses purposeful questions.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The text covers all subject areas appropriately. read more

The text covers all subject areas appropriately.

Overall, the text is accurate.

Relevant and current.

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

This text is consistent -- good terminology!

Clear sections to focus on key points of research writing.

Well organized.

Not confusing

Overall, lacking grammatical errors.

Relevant -- research writing and thesis building are timeless.

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

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

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

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

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

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

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

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

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

There were noticeable grammatical errors.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Relevance/Longevity rating: 2

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

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

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

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

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

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

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

Cultural Relevance rating: 3

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

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

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

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

Content Accuracy rating: 3

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

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

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

Consistency rating: 3

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Modularity rating: 2

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

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

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

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

There is nothing culturally offensive here in any way.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The modular format would make it very easy to update.

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

This text is internally consistent.

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

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

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

This text is easy to navigate.

I found no grammar errors.

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

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

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

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

Ancillary Material

About the book.

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

About the Contributors

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

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Three-in-ten Americans now read e-books

Americans are spreading their book consumption across several formats. The share of adults who have read print books in the past 12 months still outpaces the share using other forms, but 30% now say they have read an e-book in that time frame.

A line graph showing that print books continue to be more popular than e-books or audiobooks

Overall, 75% of U.S. adults say they have read a book in the past 12 months in any format, whether completely or part way through, a figure that has remained largely unchanged since 2011, according to a Pew Research Center survey conducted from Jan. 25 to Feb. 8, 2021. Print books remain the most popular format for reading, with 65% of adults saying that they have read a print book in the past year.

While shares of print book readers and audiobook listeners remain mostly unchanged from a Center survey conducted in 2019, there has been an uptick in the share of Americans who report reading e-books, from 25% to 30%.

Pew Research Center has studied how Americans read books for years. For this analysis, we surveyed 1,502 U.S. adults from Jan. 25 to Feb. 8, 2021, by cellphone and landline phone. The survey was conducted by interviewers under the direction of Abt Associates and is weighted to be representative of the U.S. adult population by gender, race, ethnicity, education and other categories. Here are the questions, responses and methodology used for this analysis.

Americans read an average (mean) of roughly 14 books during the previous 12 months and the typical (median) American read five books in that period, according to the survey. These figures are identical to 2011 , when the Center first began conducting surveys of Americans’ book reading habits.

A pie chart showing that a third of Americans say they read both print and digital books in the past year

Despite growth in certain digital formats, it remains the case that relatively few Americans only consume digital books (which include audiobooks and e-books) to the exclusion of print. Some 33% of Americans read in these digital formats and also read print books, while 32% say they read only print books. Just 9% of Americans say they only read books in digital formats and have not read any print books in the past 12 months.

Demographic differences in book reading in 2021 are similar to the patterns seen in past Center surveys . For example, adults who have a bachelor’s or advanced degree are more likely to be book readers than those who have only attended some college and those with a high school education or less, and adults ages 18 to 29 are more likely to read books than those 65 and older. At the same time, patterns of book consumption among a few groups changed since 2019. Some examples:

Adults with lower incomes – The share of adults with an annual household income of less than $30,000 who have listened to an audiobook has increased 8 percentage points since 2019 (22% vs. 14%).

Urban adults – The share of American adults living in urban communities who say they have read a book in any format in the previous 12 months grew from 75% in 2019 to 81% now – an increase of 6 percentage points.

The table below covers how different groups reported their reading habits in the survey.

A bar chart showing that college graduates are especially likely to say they read books in any format

Note: Here are the questions, responses and methodology used for this analysis. This is an update of a post by Andrew Perrin originally published Sept. 1, 2016.

Michelle Faverio is a research analyst focusing on internet and technology research at Pew Research Center .

Andrew Perrin is a former research analyst focusing on internet and technology at Pew Research Center .

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Book reading 2016, long-form reading shows signs of life in our mobile news world, slightly fewer americans are reading print books, new survey finds, 7 surprises about libraries in our surveys, most popular.

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Paper books linked to stronger readers in an international study

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There’s a lot to like about digital books. They’re lighter in the backpack and often cheaper than paper books. But a new international report suggests that physical books may be important to raising children who become strong readers.

An Organization for Economic Cooperation and Development (OECD) study across approximately 30 countries found that teens who said they most often read paper books scored considerably higher on a 2018 reading test taken by 15-year-olds compared to teens who said they rarely or never read books. Even among students of similar socioeconomic backgrounds, those who read books in a paper format scored a whopping 49 points higher on the Program for International Student Assessment, known as PISA. That’s equal to almost 2.5 years of learning. By comparison, students who tended to read books more often on digital devices scored only 15 points higher than students who rarely read – a difference of less than a year’s worth of learning.

In other words, all reading is good, but reading on paper is linked to vastly superior achievement outcomes.

It's impossible to say from this study whether paper books are the main reason why students become better readers. It could be that stronger readers prefer paper and they would be reading just as well if they were forced to read on screens. Dozens of previous studies have found a comprehension advantage for reading on paper versus screens . But these studies are usually conducted in a laboratory setting where people take comprehension tests immediately after reading a passage in different formats. This report is suggesting the possibility that there are longer term cumulative benefits for students who regularly read books in a paper format.

It’s noteworthy that the 2018 PISA reading test was a computer-based assessment in the vast majority of countries. Paper book readers are correctly answering more questions about what they have read on screens than digital readers!

Strong readers who had higher scores on the PISA reading test also read on screens at home, but they tended to use their devices to gather information, such as reading the news or browsing the internet for school work. When these strong readers wanted to read a book, they opted to read in paper format or balance their reading time between paper and digital devices.

Every three years, when 600,000 students around the world take the PISA test, they fill out surveys about their families and their reading habits. Researchers at the OECD compared these survey responses with test scores and noticed intriguing relationships between books in the home, a preference for reading on paper and reading achievement. The report, “ Does the digital world open up an increasing divide in access to print books? ” was published on July 12, 2022.

In the United States, 31 percent of 15-year-olds said they never or rarely read books, compared with 35 percent worldwide. Meanwhile, 35 percent of American students said they primarily read paper books, almost matching the international average of 36 percent. Another 16 percent of Americans said they read books more often on screens and 18 percent responded that they read books equally on both paper and screens.

