research paper is an example of what type of texts

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Writing a Research Paper

Types of research papers.

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• Choosing a Topic
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• Gathering Research
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Although research paper assignments may vary widely, there are essentially two basic types of research papers. These are argumentative and analytical .

Argumentative

In an argumentative research paper, a student both states the topic they will be exploring and immediately establishes the position they will argue regarding that topic in a thesis statement . This type of paper hopes to persuade its reader to adopt the view presented.

 Example : a paper that argues the merits of early exposure to reading for children would be an argumentative essay.

An analytical research paper states the topic that the writer will be exploring, usually in the form of a question, initially taking a neutral stance. The body of the paper will present multifaceted information and, ultimately, the writer will state their conclusion, based on the information that has unfolded throughout the course of the essay. This type of paper hopes to offer a well-supported critical analysis without necessarily persuading the reader to any particular way of thinking.

Example : a paper that explores the use of metaphor in one of Shakespeare's sonnets would be an example of an analytical essay.

*Please note that this LibGuide will primarily be concerning itself with argumentative or rhetorical research papers.

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Types of research papers

Analytical research paper

Argumentative or persuasive paper, definition paper, compare and contrast paper, cause and effect paper, interpretative paper, experimental research paper, survey research paper, frequently asked questions about the different types of research papers, related articles.

There are multiple different types of research papers. It is important to know which type of research paper is required for your assignment, as each type of research paper requires different preparation. Below is a list of the most common types of research papers.

➡️ Read more:  What is a research paper?

In an analytical research paper you:

• pose a question
• collect relevant data from other researchers
• analyze their different viewpoints

You focus on the findings and conclusions of other researchers and then make a personal conclusion about the topic. It is important to stay neutral and not show your own negative or positive position on the matter.

The argumentative paper presents two sides of a controversial issue in one paper. It is aimed at getting the reader on the side of your point of view.

You should include and cite findings and arguments of different researchers on both sides of the issue, but then favor one side over the other and try to persuade the reader of your side. Your arguments should not be too emotional though, they still need to be supported with logical facts and statistical data.

Tip: Avoid expressing too much emotion in a persuasive paper.

The definition paper solely describes facts or objective arguments without using any personal emotion or opinion of the author. Its only purpose is to provide information. You should include facts from a variety of sources, but leave those facts unanalyzed.

Compare and contrast papers are used to analyze the difference between two:

Make sure to sufficiently describe both sides in the paper, and then move on to comparing and contrasting both thesis and supporting one.

Cause and effect papers are usually the first types of research papers that high school and college students write. They trace probable or expected results from a specific action and answer the main questions "Why?" and "What?", which reflect effects and causes.

In business and education fields, cause and effect papers will help trace a range of results that could arise from a particular action or situation.

An interpretative paper requires you to use knowledge that you have gained from a particular case study, for example a legal situation in law studies. You need to write the paper based on an established theoretical framework and use valid supporting data to back up your statement and conclusion.

This type of research paper basically describes a particular experiment in detail. It is common in fields like:

Experiments are aimed to explain a certain outcome or phenomenon with certain actions. You need to describe your experiment with supporting data and then analyze it sufficiently.

This research paper demands the conduction of a survey that includes asking questions to respondents. The conductor of the survey then collects all the information from the survey and analyzes it to present it in the research paper.

➡️ Ready to start your research paper? Take a look at our guide on how to start a research paper .

In an analytical research paper, you pose a question and then collect relevant data from other researchers to analyze their different viewpoints. You focus on the findings and conclusions of other researchers and then make a personal conclusion about the topic.

The definition paper solely describes facts or objective arguments without using any personal emotion or opinion of the author. Its only purpose is to provide information.

Cause and effect papers are usually the first types of research papers that high school and college students are confronted with. The answer questions like "Why?" and "What?", which reflect effects and causes. In business and education fields, cause and effect papers will help trace a range of results that could arise from a particular action or situation.

This type of research paper describes a particular experiment in detail. It is common in fields like biology, chemistry or physics. Experiments are aimed to explain a certain outcome or phenomenon with certain actions.

How to format a research paper

Last updated

7 February 2023

Reviewed by

Miroslav Damyanov

Short on time? Get an AI generated summary of this article instead

Writing a research paper can be daunting if you’re not experienced with the process. Getting the proper format is one of the most challenging aspects of the task. Reviewers will immediately dismiss a paper that doesn't comply with standard formatting, regardless of the valuable content it contains. 

In this article, we'll delve into the essential characteristics of a research paper, including the proper formatting.

Make research less tedious

Dovetail streamlines research to help you uncover and share actionable insights

• What is a research paper?

A research paper is a document that provides a thorough analysis of a topic , usually for an academic institution or professional organization. A research paper may be of any length, but they are typically 2,000–10,000 words. 

