what is the documentation of an academic essay

About Documentation Styles

What are documentation styles.

A documentation style is a standard approach to the citation of sources that the author of a paper has consulted, abstracted, or quoted from. It prescribes methods for citing references within the text, providing a list of works cited at the end of the paper, and even formatting headings and margins.

Different academic disciplines use different documentation styles; your instructor may require you to use a particular style, or may allow you use one of your choosing.

It is important to fully understand the documentation style to be used in your paper, and to apply it consistently.

Furthermore, documentation styles allow you to give credit for secondary sources you have used in writing your paper.

Citing sources not only gives credit where it’s due, but also allows your reader to locate the sources you have consulted. In short, the reader of your paper must be able to use the information you provide, both in the text and in appended list(s), to duplicate the research you have done.

What do I need to document?

In general, you must document information that originates in someone else’s work. All of the following should be accompanied by a reference to the original:

• Direct quotations
• Paraphrases and summaries
• Information and ideas that are not common knowledge or are not available in a standard reference work
• Any borrowed material that might appear to be your own if there were no citation

By now you’re likely wondering, “Yes, but how do I know where the ideas of others end and my own begin?” If you’re writing papers that require research, you’ve probably been in academia long enough to know that the only good answer to such a question is, “Good question.”

Giving credit where it’s due is a founding principle of academic inquiry, one that fosters the free exchange of ideas. Ultimately, you’ll need to decide for yourself which ideas you can claim as your own and which should be attributed to others. Perhaps we should consider how we’d like our work to be credited, and use that as our guide.

How should I gather information for documenting sources?

You can make the process of applying any documentation style easier if you keep good notes while you perform research.

Write down the most complete bibliographic information available for each source that you consult; you may want to take a look at the sample references list for the style you will be using to get an idea of the amount of detail that’s required. If you write out quotations or data from a source, be sure to note the number of the page(s) on which the information appears in the original. Double check the quotation for accuracy before you return the source to the library.

It’s a good idea to put citations into your paper as you draft it. When you quote, put the source and page number directly after, perhaps marked with asterisks. When you refer, do the same. And when you place a citation in your text, add the source to your working bibliography.

When it comes time to put the finishing touches on your paper, the information you need will be available right in your text, and may be easily put into the proper format.

Which style should I use?

Choosing the appropriate documentation style for your paper may depend on three factors:

• The requirements of the particular course;
• The standard for the discipline in which you are studying; or
• Your individual preference.

Documentation style required for a course

Your instructor may assign a documentation style for papers to be written for that course. This will often be indicated on the course syllabus or in the paper assignment, but may simply be mentioned during class. If no documentation style is prescribed, you should ask whether the instructor has a preference. If no preference is indicated, then you are free to choose a style.

Documentation style used in a discipline

In doing so, consider which style will be most appropriate for your area of specialization. If you are pursuing a major in the humanities, consider learning the MLA style. If behavioral or social sciences are likely to be your interest, then the APA style may be most appropriate. For information about the major documentation styles, click on one of the menu items on the Documentation styles page.

Documentation style based on individual preference

If you don’t know what you want to major in, or aren’t particularly interested in adopting a documentation style that will last your whole life long, then what you should do is read the Writing Center Review of Documentation styles, where we compare the distinguishing features of the most commonly used documentation styles. Take a look around, choose a style that fits your style, and then go to its pages to learn how to use it.

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Cite References in Your Paper

American Psychological Association Documentation

Chicago/Turabian Documentation

Modern Language Association Documentation

American Political Science Association Documentation

Council of Science Editors Documentation

Institute of Electrical and Electronics Engineers

Numbered References

Quoting and Paraphrasing Sources

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13.1 Formatting a Research Paper

Learning objectives.

• Identify the major components of a research paper written using American Psychological Association (APA) style.
• Apply general APA style and formatting conventions in a research paper.

In this chapter, you will learn how to use APA style , the documentation and formatting style followed by the American Psychological Association, as well as MLA style , from the Modern Language Association. There are a few major formatting styles used in academic texts, including AMA, Chicago, and Turabian:

• AMA (American Medical Association) for medicine, health, and biological sciences
• APA (American Psychological Association) for education, psychology, and the social sciences
• Chicago—a common style used in everyday publications like magazines, newspapers, and books
• MLA (Modern Language Association) for English, literature, arts, and humanities
• Turabian—another common style designed for its universal application across all subjects and disciplines

While all the formatting and citation styles have their own use and applications, in this chapter we focus our attention on the two styles you are most likely to use in your academic studies: APA and MLA.

If you find that the rules of proper source documentation are difficult to keep straight, you are not alone. Writing a good research paper is, in and of itself, a major intellectual challenge. Having to follow detailed citation and formatting guidelines as well may seem like just one more task to add to an already-too-long list of requirements.

Following these guidelines, however, serves several important purposes. First, it signals to your readers that your paper should be taken seriously as a student’s contribution to a given academic or professional field; it is the literary equivalent of wearing a tailored suit to a job interview. Second, it shows that you respect other people’s work enough to give them proper credit for it. Finally, it helps your reader find additional materials if he or she wishes to learn more about your topic.

Furthermore, producing a letter-perfect APA-style paper need not be burdensome. Yes, it requires careful attention to detail. However, you can simplify the process if you keep these broad guidelines in mind:

• Work ahead whenever you can. Chapter 11 “Writing from Research: What Will I Learn?” includes tips for keeping track of your sources early in the research process, which will save time later on.
• Get it right the first time. Apply APA guidelines as you write, so you will not have much to correct during the editing stage. Again, putting in a little extra time early on can save time later.
• Use the resources available to you. In addition to the guidelines provided in this chapter, you may wish to consult the APA website at http://www.apa.org or the Purdue University Online Writing lab at http://owl.english.purdue.edu , which regularly updates its online style guidelines.

General Formatting Guidelines

This chapter provides detailed guidelines for using the citation and formatting conventions developed by the American Psychological Association, or APA. Writers in disciplines as diverse as astrophysics, biology, psychology, and education follow APA style. The major components of a paper written in APA style are listed in the following box.

These are the major components of an APA-style paper:

Body, which includes the following:

• Headings and, if necessary, subheadings to organize the content
• In-text citations of research sources
• References page

All these components must be saved in one document, not as separate documents.

The title page of your paper includes the following information:

• Title of the paper
• Author’s name
• Name of the institution with which the author is affiliated
• Header at the top of the page with the paper title (in capital letters) and the page number (If the title is lengthy, you may use a shortened form of it in the header.)

List the first three elements in the order given in the previous list, centered about one third of the way down from the top of the page. Use the headers and footers tool of your word-processing program to add the header, with the title text at the left and the page number in the upper-right corner. Your title page should look like the following example.

The next page of your paper provides an abstract , or brief summary of your findings. An abstract does not need to be provided in every paper, but an abstract should be used in papers that include a hypothesis. A good abstract is concise—about one hundred fifty to two hundred fifty words—and is written in an objective, impersonal style. Your writing voice will not be as apparent here as in the body of your paper. When writing the abstract, take a just-the-facts approach, and summarize your research question and your findings in a few sentences.

In Chapter 12 “Writing a Research Paper” , you read a paper written by a student named Jorge, who researched the effectiveness of low-carbohydrate diets. Read Jorge’s abstract. Note how it sums up the major ideas in his paper without going into excessive detail.

Write an abstract summarizing your paper. Briefly introduce the topic, state your findings, and sum up what conclusions you can draw from your research. Use the word count feature of your word-processing program to make sure your abstract does not exceed one hundred fifty words.

Depending on your field of study, you may sometimes write research papers that present extensive primary research, such as your own experiment or survey. In your abstract, summarize your research question and your findings, and briefly indicate how your study relates to prior research in the field.

Margins, Pagination, and Headings

APA style requirements also address specific formatting concerns, such as margins, pagination, and heading styles, within the body of the paper. Review the following APA guidelines.

Use these general guidelines to format the paper:

• Set the top, bottom, and side margins of your paper at 1 inch.
• Use double-spaced text throughout your paper.
• Use a standard font, such as Times New Roman or Arial, in a legible size (10- to 12-point).
• Use continuous pagination throughout the paper, including the title page and the references section. Page numbers appear flush right within your header.
• Section headings and subsection headings within the body of your paper use different types of formatting depending on the level of information you are presenting. Additional details from Jorge’s paper are provided.

Begin formatting the final draft of your paper according to APA guidelines. You may work with an existing document or set up a new document if you choose. Include the following:

• Your title page
• The abstract you created in Note 13.8 “Exercise 1”
• Correct headers and page numbers for your title page and abstract

APA style uses section headings to organize information, making it easy for the reader to follow the writer’s train of thought and to know immediately what major topics are covered. Depending on the length and complexity of the paper, its major sections may also be divided into subsections, sub-subsections, and so on. These smaller sections, in turn, use different heading styles to indicate different levels of information. In essence, you are using headings to create a hierarchy of information.

The following heading styles used in APA formatting are listed in order of greatest to least importance:

• Section headings use centered, boldface type. Headings use title case, with important words in the heading capitalized.
• Subsection headings use left-aligned, boldface type. Headings use title case.
• The third level uses left-aligned, indented, boldface type. Headings use a capital letter only for the first word, and they end in a period.
• The fourth level follows the same style used for the previous level, but the headings are boldfaced and italicized.
• The fifth level follows the same style used for the previous level, but the headings are italicized and not boldfaced.

Visually, the hierarchy of information is organized as indicated in Table 13.1 “Section Headings” .

Table 13.1 Section Headings

A college research paper may not use all the heading levels shown in Table 13.1 “Section Headings” , but you are likely to encounter them in academic journal articles that use APA style. For a brief paper, you may find that level 1 headings suffice. Longer or more complex papers may need level 2 headings or other lower-level headings to organize information clearly. Use your outline to craft your major section headings and determine whether any subtopics are substantial enough to require additional levels of headings.

Working with the document you developed in Note 13.11 “Exercise 2” , begin setting up the heading structure of the final draft of your research paper according to APA guidelines. Include your title and at least two to three major section headings, and follow the formatting guidelines provided above. If your major sections should be broken into subsections, add those headings as well. Use your outline to help you.

Because Jorge used only level 1 headings, his Exercise 3 would look like the following:

Citation Guidelines

In-text citations.

Throughout the body of your paper, include a citation whenever you quote or paraphrase material from your research sources. As you learned in Chapter 11 “Writing from Research: What Will I Learn?” , the purpose of citations is twofold: to give credit to others for their ideas and to allow your reader to follow up and learn more about the topic if desired. Your in-text citations provide basic information about your source; each source you cite will have a longer entry in the references section that provides more detailed information.

In-text citations must provide the name of the author or authors and the year the source was published. (When a given source does not list an individual author, you may provide the source title or the name of the organization that published the material instead.) When directly quoting a source, it is also required that you include the page number where the quote appears in your citation.

This information may be included within the sentence or in a parenthetical reference at the end of the sentence, as in these examples.