Digital books have become extremely popular among students in some regions of Asia, but students who read books on paper still outperformed even in cultures where digital reading is commonplace. More than 40 percent of students in Hong Kong, Indonesia, Malaysia, Taiwan and Thailand reported reading books more often on digital devices. Yet in Hong Kong, Malaysia and Taiwan, students who read books mostly on paper or read in both formats scored higher than those who primarily read digital books. Both Thailand and Indonesia were exceptions; digital readers did better. Hong Kong and Taiwan are two of the highest performing education systems in the world and even after adjusting for students’ socioeconomic status, the advantage for paper reading remained pronounced.

Teens around the world are rapidly turning away from reading, according to OECD surveys. Fifteen-year-olds are reading less for leisure and fewer fiction books. The number of students who consider reading a “waste of time” jumped by more than 5 percentage points. Simultaneously, reading performance around the world, which had been slowly improving up until 2012, declined between 2012 and 2018. Across OECD countries that participated in both assessments, reading performance fell back to what it had been in 2006.

OECD researchers wonder if the presence of physical books at home still matters in the digital age. In the student surveys, students were told that each meter of shelving typically holds 40 books and were asked to estimate the number of books in their homes. Both rich and poor students alike reported fewer books in the home over the past 18 years, but the book gap between the two remained persistently large with wealthier students living amid twice as many books as poorer students.

The influence of books at home is a bit of a chicken-egg riddle. The OECD found that students who had more books at home reported that they enjoyed reading more. Logically, students who are surrounded by physical books may feel more encouraged by their families and inspired to read. But it could be that students who enjoy reading receive lots of books as presents or bring more books home from the library. It’s also possible that both are true simultaneously in a virtuous two-way spiral: more books at home inspire kids to read and voracious readers buy more books.

OECD researchers are most worried about poorer students. Low-income students made huge strides in access to digital technology well before the pandemic. Ninety-four percent of students from low-income families across 26 developed nations had access to the internet at home in 2018, up from 75 percent in 2009. “While disadvantaged students are catching up in terms of access to digital resources, their access to cultural capital like paper books at home has diminished,” the OECD report noted.

As one gap closes, another one opens.

This story about digital readers was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

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Why Do We Still Read Books?

Humans appear to have a primal need for narrative and the written word..

Posted May 12, 2024 | Reviewed by Devon Frye

People predicted that reading books would become extinct due to digital technology.
Reading books has remained a popular activity in the Digital Age.
Reading appears to be a basic human drive rooted in cognition.

As it became clear in the 1990s that digital culture would transform everyday life, many critics predicted that books would go the way of the horse and buggy. Books, and print culture in general, would soon be seen as anachronisms in a world in which information was sent and received by more advanced technology, they held, echoing experts who expressed a similar opinion when television appeared a half-century earlier.

Print culture has not become obsolete, however, and reading books, both as hard copies and in digital form, remains a popular activity. In fact, book sales have been robust in recent years, partly due to the pandemic. Sales of print books rose 9 percent in 2021, according to Publishers Weekly , and the market has remained strong since then.

Why is this so? What is it about books, which have been around in some form since 500 BC (as hand-written scrolls) that make them an essential feature of the human condition?

Bright minds have offered some answers to these questions, one of them being Carmen Martin Gaite, who expressed her views in 1989. “Reading provides insight into a secret world that liberates one from the hostile pressures of the environment , from the routines and deceptions that the confrontation with reality produces,” she wrote, having experienced that special feeling at an early age.

It was ironic that this “prize awarded by reading,” as Gaite described it, was being recognized and appreciated at a time when sitting down with a book was already being seen by some as an antiquated, even absurd practice. The concentration required by deliberate reading afforded a sense of calm in an increasingly frenetic world, Gaite held, considering the chance to escape from the noise and chaos and embrace solitude “a miraculous feat.”

In his 1988 Lost in a Book: The Psychology of Reading for Pleasure , Victor Nell said much the same thing. Reading was for Nell, as he began his book, “as rousing, colorful and transfiguring as anything out there in the real world” and a rare opportunity to “acquire peace, become more powerful, and feel braver and wiser.”

Alongside such musings, Nell provided statistics drawn from clinical research that lent evidence to his argument that reading offered psychological benefits to those who took the time to do it. Reading was not just a joyful experience but a nearly universal one, he pointed out, implying that there was a basic human drive to both produce and consume narrative. Losing oneself in a book, as the title of his suggested, was good for both brain and body, the research showed—something that devoted readers already knew.

The questioning of the role of reading in the digital age provoked a flurry of thoughts that offered keen insights into why people chose to spend their valuable time looking at words in a book or on a screen. Why read rather than watch a film, listen to music, or take a walk in the park?

Barbara Herrnstein Smith asked that good question and provided some equally good answers. For her, reading was essentially a certain kind of scanning of the environment, i.e., a visual attempt to determine what was good or bad out there in the world. People scan the environment all the time in such a way, a natural instinct to assess signs to gain information that might be useful.

As a cognitive activity, reading could serve all kinds of purposes, with particular ones contingent on the motive of the individual in relation to the material. “What reading can do depends on who is doing the reading as much as on what is being read,” Smith wrote, with “personal, cultural, and intellectual histories, distinctive situations, interests, and anxieties, and distinctive physiologies, including brain wiring,” entering the equation.

Durable, resilient , and somehow resistant to external forces, reading at its core remains a fundamental human endeavor, and reports of its impending death are greatly exaggerated. Reading books, whether fiction, non-fiction, or everything in between, is not just a sanctuary from the cultural storm but a healing, therapeutic agent that appears to be based in brain chemistry.

Nell, Victor. (1988). Lost in a Book: The Psychology of Reading for Pleasure. New Haven, CT: Yale University Press.

Samuel, Lawrence R. (2024). Literacy in America: A Cultural History of the Past Century. Lanham, MD: Rowman & Littlefield.

Lawrence R. Samuel, Ph.D. , is an American cultural historian who holds a Ph.D. in American Studies and was a Smithsonian Institution Fellow.