Unlike less formal papers, such as articles or essays, empirical evidence and data are key to research papers. In addition to students handing in papers, scientists, attorneys, medical researchers, and independent scholars may need to produce research papers.

People typically write research papers to prove a particular point or make an argument. This could support or disprove a theoretical point, legal case, scientific theory, or an existing piece of research on any topic. 

One of the distinguishing characteristics of research papers is that they contain citations to prior research. Citing sources using the correct format is essential for creating a legitimate research paper. 

• Top considerations for writing a research paper

To write a research paper, you must consider several factors. Fields such as the sciences, humanities, and technical professions have certain criteria for writing research papers. 

You’ll write a research paper using one of several types of formatting. These include APA, MLA, and CMOS styles, which we’ll cover in detail to guide you on citations and other formatting rules. 

Specific requirements of the assignment

If the paper is for a college, university, or any specific organization, they’ll give you certain requirements, such as the range of topics, length, and formatting requirements.

You should study the specifics of the assignment carefully, as these will override more general guidelines you may find elsewhere. If you're writing for a particular professor, they may ask for single or double spacing or a certain citation style. 

• Components of a research paper

Here are the basic steps to writing a quality research paper, assuming you've chosen your topic and considered the requirements of the paper. Depending on the specific conditions of the paper you're writing, you may need the following elements:

Thesis statement

The thesis statement provides a blueprint for the paper. It conveys the theme and purpose of the paper. It also informs you and readers what your paper will argue and the type of research it will contain. As you write the paper, you can refer to the thesis statement to help you decide whether or not to include certain items.

Most research papers require an abstract as well as a thesis. While the thesis is a short (usually a single sentence) summary of the work, an abstract contains more detail. Many papers use the IMRaD structure for the abstract, especially in scientific fields. This consists of four elements:

Introduction : Summarize the purpose of the paper

Methods : Describe the research methods (e.g., collecting data , interviews , field research)

Results: Summarize your conclusions.  

Discussion: Discuss the implications of your research. Mention any significant limitations to your approach and suggest areas for further research.

The thesis and abstract come at the beginning of a paper, but you should write them after completing the paper. This approach ensures a clear idea of your main topic and argument, which can evolve as you write the paper.

Table of contents

Like most nonfiction books, a research paper usually includes a table of contents. 

Tables, charts, and illustrations

If your paper contains multiple tables, charts, illustrations, or other graphics, you can create a list of these. 

Works cited or reference page

This page lists all the works you cited in your paper. For MLA and APA styles, you will use in-text citations in the body of the paper. For Chicago (CMOS) style, you'll use footnotes. 

Bibliography

While you use a reference page to note all cited papers, a bibliography lists all the works you consulted in your research, even if you don't specifically cite them. 

While references are essential, a bibliography is optional but usually advisable to demonstrate the breadth of your research.

Dedication and acknowledgments

You may include a dedication or acknowledgments at the beginning of the paper directly after the title page and before the abstract.

• Steps for writing a research paper

These are the most critical steps for researching, writing, and formatting a research paper:

Create an outline

The outline is not part of the published paper; it’s for your use. An outline makes it easier to structure the paper, ensuring you include all necessary points and research. 

Here you can list all topics and subtopics that will support your argument. When doing your research, you can refer to the outline to ensure you include everything. 

Gather research

Solid research is the hallmark of a research paper. In addition to accumulating research, you need to present it clearly. However, gathering research is one of the first tasks. If you compile each piece of research correctly, it will be easier to format the paper correctly. You want to avoid having to go back and look up information constantly.

Start by skimming potentially useful sources and putting them aside for later use. Reading each source thoroughly at this stage will be time-consuming and slow your progress. You can thoroughly review the sources to decide what to include and discard later. At this stage, note essential information such as names, dates, page numbers, and website links. Citing sources will be easier when you’ve written all the information down.

Be aware of the quality of your sources. A research paper should reference scholarly, academic, or scientific journals. It’s vital to understand the difference between primary and secondary sources. 

A primary source is an original, firsthand account of a topic. A secondary source is someone else covering the topic, as in a popular article or interview. While you may include secondary sources, your paper should also include primary research . Online research can be convenient, but you need to be extra careful when assessing the quality of your sources.

Write the first draft

Create a first draft where you put together all your research and address the topic described in your thesis and abstract. 

Edit and format the paper

Proofread, edit, and make any necessary adjustments and improvements to the first draft. List your citations as described below. Ensure your thesis and abstract describe your research accurately. 

• Formatting a research paper: MLA, APA, and CMOS styles

There are several popular formats for research papers: MLA (Modern Language Association) and APA (American Psychological Association). Certain academic papers use CMOS (Chicago Manual of Style). Other formats may apply to particular fields. 