Epstein (2010) points out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Here, the writer names the source author when introducing the quote and provides the publication date in parentheses after the author’s name. The page number appears in parentheses after the closing quotation marks and before the period that ends the sentence.

Addiction researchers caution that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (Epstein, 2010, p. 137).

Here, the writer provides a parenthetical citation at the end of the sentence that includes the author’s name, the year of publication, and the page number separated by commas. Again, the parenthetical citation is placed after the closing quotation marks and before the period at the end of the sentence.

As noted in the book Junk Food, Junk Science (Epstein, 2010, p. 137), “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive.”

Here, the writer chose to mention the source title in the sentence (an optional piece of information to include) and followed the title with a parenthetical citation. Note that the parenthetical citation is placed before the comma that signals the end of the introductory phrase.

David Epstein’s book Junk Food, Junk Science (2010) pointed out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Another variation is to introduce the author and the source title in your sentence and include the publication date and page number in parentheses within the sentence or at the end of the sentence. As long as you have included the essential information, you can choose the option that works best for that particular sentence and source.

Citing a book with a single author is usually a straightforward task. Of course, your research may require that you cite many other types of sources, such as books or articles with more than one author or sources with no individual author listed. You may also need to cite sources available in both print and online and nonprint sources, such as websites and personal interviews. Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.2 “Citing and Referencing Techniques” and Section 13.3 “Creating a References Section” provide extensive guidelines for citing a variety of source types.

Writing at Work

APA is just one of several different styles with its own guidelines for documentation, formatting, and language usage. Depending on your field of interest, you may be exposed to additional styles, such as the following:

• MLA style. Determined by the Modern Languages Association and used for papers in literature, languages, and other disciplines in the humanities.
• Chicago style. Outlined in the Chicago Manual of Style and sometimes used for papers in the humanities and the sciences; many professional organizations use this style for publications as well.
• Associated Press (AP) style. Used by professional journalists.

References List

The brief citations included in the body of your paper correspond to the more detailed citations provided at the end of the paper in the references section. In-text citations provide basic information—the author’s name, the publication date, and the page number if necessary—while the references section provides more extensive bibliographical information. Again, this information allows your reader to follow up on the sources you cited and do additional reading about the topic if desired.

The specific format of entries in the list of references varies slightly for different source types, but the entries generally include the following information:

• The name(s) of the author(s) or institution that wrote the source
• The year of publication and, where applicable, the exact date of publication
• The full title of the source
• For books, the city of publication
• For articles or essays, the name of the periodical or book in which the article or essay appears
• For magazine and journal articles, the volume number, issue number, and pages where the article appears
• For sources on the web, the URL where the source is located

The references page is double spaced and lists entries in alphabetical order by the author’s last name. If an entry continues for more than one line, the second line and each subsequent line are indented five spaces. Review the following example. ( Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.3 “Creating a References Section” provides extensive guidelines for formatting reference entries for different types of sources.)

In APA style, book and article titles are formatted in sentence case, not title case. Sentence case means that only the first word is capitalized, along with any proper nouns.

Key Takeaways

• Following proper citation and formatting guidelines helps writers ensure that their work will be taken seriously, give proper credit to other authors for their work, and provide valuable information to readers.
• Working ahead and taking care to cite sources correctly the first time are ways writers can save time during the editing stage of writing a research paper.
• APA papers usually include an abstract that concisely summarizes the paper.
• APA papers use a specific headings structure to provide a clear hierarchy of information.
• In APA papers, in-text citations usually include the name(s) of the author(s) and the year of publication.
• In-text citations correspond to entries in the references section, which provide detailed bibliographical information about a source.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Getting Started with Research at Shapiro Library

Writing help.

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Writing an Essay

What is an essay.

An essay is a short-form piece of writing that addresses a unified goal or thesis. There are many types of essays and papers you can write as a student. The content and length of an essay vary depending on your level, subject of study, and specific course requirements. Essays have an introduction, body, and conclusion.

However, most academic essays share the same goal. They aim to persuade readers of a position or perspective through informed arguments, which are based on evidence, analysis, and interpretation.

Need help writing an essay?

Check out these resources:

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Structuring your Essay

Helpful Books from the Library

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• Writing a Five-Paragraph Essay (Capital Community College) This link opens in a new window
• Application Essays (UNC Writing Center) This link opens in a new window
• Guide to Different Kinds of Essays (Gallaudet Univ.) This link opens in a new window
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• Academic writing
• A step-by-step guide to the writing process

The Writing Process | 5 Steps with Examples & Tips

Published on April 24, 2020 by Jack Caulfield . Revised on December 8, 2023.

Good academic writing requires effective planning, drafting, and revision.

The writing process looks different for everyone, but there are five basic steps that will help you structure your time when writing any kind of text.

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Table of contents

Step 1: prewriting, step 2: planning and outlining, step 3: writing a first draft, step 4: redrafting and revising, step 5: editing and proofreading, other interesting articles, frequently asked questions about the writing process.

Before you start writing, you need to decide exactly what you’ll write about and do the necessary research.

Coming up with a topic

If you have to come up with your own topic for an assignment, think of what you’ve covered in class— is there a particular area that intrigued, interested, or even confused you? Topics that left you with additional questions are perfect, as these are questions you can explore in your writing.

The scope depends on what type of text you’re writing—for example, an essay or a research paper will be less in-depth than a dissertation topic . Don’t pick anything too ambitious to cover within the word count, or too limited for you to find much to say.

Narrow down your idea to a specific argument or question. For example, an appropriate topic for an essay might be narrowed down like this:

Doing the research

Once you know your topic, it’s time to search for relevant sources and gather the information you need. This process varies according to your field of study and the scope of the assignment. It might involve:

• Searching for primary and secondary sources .
• Reading the relevant texts closely (e.g. for literary analysis ).
• Collecting data using relevant research methods (e.g. experiments , interviews or surveys )

From a writing perspective, the important thing is to take plenty of notes while you do the research. Keep track of the titles, authors, publication dates, and relevant quotations from your sources; the data you gathered; and your initial analysis or interpretation of the questions you’re addressing.

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Especially in academic writing , it’s important to use a logical structure to convey information effectively. It’s far better to plan this out in advance than to try to work out your structure once you’ve already begun writing.

Creating an essay outline is a useful way to plan out your structure before you start writing. This should help you work out the main ideas you want to focus on and how you’ll organize them. The outline doesn’t have to be final—it’s okay if your structure changes throughout the writing process.

Use bullet points or numbering to make your structure clear at a glance. Even for a short text that won’t use headings, it’s useful to summarize what you’ll discuss in each paragraph.

An outline for a literary analysis essay might look something like this:

• Describe the theatricality of Austen’s works
• Outline the role theater plays in Mansfield Park
• Introduce the research question: How does Austen use theater to express the characters’ morality in Mansfield Park ?
• Discuss Austen’s depiction of the performance at the end of the first volume
• Discuss how Sir Bertram reacts to the acting scheme
• Introduce Austen’s use of stage direction–like details during dialogue
• Explore how these are deployed to show the characters’ self-absorption
• Discuss Austen’s description of Maria and Julia’s relationship as polite but affectionless
• Compare Mrs. Norris’s self-conceit as charitable despite her idleness
• Summarize the three themes: The acting scheme, stage directions, and the performance of morals
• Answer the research question
• Indicate areas for further study

Once you have a clear idea of your structure, it’s time to produce a full first draft.

This process can be quite non-linear. For example, it’s reasonable to begin writing with the main body of the text, saving the introduction for later once you have a clearer idea of the text you’re introducing.

To give structure to your writing, use your outline as a framework. Make sure that each paragraph has a clear central focus that relates to your overall argument.

Hover over the parts of the example, from a literary analysis essay on Mansfield Park , to see how a paragraph is constructed.

The character of Mrs. Norris provides another example of the performance of morals in Mansfield Park . Early in the novel, she is described in scathing terms as one who knows “how to dictate liberality to others: but her love of money was equal to her love of directing” (p. 7). This hypocrisy does not interfere with her self-conceit as “the most liberal-minded sister and aunt in the world” (p. 7). Mrs. Norris is strongly concerned with appearing charitable, but unwilling to make any personal sacrifices to accomplish this. Instead, she stage-manages the charitable actions of others, never acknowledging that her schemes do not put her own time or money on the line. In this way, Austen again shows us a character whose morally upright behavior is fundamentally a performance—for whom the goal of doing good is less important than the goal of seeming good.

When you move onto a different topic, start a new paragraph. Use appropriate transition words and phrases to show the connections between your ideas.

The goal at this stage is to get a draft completed, not to make everything perfect as you go along. Once you have a full draft in front of you, you’ll have a clearer idea of where improvement is needed.

Give yourself a first draft deadline that leaves you a reasonable length of time to revise, edit, and proofread before the final deadline. For a longer text like a dissertation, you and your supervisor might agree on deadlines for individual chapters.

Now it’s time to look critically at your first draft and find potential areas for improvement. Redrafting means substantially adding or removing content, while revising involves making changes to structure and reformulating arguments.

Evaluating the first draft

It can be difficult to look objectively at your own writing. Your perspective might be positively or negatively biased—especially if you try to assess your work shortly after finishing it.

It’s best to leave your work alone for at least a day or two after completing the first draft. Come back after a break to evaluate it with fresh eyes; you’ll spot things you wouldn’t have otherwise.

When evaluating your writing at this stage, you’re mainly looking for larger issues such as changes to your arguments or structure. Starting with bigger concerns saves you time—there’s no point perfecting the grammar of something you end up cutting out anyway.

Right now, you’re looking for:

• Arguments that are unclear or illogical.
• Areas where information would be better presented in a different order.
• Passages where additional information or explanation is needed.
• Passages that are irrelevant to your overall argument.

For example, in our paper on Mansfield Park , we might realize the argument would be stronger with more direct consideration of the protagonist Fanny Price, and decide to try to find space for this in paragraph IV.

For some assignments, you’ll receive feedback on your first draft from a supervisor or peer. Be sure to pay close attention to what they tell you, as their advice will usually give you a clearer sense of which aspects of your text need improvement.

Redrafting and revising

Once you’ve decided where changes are needed, make the big changes first, as these are likely to have knock-on effects on the rest. Depending on what your text needs, this step might involve:

• Making changes to your overall argument.
• Reordering the text.
• Cutting parts of the text.
• Adding new text.

You can go back and forth between writing, redrafting and revising several times until you have a final draft that you’re happy with.

Think about what changes you can realistically accomplish in the time you have. If you are running low on time, you don’t want to leave your text in a messy state halfway through redrafting, so make sure to prioritize the most important changes.

Editing focuses on local concerns like clarity and sentence structure. Proofreading involves reading the text closely to remove typos and ensure stylistic consistency. You can check all your drafts and texts in minutes with an AI proofreader .

Editing for grammar and clarity

When editing, you want to ensure your text is clear, concise, and grammatically correct. You’re looking out for:

• Grammatical errors.
• Ambiguous phrasings.
• Redundancy and repetition .