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Productivity in the Transportation Sector (in Z. Griliches, ed., Output Measurement in the Service Sectors, Conference on Research in Income and Wealth, University of Chicago Press for NBER, pp. 371-422.)

What Is New-Keynesian Economics? (Journal of Economic Literature, vol. 28 (September, 1990), pp. 1115-71. | Also NBER reprint no. 1513.)

Hysteresis in History: Was There Ever a Phillips Curve? (American Economic Review Papers and Proceedings, vol. 79 (May, 1989), pp. 220-5. | Also NBER reprint no. 1424.)

Fresh Water, Salt Water, and Other Macroeconomic Elixirs (Economic Record, vol. 65 (June 1989), pp. 177-84. | Also in Philip Maxwell, ed., Macroeconomics: Contemporary Australian Readings ,Sydney: Harper and Row, 1990.)

U.S. Inflation, Labor’s Share, and the Natural Rate of Unemployment (in Heinz KÃ¶nig, ed., Economics of Wage Determination (Berlin and New York: Springer Verlag, 1990), pp. 1-34. | Also NBER reprint no. 1441.)

The Productivity Slowdown, Measurement Issues, and the Explosion of Computer Power (Brookings Papers on Economic Activity, vol. 19 (1988, no. 2), pp. 347-420, (with Martin N. Baily). | Also NBER reprint no. 1199.)

Back to the Future: European Unemployment Today Viewed from America in 1939 (Brookings Papers on Economic Activity, vol. 19 (1988, no. 1), pp. 271-304. | Also NBER reprint no. 1098.)

The Estimation of Prewar GNP: Methodology and New Results (with Nathan S. Balke. Journal of Political Economy, vol.97 (February 1989), pp. 38-92. | Also NBER reprint no. 1200.)

Wage Gaps vs. Output Gaps: Is There A Common Story for All of Europe? (in Herbert Giersch, ed., Macro and Micro Policies for More Growth and Employment Keil Symposium (Tubingen: J.C.B. Mohr [Paul Siebeck] 1988), pp. 97-151. | Also NBER reprint no. 1096.)

The Role of Wages in the Inflation Process (American Economic Review Papers and Proceedings, vol. 78 (May, 1988), pp. 276-83. | Also NBER reprint no. 1478.)

U.S. Fiscal Deficits and the World Imbalance of Payments (Hitotsubashi Journal of Economics, vol.27 (Special Issue, October, 1986), pp. 7-41.)

The Postwar Evolution of Computer Prices (in Dale W. Jorgenson and Ralph Landau, eds. Technology and Capital Formation (Cambridge: MIT Press, 1989), pp. 77-125.)

Productivity, Wages, and Prices Inside and Outside of Manufacturing in the U.S., Japan, and Europe (European Economic Review, vol. 31, no. 3 (April 1987), pp. 685-733. | Also NBER reprint no. 970. | Reprinted in G. de MÃ©nil and R. J. Gordon, eds., International Volatility and Economic Growth (Amsterdam: North-Holland, 1991), pp. 153-201. )

Understanding Inflation in the 1980s (Brookings Papers on Economic Activity, vol. 16 (1985, no. 1),pp. 263-99. | Also NBER reprint no. 651.)

Unemployment and the Growth of Potential Output in the 1980s (Brookings Papers on Economic Activity, vol 15 (1984, no. 2), pp. 537-64. NBER reprint no. 576.)

Fixed Investment in the American Business Cycle, 1919-83 (with John M. Veitch, in Robert J. Gordon, ed., The American Business Cycle: Continuity and Change (University of Chicago Press for NBER, 1986), pp.267-335.)

The Short-run Demand for Money: A Reconsideration (Journal of Money, Credit and Banking, vol.16 (November 1984), pp. 403-34. | Also NBER reprint no. 570.)

The 1981-82 Velocity Decline: A Structural Shift in Income or Money Demand? (Conference on Monetary Targeting and Velocity: Conference Proceedings, Federal Reserve Bank of San Francisco, 1984, pp. 67-99. | German translation in J. Langhau and C. Kohler, eds., Wirtschaftspolitik und wirtschaftliche Entwicklung (Bonn: Verlag Neue, 1985), pp. 165-86.)

Supply Shocks and Monetary Policy Revisited (American Economic Review Papers and Proceedings,vol. 74 (May 1984), pp. 38-43. | Also NBER reprint no. 676.)

The Conduct of Monetary Policy (in A. Ando, H. Eguchi, R. Farmer, and Y. Suzuki, eds., Monetary Policy in Our Times (M.I.T. Press, 1985), pp. 45-81. | A lso NBER reprint no. 638.)

Using Monetary Control to Dampen the Business Cycle: A New Set of First Principles (in M. and S. Wachter, eds., Removing Obstacles to Economic Growth (Philadelphia: University of Pennsylvania Press, 1984), pp. 302-36.)

Price Inertia and Policy Ineffectiveness in the United States, 1890-1980 (Journal of Political Economy, vol. 90 (December 1982), pp. 1087-1117. | Also NBER reprint no. 352.)

The Output Cost of Disinflation in Traditional and Vector Autoregressive Models (Brookings Papers on Economic Activity, vol. 13 (1982, no. 1), pp. 205-42 (with Stephen R. King). NBER reprint no. 342.)

A Century of Evidence on Wage and Price Stickiness in the United States, the United Kingdom and Japan (in J. Tobin, ed., Macroeconomics, Prices, and Quantities (Brookings, 1983), pp. 85-121. | Also NBER reprint no. 372.)

Why Stopping Inflation May Be Costly: Evidence from Fourteen Historical Episodes (in R.E.Hall, ed., Inflation: Causes and Effects (University of Chicago Press for NBER, 1982), pp. 15-40. | Also NBER reprint no. 413.)

Inflation, Flexible Exchange Rates, and the Natural Rate of Unemployment (in M.N. Baily, ed., Workers, Jobs, and Inflation (Brookings, 1982), pp. 88-152. | Also NBER reprint no. 343.)