For example, medical research may use AMA (American Medical Association) formatting and IEEE (Institute of Electrical and Electronics Engineers) for particular technical papers. The following are the guidelines and examples of the most popular formats:

The humanities typically use MLA format, including literature, history, and culture. Look over examples of papers created in MLA format . Here are the main rules to keep in mind:

Double-spaced lines.

Indent new paragraphs 1/2 inch.

Title case for headings, where all major words are capitalized, as in "How to Write a Research Paper." 

Use a popular font such as Times New Roman. This applies to all formatting styles.

Use one-inch margins on all sides. 

Number sections of the paper using Arabic numerals (1, 2, 3, etc.). 

Use a running head for each page on the upper right-hand corner, which consists of your last name and the page number.

Use an in-text citation within the text, using the author's last name followed by the page number: "Anything worth dying for is certainly worth living for" (Heller 155).  

On the citations page, list the full name, book or periodical, and other information. For MLA, you will not need footnotes, only in-text citations.

List citations in alphabetical order on a separate page at the end of the paper entitled “Works Cited.” 

Continuing with the above example from Heller, the listing would be: Heller, Joseph. Catch-22, Simon & Schuster, 1961.

For a periodical, the format is "Thompson, Hunter S. "The Kentucky Derby is Decadent and Depraved" Scanlon's, June 1970."

Use title case for source titles, as in "On the Origin of Species."

The sciences typically use APA format, including physical sciences such as physics and social sciences such as psychology. Simply Psychology provides examples of APA formatting . The following are the most important rules of the APA format.

Begin the paper with a title page, which is not required for MLA.

Use double-line spacing.

Use a running head for each page in the upper right-hand corner, which consists of the paper's title in capital letters followed by the page number.

The citations page at the end should be titled "References."

In-text citations should include the publication date: (Smith, 1999, p. 50). Note also that there's a "p" for "page," whereas in MLA, you write the page number without a "p."

As with MLA, use title case for headings, as in "Most Popular Treatments for Cognitive Disorders."

Use sentence case for titles of sources, as in "History of the decline and fall of the Roman empire." Note "Roman" starts with a capital because it's a proper noun.  

When citing in-text references, use the author's last name and the first and middle initials. 

Always use the Oxford comma. This comma goes before the words "or" and "and" in a list. For example, "At the store, I bought oranges, paper towels, and pasta."

CMOS formatting

Book publishers and many academic papers use CMOS formatting based on the Chicago Manual of Style. CMOS is also called Turabian, named after Kate L. Turabian, who wrote the first manual for this style. Here are examples of CMOS style formatting and citations.

Include an unnumbered title page.

Place page numbers on the upper right-hand corner of the page. Do not list your name or the paper's title as you would for MLA or APA styles.

Use title case for both headings and sources (same as MLA).

Unlike MLA and APA, the Chicago style uses footnotes for citations. Use a superscript for footnotes: "Smith argues against Jones' theory¹.” Footnotes may appear at the bottom of the page or the end of the document.  

CMOS supports both short notes and full notes. In most cases, you'll use the full note: "Michael Pollan, The Omnivore's Dilemma: A Natural History of Four Meals (New York: Penguin, 2006), 76." For further references to the same source, use a short note: " Pollan, Omnivore's Dilemma, 45." The requirements of some papers may specify using only short notes for all footnotes.

• General guidelines for writing and formatting research papers

Keep these guidelines in mind for all types of research papers:

Initial formatting

As you create your first draft, don't worry about formatting. If you try to format it perfectly as you write the paper, it will be difficult to progress and develop a flow of thought. With the first draft, you don't have to be concerned about ordering the sections. You can rearrange headings and sections later. 

Citation tools

Use automation tools for citations . Some useful tools make citations easier by automatically generating a citation list and bibliography. Many work with APA, MLA, and CMOS styles.

Check for plagiarism

Use a plagiarism detector to make sure your paper isn't unintentionally plagiarizing. There are many free and paid plagiarism checkers online, such as Grammarly. 

Proofread your work

Do several rounds of editing and proofreading. Editing is necessary for any type of writing, but you’ll need to revisit several distinct areas with a research paper:

Check for spelling and grammatical errors.

Read the paper to make sure it's well-argued and that you’ve organized it properly. 

Check that you’ve correctly formatted citations. It's easy to make errors, such as incorrect numbering of footnotes (e.g., Chicago style) or forgetting to include a source on your citations page.

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10 types of academic texts: Tips, examples and resources

29 May 2024

Magda Wojcik

10 types of academic texts form the foundation of scholarly communication, each serving a unique purpose and requiring specific strategies. Understanding these texts is crucial for effectively conveying research findings, arguments and insights. This guide explores these 10 types of academic texts, providing tips, examples and resources to help you master each one.