In your initial draft, it’s common to end up with a lot of sentences that are poorly formulated. Look critically at where your meaning could be conveyed in a more effective way or in fewer words, and watch out for common sentence structure mistakes like run-on sentences and sentence fragments:

• Austen’s style is frequently humorous, her characters are often described as “witty.” Although this is less true of Mansfield Park .
• Austen’s style is frequently humorous. Her characters are often described as “witty,” although this is less true of Mansfield Park .

To make your sentences run smoothly, you can always use a paraphrasing tool to rewrite them in a clearer way.

Proofreading for small mistakes and typos

When proofreading, first look out for typos in your text:

• Spelling errors.
• Missing words.
• Confused word choices .
• Punctuation errors .
• Missing or excess spaces.

Use a grammar checker , but be sure to do another manual check after. Read through your text line by line, watching out for problem areas highlighted by the software but also for any other issues it might have missed.

For example, in the following phrase we notice several errors:

• Mary Crawfords character is a complicate one and her relationships with Fanny and Edmund undergoes several transformations through out the novel.
• Mary Crawford’s character is a complicated one, and her relationships with both Fanny and Edmund undergo several transformations throughout the novel.

Proofreading for stylistic consistency

There are several issues in academic writing where you can choose between multiple different standards. For example:

• Whether you use the serial comma .
• Whether you use American or British spellings and punctuation (you can use a punctuation checker for this).
• Where you use numerals vs. words for numbers.
• How you capitalize your titles and headings.

Unless you’re given specific guidance on these issues, it’s your choice which standards you follow. The important thing is to consistently follow one standard for each issue. For example, don’t use a mixture of American and British spellings in your paper.

Additionally, you will probably be provided with specific guidelines for issues related to format (how your text is presented on the page) and citations (how you acknowledge your sources). Always follow these instructions carefully.

If you want to know more about AI for academic writing, AI tools, or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy
• Deep learning
• Generative AI
• Machine learning
• Reinforcement learning
• Supervised vs. unsupervised learning

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

Revising, proofreading, and editing are different stages of the writing process .

• Revising is making structural and logical changes to your text—reformulating arguments and reordering information.
• Editing refers to making more local changes to things like sentence structure and phrasing to make sure your meaning is conveyed clearly and concisely.
• Proofreading involves looking at the text closely, line by line, to spot any typos and issues with consistency and correct them.

Whether you’re publishing a blog, submitting a research paper , or even just writing an important email, there are a few techniques you can use to make sure it’s error-free:

• Take a break : Set your work aside for at least a few hours so that you can look at it with fresh eyes.
• Proofread a printout : Staring at a screen for too long can cause fatigue – sit down with a pen and paper to check the final version.
• Use digital shortcuts : Take note of any recurring mistakes (for example, misspelling a particular word, switching between US and UK English , or inconsistently capitalizing a term), and use Find and Replace to fix it throughout the document.

If you want to be confident that an important text is error-free, it might be worth choosing a professional proofreading service instead.

If you’ve gone over the word limit set for your assignment, shorten your sentences and cut repetition and redundancy during the editing process. If you use a lot of long quotes , consider shortening them to just the essentials.

If you need to remove a lot of words, you may have to cut certain passages. Remember that everything in the text should be there to support your argument; look for any information that’s not essential to your point and remove it.

To make this process easier and faster, you can use a paraphrasing tool . With this tool, you can rewrite your text to make it simpler and shorter. If that’s not enough, you can copy-paste your paraphrased text into the summarizer . This tool will distill your text to its core message.

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Document Format, Documentation Style, and Proofreading

Document Format

Make sure that you have formatted your document as required for the writing task. If you are writing an essay in MLA or APA style, make sure that you have checked for the correct margins, header, first page heading, cover page if required, page numbering, spacing, and other formatting details. If you are writing for the web, make sure that you know where to find the style guide or guidelines for the type of document you are working on. Writing a personal blog has different requirements than writing a professional blog for a website.

Here are some resources to help you:

• To learn more about MLA essay format, see the Purdue OWL article, “ MLA General Format .”
• To learn more about APA essay format, see the Purdue OWL article, “ APA General Format .”
• Also, see the “Using MLA to Format Your Documents” portion of the “ Resources for Working with MLA ” appendix of this text.

Documentation Style

Whenever you use material from another source, whether that means images, text, ideas, or media, you must do so ethically by giving credit to the originator. If you are writing a college essay, that usually means using either MLA or APA style. For academic writing, citing within your essay and also providing a bibliography are required. When writing for the web, you may be providing links to the original source and/or a list of sources.

• To learn more about MLA documentation, see the Purdue OWL article, “ MLA Formatting and Style Guide .”
• To learn more about APA documentation, see the Purdue OWL article, “ APA Formatting and Style Guide .”
• Also, see the “Four-Step Process for Working with Sources” portion of the “ Resources for Working with MLA ” appendix of this text

Proofreading

Proofreading is the final step, and it means using a system to ensure you’ve made all the corrections necessary.

Using a System

Circle, highlight, underline : Select one method to mark all the corrections you want to make. You might choose to circle, underline, or highlight all errors you find. Check off each circle, highlight, or underline when you make the correction in the electronic document.

Check marks and checkboxes : Some writers make a check mark in the margin for every error they find in a line of typing, then put a slash through the check mark once it is corrected. You can also make checkboxes and then check the box once the correction is made.

Using editor’s marks : You may have certain marks that you have learned to make for some kinds of errors, either from an instructor or from professional editing marks. If so, feel free to use those. For an extensive list of editing marks, consult the NY Book Editor’s Guide to Copyediting Marks (at nybookeditors.com).

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Online Guide to Writing and Research

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• Online Guide to Writing

Types of Documentation

The two most common types of documentation used in research are note citations and parenthetical citations (Winkler & McCuen-Metherell, 2008, p. 4).  You might also see terms like “footnotes,” “endnotes,” or “references” when learning about documentation practices. Refer to the required style guide and your instructor when determining exactly what kind of documentation is required for your assignment.

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Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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Writing Center

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“What Is an Academic Essay?”

Overview (a.k.a. TLDR)

• Different professors define the academic essay differently.
• Thesis (main point)
• Supporting evidence (properly cited)
• Counterarguments
• Your academic essay is knowledge that you create for the learning community of which you’re a member (a.k.a. the academy).

As a student in Core classes, especially in COR 102, you can expect that at least some of the major work in the course will entail writing academic essays. That term, academic essay , might sound as if it’s referring to a specific writing genre. That’s because it is. An academic essay is not a short story, an electronic game design document, a lesson plan, or a scientific lab report. It’s something else. What exactly is it, though? That depends, to some extent, on how the professor who has asked you to write an academic essay has chosen to define it. As Kathy Duffin posits in an essay written for the Writing Center at Harvard University, while an academic essay may “vary in expression from discipline to discipline,” it “should show us a mind developing a thesis, supporting that thesis with evidence, deftly anticipating objections or counterarguments, and maintaining the momentum of discovery.”

Even though Duffin’s essay is more than 20 years old, I still find her description interesting for a few reasons, one of which being the way that she has sandwiched, so to speak, some established content requirements of academic essays in between two broad intellectual functions of the academic essay. Here’s what I see:

When Duffin writes that an academic essay “should show us a mind,” she is identifying an important quality in many essay forms, not just academic essays: a sense of a mind at work. This is an important consideration, as it frames an academic essay as an attempt to understand something and to share that understanding. Essay is, in fact, also a verb; to essay is to try or attempt.

The established content requirements are as follows:

• a thesis (which Duffin describes also as a “purpose” and “motive”)
• evidence in support of the thesis, and
• an anticipation of objections or counterarguments

Duffin caps this all off with something about “maintaining the momentum of discovery.” Honestly, I’m not positive that I know what this means, but my guess is that it means an academic essay will construct and advance a new way of knowing the essay topic, a way that makes this process seem worth the writer’s and the reader’s time.

Again, your professor may or may not define academic essays as Duffin does. The only thing I would add to the above is a reminder that the academic essays you write in COR 102 and other courses represent knowledge that you’re creating within and for the academy —another word for Champlain College, an academic institution. You’re creating knowledge for a community of learners, a community of which you, your professor, and your peers are members. Keeping this conceptualization of your academic essay in mind may help you appreciate such other common elements of academic essays as voice , citations , and essay format.

Duffin, Kathy. “Overview of the Academic Essay.” Harvard College Writing Center, Harvard U., 1998, https://writingcenter.fas.harvard.edu/pages/overview-academic-essay Accessed 29 July 2020.

Quick tip about citing sources in MLA style

What’s a thesis, sample mla essays.

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The writer of the academic essay aims to persuade readers of an idea based on evidence. The beginning of the essay is a crucial first step in this process. In order to engage readers and establish your authority, the beginning of your essay has to accomplish certain business. Your beginning should introduce the essay, focus it, and orient readers.

Introduce the Essay.  The beginning lets your readers know what the essay is about, the  topic . The essay's topic does not exist in a vacuum, however; part of letting readers know what your essay is about means establishing the essay's  context , the frame within which you will approach your topic. For instance, in an essay about the First Amendment guarantee of freedom of speech, the context may be a particular legal theory about the speech right; it may be historical information concerning the writing of the amendment; it may be a contemporary dispute over flag burning; or it may be a question raised by the text itself. The point here is that, in establishing the essay's context, you are also limiting your topic. That is, you are framing an approach to your topic that necessarily eliminates other approaches. Thus, when you determine your context, you simultaneously narrow your topic and take a big step toward focusing your essay. Here's an example.

The paragraph goes on. But as you can see, Chopin's novel (the topic) is introduced in the context of the critical and moral controversy its publication engendered.

Focus the Essay.  Beyond introducing your topic, your beginning must also let readers know what the central issue is. What question or problem will you be thinking about? You can pose a question that will lead to your idea (in which case, your idea will be the answer to your question), or you can make a thesis statement. Or you can do both: you can ask a question and immediately suggest the answer that your essay will argue. Here's an example from an essay about Memorial Hall.

The fullness of your idea will not emerge until your conclusion, but your beginning must clearly indicate the direction your idea will take, must set your essay on that road. And whether you focus your essay by posing a question, stating a thesis, or combining these approaches, by the end of your beginning, readers should know what you're writing about, and  why —and why they might want to read on.

Orient Readers.  Orienting readers, locating them in your discussion, means providing information and explanations wherever necessary for your readers' understanding. Orienting is important throughout your essay, but it is crucial in the beginning. Readers who don't have the information they need to follow your discussion will get lost and quit reading. (Your teachers, of course, will trudge on.) Supplying the necessary information to orient your readers may be as simple as answering the journalist's questions of who, what, where, when, how, and why. It may mean providing a brief overview of events or a summary of the text you'll be analyzing. If the source text is brief, such as the First Amendment, you might just quote it. If the text is well known, your summary, for most audiences, won't need to be more than an identifying phrase or two:

Often, however, you will want to summarize your source more fully so that readers can follow your analysis of it.