The Consumer Price Index: Measuring Inflation and Causing It (The Public Interest, no. 63, Spring 1981, pp. 112-34. NBER reprint no. 191. | Reprinted as ‘The Inflation Indexing Dilemma,’ Economic Impact, 1981, no. 4, pp. 51-8.)

Output Fluctuations and Gradual Price Adjustment (Journal of Economic Literature, vol. 19 (June 1981), pp. 492-530. | Also NBER reprint no. 190. | Spanish translation in Informacion Comercial Espanola, no. 581 (January 1982), pp. 136-57.)

Government Intervention in the Inflation Process: The Econometrics of Self-Inflicted Wounds (With John Frye, American Economic Review Papers and Proceedings, vol. 71 (May 1981), pp. 288-94. | Also NBER reprint no. 180.)

A Consistent Characterization of a Near-Century of Price Behavior (American Economic Review Papers and Proceedings, vol. 70 (May 1980), pp. 243-9.)

Postwar Macroeconomics: The Evolution of Events and Ideas (in M. Feldstein, ed., The American Economy in Transition (University of Chicago Press for NBER, 1980), pp. 101-62. | Also NBER reprint no.151.)

The End-of-Expansion Phenomenon in Short-Run Productivity Behavior (Brookings Papers on Economic Activity, vol. 10 (1979, no. 2), pp. 447-61. | Also NBER reprint no. 57.)

Energy Efficiency, User Cost Changes, and the Measurement of Durable Goods Prices (in M.Foss, ed., The U.S. National Income and Product Accounts: Selected Topics, Conference on Income and Wealth, Studies in Income and Wealth Series (University of Chicago Press and NBER, 1983), pp. 205-53.)

Monetarist Interpretations of the Great Depression: Evaluation and Critique (in Karl Brunner, ed., The Great Depression Revisited (Boston: Martinus Nijhoff, 1981), pp. 49-107.)

What Can Stabilization Policy Achieve? (American Economic Review Papers and Proceedings, vol. 68 (May 1978), pp. 335-41.)

World Inflation and the Sources of Monetary Accommodation: A Study of Eight Countries (Brookings Papers on Economic Activity, vol. 8 (1977, no. 2), pp. 409-68. | A longer version titled ‘International Monetarism, Wage Push and Monetary Accommodation,’ is in A. Courakis, ed., Inflation, Depression, and Economic Policy in the West (London: Mansell and Alexandrine Press, 1979), pp. 1-63.)

Can the Inflation of the 1970s Be Explained? (Brookings Papers on Economic Activity, vol. 8 (1977, no. 1), pp. 253-77.)

The Theory of Domestic Inflation (American Economic Review Papers and Proceedings, vol. 67 (February 1977), pp. 128-34.)

Structural Unemployment and the Productivity of Women (in K. Brunner and A. Meltzer, eds., Stabilization of the Domestic and International Economy, Carnegie-Rochester Series on Public Policy, a supplementary series to the Journal of Monetary Economic, vol. 5 (North-Holland, January 1977), pp. 181-229.)

Recent Developments in the Theory of Inflation and Unemployment (Journal of Monetary Economics, vol. 2 (April 1976), pp. 185-220. Also in Erik Lundberg, ed., Inflation Theory and Anti-Inflationary Policy (London: MacMillan, 1977), pp. 42-71 with discussion on pp. 94-108.)

The Impact of Aggregate Demand on Prices (Brookings Papers on Economic Activity, vol. 6 (1975, No. 3), pp. 613-62.)

The Demand for and Supply of Inflation (Journal of Law and Economics, vol. 18 (December 1975), pp. 807-36.)

Alternative Responses of Policy to External Supply Shocks (Brookings Papers on Economic Activity, vol. 6 (1975, no. 1), pp. 183-206.)

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13 May 2024

'Einstein’s death shattered Bose — he tore off an unpublished research paper in grief'

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Partha Ghose. Credit: Partha Ghose

Nature India : What inspired you to embark on a career in particle physics?

Partha Ghose : In 1961, I went to Imperial College London wanting to decipher what lies at the deepest core of matter. This was when physicists had already begun smashing atoms in colliders, churning out new transient particles to unveil the secrets of matter.

I was lucky to learn advanced physics from stalwarts in particle physics like Abdus Salam, P. T. Matthews and T. W. B. Kibble. In 1963, an opportunity to work briefly at CERN further spurred my interest in particle physics.

NI : How did you meet S. N. Bose?

PG : It was in mid-1963 that I met Bose, quite by chance. The famous Bengali pote Bishnu Dey, a relative of ours and Bose’s close friend, took me to meet Bose. They were immersed in discussion, and Bose suddenly turned to me and asked, ''Would you like to work with me?''. It was an offer I couldn’t refuse. He arranged everything very quickly and within days I joined his research group at the Saha Institute of Nuclear Physics in Calcutta as a junior scientist. I worked on particle physics, mainly on broken SU(3) symmetry which was in vogue at the time.

NI : How did Bose start interacting with Einstein and how was their relationship?

PG : Occasionally, Bose would reminisce about his interactions with Einstein. One day when I went to meet him at his residence, he started talking about the historic paper he sent to Einstein on 4 June 1924 along with a letter .

Bose told me that his deduction of the phase space factor in Planck’s law resulted in a factor of 4π instead of 8π. He went on to propose that the missing factor of 2 was due to the photon spin which could take only two values. In his letter back to Bose, “the old man” [Einstein] had crossed this portion out and said it was not necessary to talk about spin since the factor of 2 comes from the two states of polarisation of light.”

Bose said to me, ”I can understand a spinning particle, but what is the meaning of the polarization of a particle?” I asked him, "Sir, when the photon spin was eventually discovered, why didn’t you tell Einstein that you had already worked it out in 1924?” “How does it matter who discovered it,” he quipped. “It was eventually discovered, wasn’t it?”

In a second paper, which also Einstein translated into German and got published in Zeitschrift fur Physik , Bose proposed a probability law for interactions between matter and radiation. According to Einstein, it was inappropriate. He added a comment to the paper giving some reasons for his disagreement with Bose.

The first paper with Einstein’s strong endorsement made Bose famous. He moved to Paris on a two-year sabbatical from Dhaka University, worked in Maurice de Broglie’s and Marie Curie’s labs and arrived in Berlin in 1925 to finally meet Einstein. They discussed several issues including Bose’s new hypothesis of probabilistic interactions, but Einstein stuck to his point.

Despite their differences, Bose regarded Einstein as his master in physics. On 18 April 1955, Einstein died. The news shocked him into silence. He was writing a paper and was looking forward to discussing it with Einstein at a forthcoming conference in Switzerland to celebrate fifty years of Special Relativity. Bose tore that paper into shreds.

NI : Many say that S. N. Bose missed out on a Nobel Prize for physics.

PG : He deserved the prize for his seminal contribution to quantum theory. It led to the classification of particles into bosons and fermions and the prediction and discovery of Bose-Einstein condensates. Besides, his theories helped us understand superconductivity and superfluidity. Bose’s theories and insights shaped the works of many physicists. Some went on to win Nobel Prizes. But Bose, despite being recommended several times, was never considered for the prize.

NI : Apart from physics, you learned music, and played first-class cricket. Do you think science helps enrich music?

PG : Science can help explain music. The best example of this in India is Sir C. V. Raman who had a keen ear for Indian classical music. He could detect five harmonics in the 'mridangam' and the 'tabla' sounds. He did some experiments with Indian drums and circular membranes with central loads. He sprinkled white powder on them to see the patterns of vibrations formed as he kept changing the loads and the manner of striking. This led to a new understanding of the generation of harmonics in stretched membranes. His research in musical instruments earned him the Fellowship of the Royal Society of London even before he got the Nobel Prize for his work on light scattering.

NI : S. N. Bose advocated popularizing science in Bengali. Is it easier to communicate science through one’s mother tongue?

PG : Science is based on logic and requires precise language for its expression and understanding. Non-native speakers find it difficult to grasp the nuances of scientific terms in English. They often acquire wrong notions when they read science in English.

The language in which one dreams is one's mother tongue. Science can therefore take root and flourish in a country only when its citizens start dreaming about science in their mother tongue.

NI : What is your advice for young Indian students who want to pursue a career in physics?

PG : I will quote Bose’s last advice to me. ''Don't jump onto foreign bandwagons. Try to understand things in your way and say something new.''

Bose read the works of all leading quantum theorists of his time, including Einstein, with a critical mind, identified their shortcomings and went on to propose revolutionary new statistics. These days I see an undue rush to publish papers in reputed foreign journals, increase citations, and get quick recognition and promotion. This leads to derivative science.

doi: https://doi.org/10.1038/d44151-024-00054-2

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ICT: Cyber Security and Applications

Proceedings of ICTCS 2023, Volume 3

Conference proceedings
© 2024
Amit Joshi 0 ,
Mufti Mahmud 1 ,
Roshan G. Ragel 2 ,
S. Kartik 3

Global Knowledge Research Foundation, Ahmedabad, India

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Nottingham Trent University, Nottingham, UK

University of peradeniya, delthota, sri lanka, department of cse, sns college of technology, coimbatore, india.

Presents high-quality research in the field of information and communication technology
Features the outcomes of ICTCS 2023, held in Jaipur, India
Serves as a reference resource for researchers and practitioners in academia and industry

Part of the book series: Lecture Notes in Networks and Systems (LNNS, volume 916)

Included in the following conference series:

ICTCS: International Conference on Information and Communication Technology for Competitive Strategies

Conference proceedings info: ICTCS 2022.

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Table of contents (40 papers)

Front matter, scalability analysis of molecular dynamics simulation using namd on ampere-based dense gpu supercomputer.

Nisha Agrawal, Abhishek Das, Manish Modani

Digital Muhadathah : Framework Model Development for Digital Arabic Language Learning

Aminudin Hehsan, Miftachul Huda, Mahsun Mahsun, Asrori Asrori, Muhammad Hambal Shafwan, Din Muhammad Zakariya et al.

Proficient Exam Monitoring System Using Deep Learning Techniques

Priya N. Parkhi, Amna Patel, Dhruvraj Solanki, Himesh Ganwani, Manav Anandani

Object Detection in Rainy Images Based on Multi-stage Image Deraining Network

V. S. Vishnu, Philomina Simon

ApnaMarket.NFT: Empowering Art and Collectibles in the NFT Marketplace

Padma Adane, Viresh Dhawan, Harsh Singh, Atharva Baheti

Smart Homes of Tomorrow: IoT-Enabled Lifestyle Enhancements

Priyanka Patel, Krishna Gevariya, Rency Kapadia

Human Activity Recognition Using Supervised Machine Learning Classifiers

Kazi Azizuddin, Premal Patel, Chintan Shah

Application of Deep Learning in Detection and Classification

P. K. Muhammad Suarim, Meeradevi, B. J. Sowmya, Prathik Boppudi, Vivek Ranjan, Yashraj Verma et al.

Gesture-Based Alphabet Detection and Scoring Using OpenCV and Tesseract-OCR

Karan Chopra, S. Shanthi Therese

Sign-Kiosk: A Real-Time Virtual Assistant

Srushti Sujit, Anchala Balaraj, M. S. Pavan Kumar, A. Sagar, M. Anuradha

A Graph-Based Strategy for Intrusion Detection in Connected Vehicles

M. S. Sreelekshmi, S. Aji

Correlation Analysis Between INR-USD Exchange Rates and Public Sentiments Using Twitter

Gargee Dorle, Varsha Pimprale

Improving Farm Yield Through Agent-Based Modelling

Dattatraya Adane, Anand Upadhyaya, Mayank Pandey, Yash Dhoot

A Recommendation System for Food Tourism

Dattatraya S. Adane, Himanshu Shahu, Parshva Choradia, Ritesh Yadav

Working of the Tesseract OCR on Different Fonts of Gujarati Language

Kartik Joshi, Harshal Arolkar

Exploring Innovations for Streamlining Orphan Adoption: Harnessing Blockchain and Decentralized Solutions—A Survey and Comprehensive Framework

Deepali Patil, Aabha Patil, Aarti Puthran, Nilesh Marathe, Surekha Janrao, Hezal Lopes

Encryption + Watermarking: A Duo Approach for Secure Image Communication in Transform Domain

R. Sivaraman, D. Yasvanthira Sri, R. Subashini, B. Vinizia, C. Lakshmi

Animal Detection in Wildlife Conservation Using Deep Learning

B. Senbagam, S. Bharathi

Real-Time Groundwater Monitoring Using IoT Sensors for Sustainable Resource Management

M. Sowndharya, S. Duraisamy

Other volumes

Information and communication technology for competitive strategies (ictcs 2022).