Questions of Length and Order.  How long should the beginning be? The length should be proportionate to the length and complexity of the whole essay. For instance, if you're writing a five-page essay analyzing a single text, your beginning should be brief, no more than one or two paragraphs. On the other hand, it may take a couple of pages to set up a ten-page essay.

Does the business of the beginning have to be addressed in a particular order? No, but the order should be logical. Usually, for instance, the question or statement that focuses the essay comes at the end of the beginning, where it serves as the jumping-off point for the middle, or main body, of the essay. Topic and context are often intertwined, but the context may be established before the particular topic is introduced. In other words, the order in which you accomplish the business of the beginning is flexible and should be determined by your purpose.

Opening Strategies.  There is still the further question of how to start. What makes a good opening? You can start with specific facts and information, a keynote quotation, a question, an anecdote, or an image. But whatever sort of opening you choose, it should be directly related to your focus. A snappy quotation that doesn't help establish the context for your essay or that later plays no part in your thinking will only mislead readers and blur your focus. Be as direct and specific as you can be. This means you should avoid two types of openings:

• The history-of-the-world (or long-distance) opening, which aims to establish a context for the essay by getting a long running start: "Ever since the dawn of civilized life, societies have struggled to reconcile the need for change with the need for order." What are we talking about here, political revolution or a new brand of soft drink? Get to it.
• The funnel opening (a variation on the same theme), which starts with something broad and general and "funnels" its way down to a specific topic. If your essay is an argument about state-mandated prayer in public schools, don't start by generalizing about religion; start with the specific topic at hand.

Remember.  After working your way through the whole draft, testing your thinking against the evidence, perhaps changing direction or modifying the idea you started with, go back to your beginning and make sure it still provides a clear focus for the essay. Then clarify and sharpen your focus as needed. Clear, direct beginnings rarely present themselves ready-made; they must be written, and rewritten, into the sort of sharp-eyed clarity that engages readers and establishes your authority.

Copyright 1999, Patricia Kain, for the Writing Center at Harvard University

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Documenting Sources

Documenting means showing where you got source information that's not your own. Remember, a research paper blends your ideas with ideas and information from other sources. Documentation shows the reader what ideas are yours and what information and ideas you've taken from a source to support your point of view.

Why Document?

• By correctly documenting, you establish your credibility as a writer and researcher. You're letting your reader know that you've consulted experts whose ideas and information back up your own thoughts and ideas. Consequently, you make your viewpoint or argument more believable.
• When you don't document correctly, your academic integrity can be called into question, because it may seem as though you're passing off others' ideas as your own.
• If you don't document, you could inadvertently plagiarize, which is grounds for dismissal from college.

Academic Integrity

Academic integrity involves not only acknowledging your sources, but also creating your own ideas. Academic integrity, explained in this way, sounds relatively simple. But the particular applications are a bit more tricky. The most common academic integrity problems that most students encounter are these:

• relying too heavily on others' information in a research paper
• relying too heavily on others' words in a paraphrase or summary
• citing and documenting sources incorrectly
• relying too heavily on help from other sources

The most egregious violation of academic integrity is when a student uses a writing assignment for more than one course, or when a student "borrows" a paper and passes it off as his or her own work.

What to Document

The basic rule for documentation is this: Document any specific ideas, opinions, and facts that are not your own. The only thing you don't have to document is common knowledge.

For example: you do have to document the fact that 103 cities in New York state were originally settled by English settlers because this is a specific fact that is not common knowledge. You do not have to document the information that New York state has places named for British cities, since this is common knowledge.

There are two categories of common knowledge:

• information that's known to the general public
• information that is agreed upon by most people in a professional field

Tip: Sometimes common knowledge can be tricky to define. A good rule is this: if in doubt, document.

Can You Document Too Much?

If you find yourself needing to document almost every sentence, then it means you have not thought enough about your topic to develop your own ideas. A paper should not be just a collection of others' ideas and facts. Sources should only support or substantiate your ideas.

Tip:  The rule of thumb is that whenever you use information from sources you should comment on the information. Your comment should be approximately the same length as the source itself.

Where to Document

You must identify your sources in two places in your research paper:

• in your paper as you use direct quotations or paraphrases and summaries of ideas and information from the sources you've researched

Citing at the end of the paper: Put your notecards with the source information on them in alphabetical order according to the authors' last names, then follow the correct format for providing the essential source information.

Documenting your sources within the text of your paper:   Most current research papers insert the basic source information inside parentheses within the text of the paper either at the end of the sentence, or group of sentences, that contain the source's information.

Tip:  Footnotes are out of date.

Merely documenting paraphrases and summaries at the end of paragraphs leaves your reader confused. Does the documentation refer to the last sentence? the whole paragraph? part of a paragraph? So you also need to show where the source's information starts as well as ends. The easiest way to do this is to use a phrase such as "According to Dr. James Watts …" or "Carly Simon maintains that…"

According to the "American Heritage Dictionary," plagiarism means "to steal and use [the ideas and writings of another] as one's own. To appropriate passages or ideas from [another] and use them as one's own."

Plagiarism is a serious offense within the academic community. You plagiarize whether you intend to or not when you don't credit others' ideas within/at the end of your paper. Even though you may have rewritten ideas and information using your own words in a paraphrase or summary, the ideas and information are not yours. You must cite your source.

Read more information about plagiarism .

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Documented Essay Example, Topics, & How-To Guide 

What is a documented essay and what is the purpose of it? It is a type of academic writing where the author develops an opinion relying on secondary resources. A documented essay can be assigned in school or college. You should incorporate arguments and facts from outside sources into the text.

The components of a successful documented essay are as follows:

• A good topic;
• A well-developed outline;
• Thorough research of an issue;
• A flawless reference list.

For more information on the subject, consider the sections below prepared by our experts .

❓ What Is a Documented Essay?

📓 how to write a documented essay.

• 📚 Essay Topics
• 📝 Free Essay Example

🔗 References

A documented essay is a piece of academic writing that aims to consider a particular topic relying on a number of the most trusted secondary sources. This kind of essay is longer than a standard 5-paragraph essay. It highlights the spectrum of existing research in the field.

Of course, this work will be a bit more complicated than the papers you have written before. If you’ve seen documented essay examples, you understand that they differ from standard essays .

To write a documented essay, you have to do the following:

✅ Find Sources

Sources that you use when writing your documented essay are crucial for your success. You will have to work with primary and secondary sources, collect data from books and publications. Alternatively, you will come up with experiments and conduct surveys to get the necessary data.

• Investigate your issue as meticulously as possible. To make your paper strong and impressive, you have to consider plenty of sources and data. Prove the readers your excellence and professionalism.
• Use only academic articles and scholarly books. Select extremely carefully! All the supportive facts should be valid and directly correspond to your topic. When it comes to sources, pay attention to their credibility.
• Avoid using any info from random websites. Exclude Wikipedia and personal blogs from the list of possible sources. Official e-newspapers (New York Times, BBC), governmental pages (.gov), and educational websites (.edu) are considered to be trustworthy.

Finding credible sources can be a challenging task. So, try using online research tools to facilitate it.

✅ Outline and Write a Research-Based Documented Essay

The majority of students tend to underestimate the power of outlining. Don’t make this mistake! Consider the following tips on your essay structure:

• The sketch of your documented essay should include an introduction, a conclusion, and body paragraphs.
• The last sentence of an intro is supposed to be your thesis statement . It is a critical part of your research paper, so make it well-developed and concise.
• Each paragraph should have an introductory and concluding sentence. Such a frame will effectively structure your thoughts.
• While creating an outline, figure out your arguments’ order and choose the appropriate evidence for each point. Make sure your paper is structured coherently and logically.
• If you feel like something is wrong, take a note and consider rewriting it later, after the essay’s whole picture will be visible.

After completing the rough draft of the paper, start polishing it. Double-check all the citations. Make sure appropriate transitions connect the paragraphs. Trace the arguments and supporting evidence and check if they are logically structured.

Your documented essay should cover the research issue and state your position. Properly develop your ideas and support them by the valid evidence from outside resources. Every point has to be related to your thesis statement. Finally, the conclusion should open a space for further investigation of the issue.

✅ Document Sources

It is the gist of writing the documented essays. All sources should be cited and arranged into a Bibliography list . Make sure it is error-free and follows the essay format. Mind that you will have to learn the rules of MLA, APA, and some other citation styles. Every style has numerous formatting requirements, so students often get confused.

The primary tip is:

To ensure the flawlessness of your works cited list, carefully read the instructions of the essay format you are applying. Always follow the guidelines and double-check all the details. The creation of the reference list is quite a challenging task. Yet, if you are concentrated and careful enough, you will succeed!

We suggest you read articles about MLA and APA formats. They are the most popular citation styles, so you should find out more about their peculiarities.

In short, the bibliography lists will look as follows:

Check an example of a documented essay to see how an APA reference list looks like.

📚 Documented Essay Topics

Here are some examples of documented essay topics:

• The influence of different types of advertising on various age groups. 
• The influence of financial well-being on life quality. 
• The health risks of sugar overconsumption.
• Possible ways of dealing with corruption in developing countries. 
• Online banking : new opportunities or new threats?
• The installation of parents’ control on children’s smartphones : pros and cons. Is it worth doing?
• Ways to successful communication between managers and employees.
• Analyze the impact of organizational leadership philosophy on the company performance.
• Explore the specifics of real estate fund management.
• Describe the pros and cons of a diversified investment portfolio.
• Interconnection between global economy and business expansion.
• Discuss the advantages and risks of investing in the furniture business.
• Explain what made Asia Pacific multinational enterprises so successful.
• Analyze the crucial factors of the successful global entrepreneurship.
• Social media and its impact on teenagers lives .
• Examine the influence of culture on shaping human behavior and relationships.  
• Has culture really become a driver of urbanization?
• Describe the connection between the climate change and carbon dioxide emissions. 
• The influence of organizational politics on decision making.
• The role of Greenpeace in lowering the negative technological influence on the environment.
• Discuss the influence of family on eating disorders in children.  
• Explore the ways social changes can influence the environment.
• Analyze how air pollution influences the health of the New York City citizens.
• What are the core values of Chinese culture ?
• Impact of globalization on a country’s economy.
• Describe the advantages and shortcomings of random drug testing.
• Discuss the aspects of various theories of personal development .
• What can be done to prevent Netherlands from flooding? 
• Is it a good idea to decriminalize marijuana?
• Ethic al issues in ICT: disclosing personal information.
• Examine the influence of technologic innovations on business. 
• Analyze the impact of globalization processes on media industry.
• Is solar power a solution of environmental issues?  
• Describe the health hazards of having nightmares.  
• Discuss the pros and cons of international credit.
• Explore the influence of COVID-19 on the economy.
• Compare the differences in coffee culture in different countries.
• Connection between clean water shortage and the problem of poverty.
• Analyze the positive and negative aspects of a high nutrition diet.  
• Examine the effect of trans and saturated fats on human health.
• How the use of solar energy in China influences climate change.
• Is it possible to give up food additives completely?  
• Pros and cons of integrating bilingualism in early childhood education .
• Describe the peculiarities of native and non-native educators in language teaching.
• Can the design activism change society?  
• Discuss the role of social media marketing for business practices.
• Talent management impact on OCBC’s formation.
• Explore the advantages and drawbacks of social media .
• Do you believe that social media can be a tool to change the world?
• Analyze the pros and cons of genetically modified food.  