Information and Communication Technology
Big Data and Data Mining
Sensor Networks and Embedded System
Human Computer Interaction
E-governance
ICTCS 2023 Proceedings

About this book

This book contains best selected research papers presented at ICTCS 2023: Eighth International Conference on Information and Communication Technology for Competitive Strategies. The conference will be held in Jaipur, India during 8 – 9 December 2023. The book covers state-of-the-art as well as emerging topics pertaining to ICT and effective strategies for its implementation for engineering and managerial applications. This book contains papers mainly focused on ICT for computation, algorithms and data analytics and IT security. The work is presented in three volumes.

Editors and Affiliations

Mufti Mahmud

Roshan G. Ragel

About the editors

Dr. Amit Joshi is currently the Director of Global Knowledge Research Foundation, also an Entrepreneur Researcher who has completed his Masters and research in the areas of cloud computing and cryptography in medical imaging. Dr. Joshi has an experience of around 10 years in academic and industry in prestigious organizations. Dr. Joshi is an active member of ACM, IEEE, CSI, AMIE, IACSIT-Singapore, IDES, ACEEE, NPA and many other professional societies. Currently, Dr. Joshi is the International Chair of InterYIT at International Federation of Information Processing (IFIP, Austria), He has presented and published more than 50 papers in national and international journals/conferences of IEEE and ACM. Dr. Joshi has also edited more than 40 books which are published by Springer, ACM and other reputed publishers. Dr. Joshi has also organized more than 50national and international conferences and programs in association withACM, Springer, IEEE to name a few across different countries including India, UK, Europe, USA, Canada, Thailand, Egypt and many more.

Dr. Mufti Mahmud is an Associate Professor of Cognitive Computing at the Computer Science Department of Nottingham Trent University (NTU), UK. He has been the recipient of the top 2% cited scientists worldwide in computer science (since 2020), the NTU VC Outstanding Research Award 2021, and the Marie-Curie postdoctoral fellowship. Dr Mahmud is a member of the university shadow executive team shadowing the pro-vice-chancellor (research and innovation), coordinator of the Computer Science and Informatics research excellence framework unit of assessment at NTU, the group leader of the cognitive computing & brain informatics research group and the deputy group leader of the Interactive Systems research group at NTU. His research portfolio consists of GBP 4.0 million grant capture with expertise that includes brain informatics, computational intelligence, applied data analysis, and big data technologies focusing on healthcare applications. In these fields, he has published over 320 peer-reviewed articles. Dr Mahmud has been the General Chair of the Brain Informatics Conference 2020, 2021, and 2022; founding chair of the Applied Intelligence and Informatics conference since 2021; Trends in Electronics and Health Informatics 2022; International Symposium of Green Technologies and Applications 2023; chair of the IEEE CICARE symposium since 2017 and was the local organising chair of the IEEE WCCI 2020. He will serve as one of the General Chairs of the 31st edition of the ICONIP conference to be held in Auckland (NZ) in 2024. He is the Big Data Analytics Section Editor of Cognitive Computation, the Regional Editor (Europe) of the Brain Informatics journal, and an Associate Editor of the Frontiers in Neuroscience. He is the chief editor of the Applied Intelligence and Informatics (Springer-Nature) and Smart Healthcare Systems: From Data to Knowledge (CRC Press) book series. Currently, Dr Mahmud is serving as the Chair of the Intelligent System Application and Brain Informatics Technical Committees of the IEEE Computational Intelligence Society (CIS), a member of the IEEE CIS Task Force on Intelligence Systems for Health, the Publications Chair of the IEEE UK and Ireland Industry Applications Chapter, and the Project Liaison Officer of the IEEE UK and Ireland SIGHT Committee, and the Secretary of the IEEE UK and Ireland CIS Chapter. Dr. Roshan Ragel is a full professor in Computer Engineering at the University of Peradeniya, Sri Lanka. He is a skilled university lecturer and researcher with a doctorate in computer science and engineering and a passion for teaching, research and administration. His research interest is in the areas of fault-tolerant and dependable computing, accelerated and high-performance computing, wearable computing and synthesis of secure and reliable embedded processors.Prof. Ragel received his PhD in Computer Science and Engineering from the University of New South Wales, Australia in 2007 and his BSc in Engineering from the University of Peradeniya, Sri Lanka in 2001. He was appointed a Senior Lecturer in Computer Engineering at the University of Peradeniya December 2007 and a full professor since October 2017. Prof. Ragel has co-authored about 150 peer-reviewed articles in topics including Micro- Architectural Support for Reliability and Security in Embedded Processors (SoC), Internet of Things (IoT), Side-Channel Attacks and Countermeasures, Application Specific Processor Design, High-Performance Computing such as Hardware/Software Acceleration of Bioinformatics Algorithms, Wearable Computing, Format-Preserving Digitisation and OCR of Local Language Text, and Completely Automated Public Turing test to tell Computers and Humans Apart (CAPTCHAs) in the Context of Mobile Applications. He has won several best paper awards in conference papers, the most prolific Sri Lankan author award from Elsevier Research in 2017 and the Presidential award for scientific publication in Sri Lanka in 2018. He was a visiting research scholar at the UNSW, Sydney a few times and UIUC, Illinois once. He is a Senior Member of the IEEE and the IEEE Computer Society.

Dr. S. Karthik is presently Professor & Dean in the Department of Computer Science & Engineering, SNS College of Technology, affiliated to Anna University- Chennai, Tamil Nadu, India. He received the M.E and PhD degree from Anna University, Chennai. His research interests include network security, big data, cloud computing, web services and wireless systems. In particular, he is currently working in a research group developing new Internet security architectures and active defence systems against DDoS attacks. Dr. S.Karthik published more than 200 papers in refereed international journals and 125 papers in conferences and has been involved in many international conferences as Technical Chair and tutorial presenter. He is an active member of IEEE, ISTE, IAENG, IACSIT and Indian Computer Society.

Bibliographic Information

Book Title : ICT: Cyber Security and Applications

Book Subtitle : Proceedings of ICTCS 2023, Volume 3

Editors : Amit Joshi, Mufti Mahmud, Roshan G. Ragel, S. Kartik

Series Title : Lecture Notes in Networks and Systems

DOI : https://doi.org/10.1007/978-981-97-0744-7

Publisher : Springer Singapore

eBook Packages : Engineering , Engineering (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024

Softcover ISBN : 978-981-97-0743-0 Published: 14 May 2024

eBook ISBN : 978-981-97-0744-7 Published: 13 May 2024

Series ISSN : 2367-3370

Series E-ISSN : 2367-3389

Edition Number : 1

Number of Pages : XX, 501

Number of Illustrations : 72 b/w illustrations, 189 illustrations in colour

Topics : Communications Engineering, Networks , Science and Technology Studies , Systems and Data Security , Computational Intelligence , Artificial Intelligence

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6 New Books We Recommend This Week

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It’s a happy coincidence that we recommend Becca Rothfeld’s essay collection “All Things Are Too Small” — a critic’s manifesto “in praise of excess,” as her subtitle has it — in the same week that we also recommend Justin Taylor’s maximalist new novel “Reboot,” an exuberant satire of modern society that stuffs everything from fandom to TV retreads to the rise of conspiracy culture into its craw. I don’t know if Rothfeld has read Taylor’s novel, but I get the feeling she would approve. Maybe you will too: In the spirit of “more, bigger, louder,” why not pick those up together?

Our other recommendations this week include a queer baseball romance novel, an up-to-the-minute story about a widower running for the presidency of his local labor union, a graphic novelist’s collection of spare visual stories and, in nonfiction, a foreign policy journalist’s sobering look at global politics in the 21st century. Happy reading. — Gregory Cowles

REBOOT Justin Taylor

This satire of modern media and pop culture follows a former child actor who is trying to revive the TV show that made him famous. Taylor delves into the worlds of online fandom while exploring the inner life of a man seeking redemption — and something meaningful to do.

“His book is, in part, a performance of culture, a mirror America complete with its own highly imagined myths, yet one still rooted in the Second Great Awakening and the country’s earliest literature. It’s a performance full of wit and rigor.”

From Joshua Ferris’s review

Pantheon | $28

YOU SHOULD BE SO LUCKY Cat Sebastian

When a grieving reporter falls for the struggling baseball player he’s been assigned to write about, their romance is like watching a Labrador puppy fall in love with a pampered Persian cat: all eager impulse on one side and arch contrariness on the other.

“People think the ending is what defines a romance, and it does, but that’s not what a romance is for. The end is where you stop, but the journey is why you go. … If you read one romance this spring, make it this one.”

From Olivia Waite’s romance column

Avon | Paperback, $18.99

ALL THINGS ARE TOO SMALL: Essays in Praise of Excess Becca Rothfeld

A striking debut by a young critic who has been heralded as a throwback to an era of livelier discourse. Rothfeld has published widely and works currently as a nonfiction book critic for The Washington Post; her interests range far, but these essays are united by a plea for more excess in all things, especially thought.

“Splendidly immodest in its neo-Romantic agenda — to tear down minimalism and puritanism in its many current varieties. … A carnival of high-low allusion and analysis.”

From David Gates’s review

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THE RETURN OF GREAT POWERS: Russia, China, and the Next World War Jim Sciutto

Sciutto’s absorbing account of 21st-century brinkmanship takes readers from Ukraine in the days and hours ahead of Russia’s invasion to the waters of the Taiwan Strait where Chinese jets flying overhead raise tensions across the region. It’s a book that should be read by every legislator or presidential nominee sufficiently deluded to think that returning America to its isolationist past or making chummy with Putin is a viable option in today’s world.

“Enough to send those with a front-row view into the old basement bomb shelter. … The stuff of unholy nightmares.”

From Scott Anderson’s review

Dutton | $30

THE SPOILED HEART Sunjeev Sahota

Sahota’s novel is a bracing study of a middle-aged man’s downfall. A grieving widower seems to finally be turning things around for himself as he runs for the top job at his labor union and pursues a love interest. But his election campaign gets entangled in identity politics, and his troubles quickly multiply.

“Sahota has a surgeon’s dexterous hands, and the reader senses his confidence. … A plot-packed, propulsive story.”

From Caoilinn Hughes’s review

Viking | $29

SPIRAL AND OTHER STORIES Aidan Koch

The lush, sparsely worded work of this award-winning graphic novelist less resembles anything recognizably “comic book” than it does a sort of dreamlike oasis of art. Her latest piece of masterful minimalism, constructed from sensuous washes of watercolor, pencil, crayon and collage, pulses with bright pigment and tender melancholy.

“Many of these pages are purely abstract, but when Koch draws details, it’s in startlingly specific and consistent contours that give these stories a breadth of character as well as depiction.”