📝 Documented Essay Example

Are you looking for a research-based documented essay example? We have prepared one for you. Check it out:

The Obesity Epidemic and Its Complex Causes 

In recent decades, the obesity epidemic has become a serious problem for public health. According to the WHO (2016), there are just under 2 billion overweight adults in the world. More than 600 million of them are considered obese. These indicators testify to a severe epidemic caused by various reasons, including genetics, environment, and lifestyle.

Several genetic factors may predispose to the development of obesity. A cross-sectional observational study of 260 children showed that a family history of obesity is a critical risk factor for the severity of obesity in childhood (Corica et al., 2018). According to Tester et al. (2020), children gain excess weight due to the multiple genes they have, and these genes make them favor food and, thereby, have a higher caloric intake. Obesity-predisposing genes may as well persist into adulthood, causing some adults to struggle with weight management despite similar lifestyle choices compared to their peers.

Although genetics play an important role in obesity predisposition, extragenetic factors also contribute to its development. For example, long working hours can increase BMI due to reduced time for exercise and physical activity and shifting toward ready-processed meals and fast food (Courtemanche, 2009). Besides, the role of social networks and peer effects in increasing obesity prevalence cannot be ignored. Christakis (2007) emphasizes that an individual’s risk of weight gain increases by more than 50% if a friend becomes obese and by more than 30% if a partner is obese. As a result, many people suffer from obesity even though their family members or forefathers never had such a problem.

Obesity has become a big global concern in the 21st century. Now it is clearer than ever that the obesity epidemic is the result of a complex interaction between environmental influences, genetic vulnerability, and human activity. To solve this problem, public health professionals should develop effective interventions considering genetic and extragenetic factors contributing to obesity.

Thank you for reading, and good luck with your documented essay! Feel free to come back and check out our other academic articles, available on the blog. Share the article with those who might find it useful.

• The Documented Essay/Research Paper: Hunter College
• What is a Research Papeer: Online Writing Center, SUNY Empire State College
• 5 Steps to Create the Perfect Outline: Brandon Ramey, Herzing University
• Making an Outline, Organizing Your Social Sciences Research Paper: Research Guides at University of Southern California
• How Can I Find Good Sources for My Research Paper: University of Louisville Writing Center
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What is a reflexive essay? If you have just received the assignment and think there is a typo, you’re in the right place. Long story short, no, there is no mistake. You actually need to write a reflexive essay, not a reflective one. The thing is that reflective and reflexive...

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Let’s say you received a task to write an essay about cars. The topic might be interesting for you, but you may still have no idea how to organize your paper. Well, this article is for you.

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Nowadays, knowing several foreign languages is no longer surprising. For example, learning French is common for English-speaking countries. So, getting an assignment on this subject won’t be a surprise for a student.

This is a great blog! There are a lot of really helpful ideas. I am going to start writing my documented essay, and this post will help me. So thanks!

I’d like to share this post on writing a documented essay with my friends in college. Soon we have to write our documented essays, and your guide will definitely help us!

Academic Essay: From Basics to Practical Tips

Has it ever occurred to you that over the span of a solitary academic term, a typical university student can produce sufficient words to compose an entire 500-page novel? To provide context, this equates to approximately 125,000 to 150,000 words, encompassing essays, research papers, and various written tasks. This content volume is truly remarkable, emphasizing the importance of honing the skill of crafting scholarly essays. Whether you're a seasoned academic or embarking on the initial stages of your educational expedition, grasping the nuances of constructing a meticulously organized and thoroughly researched essay is paramount.

Welcome to our guide on writing an academic essay! Whether you're a seasoned student or just starting your academic journey, the prospect of written homework can be exciting and overwhelming. In this guide, we'll break down the process step by step, offering tips, strategies, and examples to help you navigate the complexities of scholarly writing. By the end, you'll have the tools and confidence to tackle any essay assignment with ease. Let's dive in!

Types of Academic Writing

The process of writing an essay usually encompasses various types of papers, each serving distinct purposes and adhering to specific conventions. Here are some common types of academic writing:

• Essays: Essays are versatile expressions of ideas. Descriptive essays vividly portray subjects, narratives share personal stories, expository essays convey information, and persuasive essays aim to influence opinions.
• Research Papers: Research papers are analytical powerhouses. Analytical papers dissect data or topics, while argumentative papers assert a stance backed by evidence and logical reasoning.
• Reports: Reports serve as narratives in specialized fields. Technical reports document scientific or technical research, while business reports distill complex information into actionable insights for organizational decision-making.
• Reviews: Literature reviews provide comprehensive summaries and evaluations of existing research, while critical analyses delve into the intricacies of books or movies, dissecting themes and artistic elements.
• Dissertations and Theses: Dissertations represent extensive research endeavors, often at the doctoral level, exploring profound subjects. Theses, common in master's programs, showcase mastery over specific topics within defined scopes.
• Summaries and Abstracts: Summaries and abstracts condense larger works. Abstracts provide concise overviews, offering glimpses into key points and findings.
• Case Studies: Case studies immerse readers in detailed analyses of specific instances, bridging theoretical concepts with practical applications in real-world scenarios.
• Reflective Journals: Reflective journals serve as personal platforms for articulating thoughts and insights based on one's academic journey, fostering self-expression and intellectual growth.
• Academic Articles: Scholarly articles, published in academic journals, constitute the backbone of disseminating original research, contributing to the collective knowledge within specific fields.
• Literary Analyses: Literary analyses unravel the complexities of written works, decoding themes, linguistic nuances, and artistic elements, fostering a deeper appreciation for literature.

Our essay writer service can cater to all types of academic writings that you might encounter on your educational path. Use it to gain the upper hand in school or college and save precious free time.

Essay Writing Process Explained

The process of how to write an academic essay involves a series of important steps. To start, you'll want to do some pre-writing, where you brainstorm essay topics , gather information, and get a good grasp of your topic. This lays the groundwork for your essay.

Once you have a clear understanding, it's time to draft your essay. Begin with an introduction that grabs the reader's attention, gives some context, and states your main argument or thesis. The body of your essay follows, where each paragraph focuses on a specific point supported by examples or evidence. Make sure your ideas flow smoothly from one paragraph to the next, creating a coherent and engaging narrative.

After the drafting phase, take time to revise and refine your essay. Check for clarity, coherence, and consistency. Ensure your ideas are well-organized and that your writing effectively communicates your message. Finally, wrap up your essay with a strong conclusion that summarizes your main points and leaves a lasting impression on the reader.

How to Prepare for Essay Writing 

Before you start writing an academic essay, there are a few things to sort out. First, make sure you totally get what the assignment is asking for. Break down the instructions and note any specific rules from your teacher. This sets the groundwork.

Then, do some good research. Check out books, articles, or trustworthy websites to gather solid info about your topic. Knowing your stuff makes your essay way stronger. Take a bit of time to brainstorm ideas and sketch out an outline. It helps you organize your thoughts and plan how your essay will flow. Think about the main points you want to get across.

Lastly, be super clear about your main argument or thesis. This is like the main point of your essay, so make it strong. Considering who's going to read your essay is also smart. Use language and tone that suits your academic audience. By ticking off these steps, you'll be in great shape to tackle your essay with confidence.

Academic Essay Example

In academic essays, examples act like guiding stars, showing the way to excellence. Let's check out some good examples to help you on your journey to doing well in your studies.

Academic Essay Format

The academic essay format typically follows a structured approach to convey ideas and arguments effectively. Here's an academic essay format example with a breakdown of the key elements:

Introduction

• Hook: Begin with an attention-grabbing opening to engage the reader.
• Background/Context: Provide the necessary background information to set the stage.
• Thesis Statement: Clearly state the main argument or purpose of the essay.

Body Paragraphs

• Topic Sentence: Start each paragraph with a clear topic sentence that relates to the thesis.
• Supporting Evidence: Include evidence, examples, or data to back up your points.
• Analysis: Analyze and interpret the evidence, explaining its significance in relation to your argument.
• Transition Sentences: Use these to guide the reader smoothly from one point to the next.

Counterargument (if applicable)

• Address Counterpoints: Acknowledge opposing views or potential objections.
• Rebuttal: Refute counterarguments and reinforce your position.

Conclusion:

• Restate Thesis: Summarize the main argument without introducing new points.
• Summary of Key Points: Recap the main supporting points made in the body.
• Closing Statement: End with a strong concluding thought or call to action.

References/Bibliography

• Cite Sources: Include proper citations for all external information used in the essay.
• Follow Citation Style: Use the required citation style (APA, MLA, Chicago, etc.) specified by your instructor.
• Font and Size: Use a standard font (e.g., Times New Roman, Arial) and size (12-point).
• Margins and Spacing: Follow specified margin and spacing guidelines.
• Page Numbers: Include page numbers if required.

Adhering to this structure helps create a well-organized and coherent academic essay that effectively communicates your ideas and arguments.

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How to Write an Academic Essay Step by Step

Start with an introduction.

The introduction of an essay serves as the reader's initial encounter with the topic, setting the tone for the entire piece. It aims to capture attention, generate interest, and establish a clear pathway for the reader to follow. A well-crafted introduction provides a brief overview of the subject matter, hinting at the forthcoming discussion, and compels the reader to delve further into the essay. Consult our detailed guide on how to write an essay introduction for extra details.

Captivate Your Reader

Engaging the reader within the introduction is crucial for sustaining interest throughout the essay. This involves incorporating an engaging hook, such as a thought-provoking question, a compelling anecdote, or a relevant quote. By presenting an intriguing opening, the writer can entice the reader to continue exploring the essay, fostering a sense of curiosity and investment in the upcoming content. To learn more about how to write a hook for an essay , please consult our guide,

Provide Context for a Chosen Topic

In essay writing, providing context for the chosen topic is essential to ensure that readers, regardless of their prior knowledge, can comprehend the subject matter. This involves offering background information, defining key terms, and establishing the broader context within which the essay unfolds. Contextualization sets the stage, enabling readers to grasp the significance of the topic and its relevance within a particular framework. If you buy a dissertation or essay, or any other type of academic writing, our writers will produce an introduction that follows all the mentioned quality criteria.

Make a Thesis Statement

The thesis statement is the central anchor of the essay, encapsulating its main argument or purpose. It typically appears towards the end of the introduction, providing a concise and clear declaration of the writer's stance on the chosen topic. A strong thesis guides the reader on what to expect, serving as a roadmap for the essay's subsequent development.

Outline the Structure of Your Essay

Clearly outlining the structure of the essay in the introduction provides readers with a roadmap for navigating the content. This involves briefly highlighting the main points or arguments that will be explored in the body paragraphs. By offering a structural overview, the writer enhances the essay's coherence, making it easier for the reader to follow the logical progression of ideas and supporting evidence throughout the text.

Continue with the Main Body

The main body is the most important aspect of how to write an academic essay where the in-depth exploration and development of the chosen topic occur. Each paragraph within this section should focus on a specific aspect of the argument or present supporting evidence. It is essential to maintain a logical flow between paragraphs, using clear transitions to guide the reader seamlessly from one point to the next. The main body is an opportunity to delve into the nuances of the topic, providing thorough analysis and interpretation to substantiate the thesis statement.

Choose the Right Length

Determining the appropriate length for an essay is a critical aspect of effective communication. The length should align with the depth and complexity of the chosen topic, ensuring that the essay adequately explores key points without unnecessary repetition or omission of essential information. Striking a balance is key – a well-developed essay neither overextends nor underrepresents the subject matter. Adhering to any specified word count or page limit set by the assignment guidelines is crucial to meet academic requirements while maintaining clarity and coherence.

Write Compelling Paragraphs

In academic essay writing, thought-provoking paragraphs form the backbone of the main body, each contributing to the overall argument or analysis. Each paragraph should begin with a clear topic sentence that encapsulates the main point, followed by supporting evidence or examples. Thoroughly analyzing the evidence and providing insightful commentary demonstrates the depth of understanding and contributes to the overall persuasiveness of the essay. Cohesion between paragraphs is crucial, achieved through effective transitions that ensure a smooth and logical progression of ideas, enhancing the overall readability and impact of the essay.

Finish by Writing a Conclusion

The conclusion serves as the essay's final impression, providing closure and reinforcing the key insights. It involves restating the thesis without introducing new information, summarizing the main points addressed in the body, and offering a compelling closing thought. The goal is to leave a lasting impact on the reader, emphasizing the significance of the discussed topic and the validity of the thesis statement. A well-crafted conclusion brings the essay full circle, leaving the reader with a sense of resolution and understanding. Have you already seen our collection of new persuasive essay topics ? If not, we suggest you do it right after finishing this article to boost your creativity!

Proofread and Edit the Document

After completing the essay, a critical step is meticulous proofreading and editing. This process involves reviewing the document for grammatical errors, spelling mistakes, and punctuation issues. Additionally, assess the overall coherence and flow of ideas, ensuring that each paragraph contributes effectively to the essay's purpose. Consider the clarity of expression, the appropriateness of language, and the overall organization of the content. Taking the time to proofread and edit enhances the overall quality of the essay, presenting a polished and professional piece of writing. It is advisable to seek feedback from peers or instructors to gain additional perspectives on the essay's strengths and areas for improvement. For more insightful tips, feel free to check out our guide on how to write a descriptive essay .

Alright, let's wrap it up. Knowing how to write academic essays is a big deal. It's not just about passing assignments – it's a skill that sets you up for effective communication and deep thinking. These essays teach us to explain our ideas clearly, build strong arguments, and be part of important conversations, both in school and out in the real world. Whether you're studying or working, being able to put your thoughts into words is super valuable. So, take the time to master this skill – it's a game-changer!

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What Is An Academic Essay?

How to write an academic essay, how to write a good academic essay.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

Pasco-Hernando State College

• Parts of an Academic Essay
• The Writing Process
• Rhetorical Modes as Types of Essays
• Stylistic Considerations
• Literary Analysis Essay - Close Reading
• Unity and Coherence in Essays
• Proving the Thesis/Critical Thinking
• Appropriate Language

Test Yourself

• Essay Organization Quiz
• Sample Essay - Fairies
• Sample Essay - Modern Technology

In a way, these academic essays are like a court trial. The attorney, whether prosecuting the case or defending it, begins with an opening statement explaining the background and telling the jury what he or she intends to prove (the thesis statement). Then, the attorney presents witnesses for proof (the body of the paragraphs). Lastly, the attorney presents the closing argument (concluding paragraph).

The Introduction and Thesis

There are a variety of approaches regarding the content of the introduction paragraph such as a brief outline of the proof, an anecdote, explaining key ideas, and asking a question. In addition, some textbooks say that an introduction can be more than one paragraph. The placement of the thesis statement is another variable depending on the instructor and/or text. The approach used in this lesson is that an introduction paragraph gives background information leading into the thesis which is the main idea of the paper, which is stated at the end.

The background in the introductory paragraph consists of information about the circumstances of the thesis. This background information often starts in the introductory paragraph with a general statement which is then refined to the most specific sentence of the essay, the thesis. Background sentences include information about the topic and the controversy. It is important to note that in this approach, the proof for the thesis is not found in the introduction except, possibly, as part of a thesis statement which includes the key elements of the proof. Proof is presented and expanded on in the body.

Some instructors may prefer other types of content in the introduction in addition to the thesis. It is best to check with an instructor as to whether he or she has a preference for content. Generally, the thesis must be stated in the introduction.

The thesis is the position statement. It must contain a subject and a verb and express a complete thought. It must also be defensible. This means it should be an arguable point with which people could reasonably disagree. The more focused and narrow the thesis statement, the better a paper will generally be.

If you are given a question in the instructions for your paper, the thesis statement is a one-sentence answer taking a position on the question.

If you are given a topic instead of a question, then in order to create a thesis statement, you must narrow your analysis of the topic to a specific controversial issue about the topic to take a stand. If it is not a research paper, some brainstorming (jotting down what comes to mind on the issue) should help determine a specific question.

If it is a research paper, the process begins with exploratory research, which should show the various issues and controversies. It should, ultimately, lead to the specific question. Then, the research becomes focused on the question, which should lead to taking a position on the question.

These methods of determining a thesis are still answering a question. It’s just that you pose a question to answer for the thesis.  Here is an example.

Suppose, one of the topics you are given to write about is America’s National Parks. Books have been written about this subject. In fact, books have been written just about a single park. As you are thinking about it, you may realize how there is an issue about balancing between preserving the wilderness and allowing visitors. The question would then be Should visitors to America’s National Parks be regulated in order to preserve the wilderness?

One thesis might be "There is no need for regulations for visiting America’s National Parks to preserve the wilderness."

Another might be "There should be reasonable regulations for visiting America’s National Parks in order to preserve the wilderness."

Finally, avoid using expressions that announce, “Now I will prove…” or “This essay is about…” Instead of telling the reader what the paper is about, a good paper simply proves the thesis in the body. Generally, you shouldn’t refer to your paper in your paper.

Here is an example of a good introduction with the thesis:

Not too long ago, everyday life was filled with burdensome, time-consuming chores that left little time for much more than completing these tasks. People generally worked from their homes or within walking distance to their homes and rarely traveled far from them. People were limited to whatever their physical capacities were. All this changed dramatically as new technologies developed. Modern technology has most improved our lives through convenience, efficiency, and accessibility.

Note how the background is general and leads up to the thesis. No proof is given in the background sentences about how technology has improved lives.

Moreover, notice that the thesis is the last sentence of the introduction. It is a defensible statement.

A reasonable person could argue the opposite position: Although modern technology has provided easier ways of completing some tasks, it has diminished the quality of life since people have to work too many hours to acquire these gadgets, have developed health problems as a result of excess use, and have lost focus on what is really valuable in life.

• The introduction opens the essay and gives background information about the thesis.
• Do not introduce your supporting points (proof) in the introduction unless they are part of the thesis; save these for the body.
• The thesis is placed at the end of the introductory paragraph.
• Don’t use expressions like “this paper will be about...” or “I intend to show…”

For more information on body paragraphs and supporting evidence, see Proving a Thesis – Evidence and Proving a Thesis – Logic, and Logical Fallacies and Appeals in Related Pages on the right sidebar.

Body paragraphs give proof for the thesis. They should have one proof point per paragraph expressed in a topic sentence. The topic sentence is usually found at the beginning of each body paragraph and, like a thesis, must be a complete sentence. Each topic sentence must be directly related to and support the argument made by the thesis.

After the topic sentence, the rest of the paragraph should go on to support this one proof with examples and explanation. It is the details that support the topic sentences in the body paragraphs that make the arguments strong.

If the thesis statement stated that technology improved the quality of life, each body paragraph should begin with a reason why it has improved the quality of life. This reason is called a  topic sentence . Following are three examples of body paragraphs that provide support for the thesis that modern technology has improved our lives through convenience, efficiency, and accessibility:

     Almost every aspect of our lives has been improved through convenience provided by modern technology. From the sound of music from an alarm clock in the morning to the end of the day being entertained in the convenience of our living room, our lives are improved. The automatic coffee maker has the coffee ready at a certain time. Cars or public transportation bring people to work where computers operate at the push of a button. At home, there’s the convenience of washing machines and dryers, dishwashers, air conditioners, and power lawn mowers. Modern technology has made life better with many conveniences.      Not only has technology improved our lives through convenience, it has improved our lives through efficiency. The time saved by machines doing most of the work leaves more time for people to develop their personal goals or to just relax. Years ago, when doing laundry could take all day, there wasn’t time left over to read or go to school or even just to take a leisurely walk. Nowadays, people have more time and energy than ever to simply enjoy their lives and pursue their goals thanks to the efficiency of modern technology.      Accessibility to a wide range of options has been expanded through modern technology. Never before could people cross a continent or an ocean in an afternoon. Travel is not the only way technology has created accessibility. Software which types from voice commands has made using computers more accessible for school or work. People with special needs have many new options thanks to modern technology such as special chairs or text readers. Actually, those people who need hearing aids as a result of normal aging have access to continued communication and enjoyment of entertainment they did not previously have. There are many ways technology has improved lives through increased accessibility.

Notice how these proof paragraphs stick to one proof point introduced in the topic sentences. These three paragraphs, not only support the original thesis, but go on to give details and explanations which explain the proof point in the topic sentence.

Quick Tips on Body Paragraphs

• The body of your essay is where you give your main support for the thesis.
• Each body paragraph should start with a topic sentence that is directly related to and supports the thesis statement.
• Each body paragraph should also give details and explanations that further support the poof point for that paragraph.
• Don’t use enumeration such as first, second, and third. The reader will know by the topic sentence that it is a new proof point.
• See Proving the Thesis in Related Pages on the right sidebar for more information on proof.

The Conclusion

Instructors vary of what they expect in the conclusion; however, there is general agreement that conclusions should not introduce any new proof points, should include a restatement of the thesis, and should not contain any words such as “In conclusion.”

Some instructors want only a summary of the proof and a restatement of the thesis. Some instructors ask for a general prediction or implication of the information presented without a restatement of thesis. Still others may want to include a restatement along with a general prediction or implication of the information presents. Be sure to review assignment instructions or check with instructor.  If your assignment instructions don’t specify, just sum up the proof and restate the thesis.

Example which sums up proof and restates thesis :

Modern technology has created many conveniences in everyday from waking up to music to having coffee ready to getting to work and doing a day’s work. The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work. Modern technology has improved our lives through convenience, efficiency, and accessibility.