From Sam Thielman’s graphic novels column

New York Review Comics | $24.95

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COMMENTS

Google Scholar
Google Scholar provides a simple way to broadly search for scholarly literature. Search across a wide variety of disciplines and sources: articles, theses, books, abstracts and court opinions.
Open Research Library
The Open Research Library (ORL) is planned to include all Open Access book content worldwide on one platform for user-friendly discovery, offering a seamless experience navigating more than 20,000 Open Access books.
JSTOR Home
Harness the power of visual materials—explore more than 3 million images now on JSTOR. Enhance your scholarly research with underground newspapers, magazines, and journals. Explore collections in the arts, sciences, and literature from the world's leading museums, archives, and scholars. JSTOR is a digital library of academic journals ...
How digital devices transform literary reading: The impact of e-books
Second, there is an inbound ambivalence towards the deliberation of e-books related to paper books, even among experienced e-book readers. A sense of value is at stake ( Ballatore and Natale, 2016 ). The deliberation on e-book reading brings an automatic evaluation of paper books ( Kosch et al., 2022 ).
The Reading Brain in the Digital Age: The Science of Paper versus
Paper books also have an immediately discernible size, shape and weight. We might refer to a hardcover edition of War and Peace as a hefty tome or a paperback Heart of Darkness as a slim volume ...
The Process of Research Writing
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.
Academia.edu
Work faster and smarter with advanced research discovery tools. Search the full text and citations of our millions of papers. Download groups of related papers to jumpstart your research. Save time with detailed summaries and search alerts. Advanced Search. PDF Packages of 37 papers.
Home
As part of Springer Nature, SpringerLink delivers fast access to the depth and breadth of our online collection of journals, eBooks, reference works and protocols across a vast range of subject disciplines. SpringerLink is the reading platform of choice for hundreds of thousands of researchers worldwide. Find out how to publish your research ...
Writing a literature review
Writing a literature review requires a range of skills to gather, sort, evaluate and summarise peer-reviewed published data into a relevant and informative unbiased narrative. Digital access to research papers, academic texts, review articles, reference databases and public data sets are all sources of information that are available to enrich ...
How to Find Sources
Research databases. You can search for scholarly sources online using databases and search engines like Google Scholar. These provide a range of search functions that can help you to find the most relevant sources. If you are searching for a specific article or book, include the title or the author's name. Alternatively, if you're just ...
Three-in-ten Americans now read e-books
Overall, 75% of U.S. adults say they have read a book in the past 12 months in any format, whether completely or part way through, a figure that has remained largely unchanged since 2011, according to a Pew Research Center survey conducted from Jan. 25 to Feb. 8, 2021. Print books remain the most popular format for reading, with 65% of adults ...
Paper books linked to stronger readers in an international study
In the United States, 31 percent of 15-year-olds said they never or rarely read books, compared with 35 percent worldwide. Meanwhile, 35 percent of American students said they primarily read paper books, almost matching the international average of 36 percent. Another 16 percent of Americans said they read books more often on screens and 18 ...
ScienceDirect.com
Elsevier journals offer the latest peer-reviewed research papers on climate change, biodiversity, renewable energy and other topics addressing our planet's climate emergency. ... View the list of full open access journals and books; View all publications with open access articles (includes hybrid journals) Read more about Elsevier's open ...
Writing and Publishing a Scientific Research Paper
The book covers all aspects of scientific writing from submission to publishing in detail. Written and edited by world leaders in the field. Chapters are easy to understand with essential contents for writing quality scientific research paper and easy to follow algorithms and key points in each chapter. Chapters highlight the importance of each ...
How to Write a Literature Review
When you write a thesis, dissertation, or research paper, you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to: ... When you find a useful book or article, you can check the bibliography to find other relevant sources. Step 2 - Evaluate and select ...
SpringerOpen
Publishing with SpringerOpen makes your work freely available online for everyone, immediately upon publication, and our high-level peer-review and production processes guarantee the quality and reliability of the work. Open access books are published by our Springer imprint. Find the right journal for you. Explore our subject areas.
How to Write a Research Paper
Create a research paper outline. Write a first draft of the research paper. Write the introduction. Write a compelling body of text. Write the conclusion. The second draft. The revision process. Research paper checklist. Free lecture slides.
Browse subjects
Browse books and journals on JSTOR by subject.
Semantic Scholar
Semantic Reader is an augmented reader with the potential to revolutionize scientific reading by making it more accessible and richly contextual. Try it for select papers. Semantic Scholar uses groundbreaking AI and engineering to understand the semantics of scientific literature to help Scholars discover relevant research.
OA.mg
Free access to millions of research papers for everyone. OA.mg is a search engine for academic papers. Whether you are looking for a specific paper, or for research from a field, or all of an author's works - OA.mg is the place to find it. Universities and researchers funded by the public publish their research in papers, but where do we ...
Why Do We Still Read Books?
Key points. People predicted that reading books would become extinct due to digital technology. Reading books has remained a popular activity in the Digital Age. Reading appears to be a basic ...
Research Papers and Books
Research Papers and Books. A New Interpretation of Productivity Growth Dynamics in the Pre-Pandemic and Pandemic-Era U.S. Economy, 1950-2022. (with Hassan Sayed, NBER Working Paper 30267, July 2022) Data and additional information. How to Boost the Payoff from Innovation While Shrinking its Destructive Side Effects.
Books on Writing Research Papers
ISBN: 9781609106430. Publication Date: 2011-01-01. An excellent resource for students who need help with their writing assignments, this guide provides numerous sample papers to help one jump start his or her brain and eliminate writer's block. Writing Research Papers: A Guide to the Process by Stephen Weidenborner; Domenick Caruso; Gary W. Parks.
Writing a Research Paper Introduction
Table of contents. Step 1: Introduce your topic. Step 2: Describe the background. Step 3: Establish your research problem. Step 4: Specify your objective (s) Step 5: Map out your paper. Research paper introduction examples. Frequently asked questions about the research paper introduction.
'Einstein's death shattered Bose
Despite their differences, Bose regarded Einstein as his master in physics. On 18 April 1955, Einstein died. The news shocked him into silence. He was writing a paper and was looking forward to ...
ICT: Cyber Security and Applications
About this book. This book contains best selected research papers presented at ICTCS 2023: Eighth International Conference on Information and Communication Technology for Competitive Strategies. The conference will be held in Jaipur, India during 8 - 9 December 2023. The book covers state-of-the-art as well as emerging topics pertaining to ...
6 New Books We Recommend This Week
May 9, 2024. It's a happy coincidence that we recommend Becca Rothfeld's essay collection "All Things Are Too Small" — a critic's manifesto "in praise of excess," as her subtitle ...
Why Look at Tasks when Designing Skills Policy for the Green Transition
The coexistence of several definitions of green jobs and measurement instruments gives room for mismatches between those concepts and their application to research questions. This paper first prese...