See how the thesis statement was restated. The two major arguments about the possible locations proven to be incorrect were also included to remind the reader of the major proof points made in the paper.

Example which makes a general prediction or implication of the information presented:

Modern technology has created many conveniences in everyday life from waking up to music to having coffee ready to getting to work and doing a day’s work. The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work. Without it, everyday life would be filled with burdensome tasks and be limited to our neighborhood and our physical capacity.

Here’s an example of a conclusion with a general prediction or implication statement with a restatement of thesis.

Modern technology has created many conveniences in everyday life from waking up to music to having coffee ready to getting to work and doing a day’s work. The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work. Without it, everyday life would be filled with burdensome tasks and be limited to our neighborhood and our physical capacity. Modern technology has improved our lives through convenience, efficiency, and accessibility.

Quick Tips for Conclusions

• The conclusion brings the essay to an end and is typically the shortest paragraph.
• It is important to not introduce new ideas or information here.
• Unless otherwise specified in your assignment, just sum up the proof and restate the conclusion.
• Some instructors may want the concluding paragraph to contain a general prediction or observation implied from the information presented.
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Want to write a college essay that sets you apart? Three tips to give you a head start

1. Keep it real. It’s normal to want to make a good impression on the school of your choice, but it’s also important to show who you really are. So just be yourself! Compelling stories might not be perfectly linear or have a happy ending, and that’s OK. It’s best to be authentic instead of telling schools what you think they want to hear.

2. Be reflective . Think about how you’ve changed during high school. How have you grown and improved? What makes you feel ready for college, and how do you hope to contribute to the campus community and society at large?

3. Look to the future. Consider your reasons for attending college. What do you hope to gain from your education? What about college excites you the most, and what would you like to do after you graduate? Answering these questions will not only give colleges insight into the kind of student you’ll be, but it will also give you the personal insight you’ll need to choose the school that’s right for you.

Have questions about college prep? We're here to help.

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In today's competitive job market, practical experience is just as valuable as academic qualifications. This is where internships come into play. But what is an internship, and why is it so crucial for students? In this blog post, we'll explore the concept of internships, how they provide work opportunities for students, and why they're considered an essential component of modern education. We'll also discuss how we can assist you in managing your university assignments if you're juggling them alongside your internship.

What is an Internship?

So, what is an internship for students? An internship is a temporary work placement offered by an organisation to provide students or recent graduates with hands-on experience in a professional environment. In essence, it’s an opportunity to gain valuable work experience, develop new skills, and make industry connections that could be beneficial when seeking full-time employment.

Typically, internships last from a few weeks to several months and can be either paid or unpaid. They are designed to give you insight into a particular industry or profession, allowing you to apply theoretical knowledge gained from your studies in a real-world setting.

Internships are not just about doing menial tasks; they often involve significant projects and responsibilities that contribute to the organisation's operations. For many students, this experience is their first taste of the professional world, providing a bridge between academic learning and the demands of a career.

Why Are Internships Important for Students?

Here’s a closer look at the benefits of internships for students:

1. Gaining Work Experience

One of the primary benefits of an internship is the chance to gain practical work experience. While academic studies provide a strong foundation in your chosen field, there’s no substitute for the learning that takes place in a real work environment. During your internship, you'll have the opportunity to apply your classroom knowledge to actual work scenarios, helping you to develop critical thinking and problem-solving skills.

2. Enhancing Your CV

In a competitive job market, having work experience is crucial. Internships allow you to build a strong CV that showcases not only your academic achievements but also your hands-on experience in your field. Employers are often more inclined to hire candidates who have demonstrated their ability to perform in a professional setting, making internships a significant advantage.

3. Networking Opportunities

Internships provide an excellent platform for networking. As a student intern, you'll have the chance to meet and work alongside professionals in your chosen industry. These connections can be invaluable when you're seeking job opportunities in the future. Additionally, many internships result in job offers from the host organisation, making it a potential stepping stone to full-time employment.

4. Exploring Career Paths

Another critical aspect of what an internship offers students is the chance to explore different career paths. Internships allow you to gain insight into various roles within an industry, helping you to determine what suits you best. Whether you're undecided about your career or looking to confirm your chosen path, internships provide the perfect opportunity to test the waters.

5. Developing Professional Skills

Internships are an excellent way to develop professional skills that are not always taught in the classroom. Time management, communication, teamwork, and adaptability are just a few of the skills you'll hone during your internship. These competencies are highly valued by employers and will serve you well throughout your career.

What Are Internships For?

Internships serve multiple purposes for students and organisations alike. From a student's perspective, internships are a way to gain essential work experience, explore career options, and build a professional network. For organisations, internships offer the chance to scout and train potential future employees. Many companies view internships as an extended interview process, allowing them to evaluate a student’s potential before offering them a permanent role.

How We Can Support Your Academic Journey During an Internship

Balancing an internship with your university studies can be challenging. The demands of your internship, combined with the pressure of academic assignments, can be overwhelming. However, with the right support, you can successfully navigate both.

At Oxbridge Essays, we understand the unique challenges faced by student interns. That’s why we offer comprehensive support to help you manage your university assignments while gaining work experience. Here’s how we can assist:

Coursework Writing

When you're immersed in an internship, finding time for university assignments can be tough. We offer expert assistance with all aspects of your coursework, from research and writing to editing and proofreading. Our team of academic professionals ensures that your assignments are completed to the highest standards, even when time is tight.

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Effective time management is essential for balancing work and studies. We provide personalised tutoring sessions to help you optimise your study strategies and manage your time efficiently. Our guidance will enable you to meet academic deadlines while excelling in your internship, helping you create a balanced schedule for both areas of your life.

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Managing the stress of balancing an internship with university assignments can be overwhelming. To help you navigate this challenging period, we offer comprehensive support to alleviate some of that stress. Our editing and proofreading services are designed to ensure that your coursework is of the highest quality, which can reduce your anxiety about academic performance and free up more of your time.

Learn more about our academic editing and proofreading services .

The Future of Work Opportunities for Students

The landscape of work opportunities for students is evolving rapidly. Internships are becoming increasingly important as they provide a critical link between academic studies and professional careers. As more employers recognise the value of internships, the opportunities available to students are expanding. Whether you're interested in a traditional office-based internship or a virtual internship, there are numerous opportunities to gain experience in your chosen field.

In summary, what is an internship? It’s more than just a temporary job; it’s a vital part of your academic and professional journey. Internships provide invaluable work experience for students, helping you to build your CV, develop professional skills, and explore potential career paths. At the same time, balancing an internship with your university studies can be challenging, but with the right support, it’s entirely manageable.

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The False Narrative of Settler Colonialism

The rise of an academic theory and its obsession with Israel

O n October 7 , Hamas killed four times as many Israelis in a single day as had been killed in the previous 15 years of conflict. In the months since, protesters have rallied against Israel’s retaliatory invasion of Gaza, which has killed tens of thousands of Palestinians. But a new tone of excitement and enthusiasm could be heard among pro-Palestinian activists from the moment that news of the attacks arrived, well before the Israeli response began. Celebrations of Hamas’s exploits are familiar sights in Gaza and the West Bank, Cairo and Damascus; this time, they spread to elite college campuses, where Gaza-solidarity encampments became ubiquitous this past spring. Why?

The answer is that, long before October 7, the Palestinian struggle against Israel had become widely understood by academic and progressive activists as the vanguard of a global battle against settler colonialism, a struggle also waged in the United States, Canada, Australia, and other countries created by European settlement. In these circles, Palestine was transformed into a standard reference point for every kind of social wrong, even those that seem to have no connection to the Middle East.

One of the most striking things about the ideology of settler colonialism is the central role played by Israel, which is often paired with the U.S. as the most important example of settler colonialism’s evils. Many Palestinian writers and activists have adopted this terminology. In his 2020 book, The Hundred Years’ War on Palestine , the historian Rashid Khalidi writes that the goal of Zionism was to create a “white European settler colony.” For the Palestinian intellectual Joseph Massad, Israel is a product of “European Jewish Settler-Colonialism,” and the “liberation” referred to in the name of the Palestine Liberation Organization is “liberation from Settler-Colonialism.”

Western activists and academics have leaned heavily on the idea. Opposition to building an oil pipeline under a Sioux reservation was like the Palestinian cause in that it “makes visible the continuum of systems of subjugation and expropriation across liberal democracies and settler-­colonial regimes.” When the city of Toronto evicted a homeless encampment from a park, it was like Palestine because both are examples of “ethnic cleansing” and “colonial ‘domicide,’ making Indigenous people homeless on their homelands.” Health problems among Native Americans can be understood in terms of Palestine, because the “hyper-­visible Palestine case …  provides a unique temporal lens for understanding settler colonial health determinants more broadly.” Pollution, too, can be understood through a Palestinian lens, according to the British organization Friends of the Earth, because Palestine demonstrates that “the world is an unequal place” where “marginalised and vulnerable people bear the brunt of injustice.”

Although Israel fails in obvious ways to fit the model of settler colonialism, it has become the standard reference point because it offers theorists and activists something that the United States does not: a plausible target. It is hard to imagine America or Canada being truly decolonized, with the descendants of the original settlers returning to the countries from which they came and Native peoples reclaiming the land. But armed struggle against Israel has been ongoing since it was founded, and Hamas and its allies still hope to abolish the Jewish state “between the river and the sea.” In the contemporary world, only in Israel can the fight against settler colonialism move from theory to practice.

T he concept of settler colonialism was developed in the 1990s by theorists in Australia, Canada, and the U.S., as a way of linking social evils in these countries today—such as climate change, patriarchy, and economic inequality—to their origin in colonial settlement. In the past decade, settler colonialism has become one of the most important concepts in the academic humanities, the subject of hundreds of books and thousands of papers, as well as college courses on topics such as U.S. history, public health, and gender studies.

Read: The curious rise of settler colonialism and Turtle Island

For the academic field of settler-colonial studies, the settlement process is characterized by European settlers discovering a land that they consider “terra nullius,” the legal property of no one; their insatiable hunger for expansion that fills an entire continent; and the destruction of Indigenous peoples and cultures. This model, drawn from the history of Anglophone colonies such as the U.S. and Australia, is regularly applied to the history of Israel even though it does not include any of these hallmarks.

When modern Zionist settlement in what is now Israel began in the 1880s, Palestine was a province of the Ottoman empire, and after World War I, it was ruled by the British under a mandate from the League of Nations. Far from being “no one’s land,” Jews could settle there only with the permission of an imperial government, and when that permission was withdrawn—­as it fatefully was in 1939, when the British sharply limited Jewish immigration on the eve of the Holocaust—they had no recourse. Far from expanding to fill a continent, as in North America and Australia, the state of Israel today is about the size of New Jersey. The language, culture, and religion of the Arab peoples remain overwhelmingly dominant: 76 years after Israel was founded, it is still the only Jewish country in the region, among 22 Arab countries, from Morocco to Iraq.

Most important, the Jewish state did not erase or replace the people already living in Palestine, though it did displace many of them. Here the comparison between European settlement in North America and Jewish settlement in Israel is especially inapt. In the decades after Europeans arrived in Massachusetts, the Native American population of New England declined from about 140,000 to 10,000, by one estimate . In the decades after 1948, the Arab population of historic Palestine more than quintupled, from about 1.4 million to about 7.4 million. The persistence of the conflict in Israel-Palestine is due precisely to the coexistence of two peoples in the same land—­as opposed to the classic sites of settler colonialism, where European settlers decimated Native peoples.

In the 21st century, the clearest examples of ongoing settler colonialism can probably be found in China. In 2023, the United Nations Human Rights office reported that the Chinese government had compelled nearly 1 million Tibetan children to attend residential schools “aimed at assimilating Tibetan people culturally, religiously and linguistically.” Forcing the next generation of Tibetans to speak Mandarin is part of a long-­term effort to Sinicize the region, which also includes encouraging Han Chinese to settle there and prohibiting public displays of traditional Buddhist faith.

China has mounted a similar campaign against the Uyghur people in the northwestern province of Xinjiang. Since 2017, more than 1 million Uyghur Muslims have been detained in what the Chinese government calls vocational training centers, which other countries describe as detention or reeducation camps. The government is also seeking to bring down Uyghur birth rates through mass sterilization and involuntary birth control.

These campaigns include every element of settler colonialism as defined by academic theorists. They aim to replace an existing people and culture with a new one imported from the imperial metropole, using techniques frequently described as genocidal in the context of North American history. Tibet’s residential schools are a tool of forced assimilation, like the ones established for Native American children in Canada and the United States in the 19th century. And some scholars of settler colonialism have drawn these parallels, acknowledging, in the words of the anthropologist Carole McGranahan, “that an imperial formation is as likely to be Chinese, communist, and of the twentieth or twenty-­first centuries as it is to be English, capitalist, and of the eighteenth or nineteenth centuries.”

Yet Tibet and Xinjiang—­like India’s rule in Kashmir, and the Indonesian occupation of East Timor from 1975 to 1999—­occupy a tiny fraction of the space devoted to Israel-­Palestine on the mental map of settler-colonial studies. Some of the reasons for this are practical. The academic discipline mainly flourishes in English-­speaking countries, and its practitioners usually seem to be monolingual, making it necessary to focus on countries where sources are either written in English or easily available in translation. This rules out any place where a language barrier is heightened by strict government censorship, like China. Just as important, settler-colonial theorists tend to come from the fields of anthropology and sociology rather than history, area studies, and international relations, where they would be exposed to a wider range of examples of past and present conflict.

But the focus on Israel-­Palestine isn’t only a product of the discipline’s limitations. It is doctrinal. Academics and activists find adding the Israeli-Palestinian conflict to other causes powerfully energizing, a way to give a local address to a struggle that can otherwise feel all too abstract. The price of collapsing together such different causes, however, is that it inhibits understanding of each individual cause. Any conflict that fails to fit the settler-colonial model must be made to fit.

I srael also fails to fit the model of settler colonialism in another key way: It defies the usual division between foreign colonizers and Indigenous people. In the discourse of settler colonialism, Indigenous peoples aren’t simply those who happen to occupy a territory before Europeans discovered it. Rather, indigeneity is a moral and spiritual status, associated with qualities such as authenticity, selflessness, and wisdom. These values stand as a reproof to settler ways of being, which are insatiably destructive. And the moral contrast between settler and indigene comes to overlap with other binaries—­white and nonwhite, exploiter and exploited, victor and victim.

Until recently, Palestinian leaders preferred to avoid the language of indigeneity, seeing the implicit comparison between themselves and Native Americans as defeatist. In an interview near the end of his life, in 2004, PLO Chair Yasser Arafat declared, “We are not Red Indians.” But today’s activists are more eager to embrace the Indigenous label and the moral valences that go with it, and some theorists have begun to recast Palestinian identity in ecological, spiritual, and aesthetic terms long associated with Native American identity. The American academic Steven Salaita has written that “Palestinian claims to life” are based in having “a culture indivisible from their surroundings, a language of freedom concordant to the beauty of the land.” Jamal Nabulsi of the University of Queensland writes that “Palestinian Indigenous sovereignty is in and of the land. It is grounded in an embodied connection to Palestine and articulated in Palestinian ways of being, knowing, and resisting on and for this land.”

This kind of language points to an aspect of the concept of indigeneity that is often tacitly overlooked in the Native American context: its irrationalism. The idea that different peoples have incommensurable ways of being and knowing, rooted in their relationship to a particular landscape, comes out of German Romantic nationalism. Originating in the early 19th century in the work of philosophers such as Johann Gottlieb Fichte and Johann Gottfried Herder, it eventually degenerated into the blood-­and-­soil nationalism of Nazi ideologues such as Richard Walther Darré, who in 1930 hymned what might be called an embodied connection to Germany: “The German soul, with all its warmness, is rooted in its native landscape and has, in a sense, always grown out of it … Whoever takes the natural landscape away from the German soul, kills it.”

For Darré, this rootedness in the land meant that Germans could never thrive in cities, among the “rootless ways of thinking of the urbanite.” The rootless urbanite par excellence, for Nazi ideology, was of course the Jew. For Salaita, the exaltation of Palestinian indigeneity leads to the very same conclusion about “Zionists,” who usurp the land but can never be vitally rooted in it: “In their ruthless schema, land is neither pleasure nor sustenance. It is a commodity … Having been anointed Jewish, the land ceases to be dynamic. It is an ideological fabrication with fixed characteristics.”

In this way, anti-Zionism converges with older patterns of anti­-Semitic and anti­-Jewish thinking. It is true, of course, that criticism of Israel is not inherently anti-­Semitic. Virtually anything that an Israeli government does is likely to be harshly criticized by many Israeli Jews themselves. But it is also true that anti-­Semitism is not simply a matter of personal prejudice against Jews, existing on an entirely different plane from politics. The term anti­-Semitism was coined in Germany in the late 19th century because the old term, Jew hatred , sounded too instinctive and brutal to describe what was, in fact, a political ideology—­an account of the way the world works and how it should be changed.

Wilhelm Marr, the German writer who popularized the word, complained in his 1879 book, The Victory of Judaism Over Germanism , that “the Jewish spirit and Jewish consciousness have overpowered the world.” That spirit, for Marr, was materialism and selfishness, “profiteering and usury.” Anti-­Semitic political parties in Europe attacked “Semitism” in the same way that socialists attacked capitalism. The saying “Anti-­Semitism is the socialism of fools,” used by the German left at this time, recognized the structural similarity between these rival worldviews.

The identification of Jews with soulless materialism made sense to 19th-century Europeans because it translated one of the oldest doctrines of Christianity into the language of modern politics. The apostle Paul, a Jew who became a follower of Jesus, explained the difference between his old faith and his new one by identifying Judaism with material things (­the circumcision of the flesh, the letter of the law) and Christianity with spiritual things—­the circumcision of the heart, a new law “written not with ink but with the Spirit of the living God, not on tablets of stone but on tablets of human hearts.”

Simon Sebag Montefiore: The decolonization narrative is dangerous and false

Today this characterization of Jews as stubborn, heartless, and materialistic is seldom publicly expressed in the language of Christianity, as in the Middle Ages, or in the language of race, as in the late 19th century. But it is quite respectable to say exactly the same thing in the language of settler colonialism. As the historian David Nirenberg has written, “We live in an age in which millions of people are exposed daily to some variant of the argument that the challenges of the world they live in are best explained in terms of ‘Israel,’” except that today, Israel refers not to the Jewish people but to the Jewish state.

When those embracing the ideology of settler colonialism think about political evil, Israel is the example that comes instinctively to hand, just as Jews were for anti-Semitism and Judaism was for Christianity. Perhaps the most troubling reactions to the October 7 attacks were those of college students convinced that the liberation of Palestine is the key to banishing injustice from the world. In November 2023, for instance, Northwestern University’s student newspaper published a letter signed by 65 student organizations—­including the Rainbow Alliance, Ballet Folklórico Northwestern, and All Paws In, which sends volunteers to animal shelters—­defending the use of the slogan “From the river to the sea, Palestine will be free.” This phrase looks forward to the disappearance of any form of Jewish state between the Mediterranean and the Jordan, but the student groups denied that this entails “murder and genocide.” Rather, they wrote, “When we say from the river to the sea, Palestine will be free, we imagine a world free of Islamophobia, antisemitism, anti-­Blackness, militarism, occupation and apartheid.”

As a political program, this is nonsensical. How could dismantling Israel bring about the end of militarism in China, Russia, or Iran? How could it lead to the end of anti-Black racism in America, or anti-Muslim prejudice in India? But for the ideology of settler colonialism, actual political conflicts become symbolic battles between light and darkness, and anyone found on the wrong side is a fair target. Young Americans today who celebrate the massacre of Israelis and harass their Jewish peers on college campuses are not ashamed of themselves for the same reason that earlier generations were not ashamed to persecute and kill Jews—because they have been taught that it is an expression of virtue.

This essay is adapted from Adam Kirsch’s new book, On Settler Colonialism: Ideology, Violence, and Justice .

​When you buy a book using a link on this page, we receive a commission. Thank you for supporting The Atlantic.

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How to cite ChatGPT

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We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

• Parenthetical citation: (OpenAI, 2023)
• Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.

We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

Update: APA Journals has published policies on the use of generative AI in scholarly materials .

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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Title: the ai scientist: towards fully automated open-ended scientific discovery.

Abstract: One of the grand challenges of artificial general intelligence is developing agents capable of conducting scientific research and discovering new knowledge. While frontier models have already been used as aides to human scientists, e.g. for brainstorming ideas, writing code, or prediction tasks, they still conduct only a small part of the scientific process. This paper presents the first comprehensive framework for fully automatic scientific discovery, enabling frontier large language models to perform research independently and communicate their findings. We introduce The AI Scientist, which generates novel research ideas, writes code, executes experiments, visualizes results, describes its findings by writing a full scientific paper, and then runs a simulated review process for evaluation. In principle, this process can be repeated to iteratively develop ideas in an open-ended fashion, acting like the human scientific community. We demonstrate its versatility by applying it to three distinct subfields of machine learning: diffusion modeling, transformer-based language modeling, and learning dynamics. Each idea is implemented and developed into a full paper at a cost of less than $15 per paper. To evaluate the generated papers, we design and validate an automated reviewer, which we show achieves near-human performance in evaluating paper scores. The AI Scientist can produce papers that exceed the acceptance threshold at a top machine learning conference as judged by our automated reviewer. This approach signifies the beginning of a new era in scientific discovery in machine learning: bringing the transformative benefits of AI agents to the entire research process of AI itself, and taking us closer to a world where endless affordable creativity and innovation can be unleashed on the world's most challenging problems. Our code is open-sourced at this https URL

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