Academic texts vary widely in format and function. For instance, annotated bibliographies compile a list of sources on a specific topic, each accompanied by a summary and evaluation. Books are another significant type of academic text, including monographs, textbooks and edited volumes . Book reviews, conference papers, essays and literature reviews also play vital roles in academic writing. Position papers, research articles and technical reports further illustrate the diversity of academic writing. Finally, theses and dissertations represent the pinnacle of academic research, requiring substantial investigation and original contributions to knowledge.

Mastering these 10 types of academic texts equips scholars with the tools needed to succeed in academic writing and ensures their research is communicated clearly and effectively.

• Annotated bibliography : Components | Examples | Resources
• Book : Components | Resources
• Book review : Components | Resources
• Conference paper : Components | Resources
• Essay : Components | Tips | Resources
• Literature review : Components | Tips | Resources
• Position paper : Components | Purpose | Topics | Resources
• Research article : Components | Resources
• Technical report : Components | Tips | Resources
• Thesis and dissertation : Components | Resources

1.      Annotated bibliography

Annotated bibliographies compile a list of sources on a specific topic, each accompanied by a brief summary and evaluation. This type of academic text provides an overview of the source’s content, relevance and quality, helping researchers quickly assess the value of the literature. Annotated bibliographies are useful for organising research and identifying key texts in a field.

Writing an annotated bibliography involves critically reading and summarising each source, highlighting its main contributions and any limitations. This requires strong analytical skills and a clear understanding of the research topic. Furthermore, an annotated bibliography should follow a specific citation style relevant to its topic. For instance, Chicago (CMOS) is often used in literary studies, while APA is found in psychology and psychiatry studies. Like a bibliography or list of references, an annotated bibliography uses a hanging indent: the first line is set flush with the left margin, and all other lines are indented four spaces. After the bibliographic citation, the annotation usually starts in the following line (without an extra line).

• A bibliography formatted according to the relevant citation style (MLA, APA, CMOS, etc.).
• A summary of the main points and/or purpose of the work, essentially its thesis, demonstrating that you have thoroughly read and understood the source.
• An evaluation or critique of the author’s authority or qualifications.
• Comments on the value, effectiveness and usefulness of the work concerning the topic being researched and/or your research project.
• The perspective or point of view from which the work was written, including any biases or intended audience of the author.
• Relevant links to other work in the area, such as related sources, and possibly a comparison with some already on your list, highlighting connections to other aspects of the same argument or opposing views.

APA (American Psychological Association)

CMOS (Chicago Manual of Style)

• Writing the Annotated Bibliography: A Guide for Students & Researchers by Luke Beatty and Cynthia A. Cochran
• How to prepare an annotated bibliography by the Cornell University
• Annotated bibliographies by the Writing Center

2.      Book

Another type of academic texts — books — comes in various forms, including monographs, textbooks and edited volumes. Monographs are detailed studies on a single topic, often authored by one or a few experts, providing comprehensive insights and contributing significantly to a field. Textbooks, designed for educational purposes, cover broad subjects systematically and are used as primary teaching tools. Edited volumes compile chapters from different authors around a common theme, offering diverse perspectives on a topic.

Writing academic books requires extensive research, clear organisation and adherence to scholarly standards. These types of academic texts undergo rigorous peer review processes to ensure quality and credibility. Academic books are published by university presses and for-profit academic publishers, and the academic publishing process is often long.

• Title page includes the title, author(s) and publication details.
• Acknowledgements express gratitude and appreciation to individuals or institutions who supported the author during the writing and publishing process.
• Table of contents lists chapters and major sections.
• Abstract is a brief summary of the monograph’s content.
• Introduction provides background, objectives and the significance of the study.
• Literature review discusses existing research relevant to the topic.
• Methodology describes the research methods and procedures.
• Chapters focus on specific aspects of the research, with clear headings and subheadings.
• Results present the findings of the research.
• Discussion interprets the results, linking them to the research questions and existing literature.
• Conclusion summarises the main findings, their implications and suggests future research.
• References list comprehensively all sources cited in the monograph, formatted according to a specific citation style (e.g. APA, MLA, Chicago).
• Appendices include supplementary material such as data sets, questionnaires, or additional documents.
• Index is an alphabetical list of topics for readers’ reference.
• Table of contents outlines chapters and key sections.
• Preface is the introduction to the textbook’s purpose and scope.
• Introduction provides an overview of the subject matter.
• Learning objectives are what students should know after reading.
• Key terms are important concepts and vocabulary.
• Main content includes detailed explanations, illustrations and examples.
• Summary recaps key points.
• Questions/exercises consist of review questions and practice problems.
• Case studies/examples discuss real-world applications to illustrate concepts.
• Glossary lists a definitions of key terms.
• References list sources and further reading, formatted according to a specific citation style (e.g. APA, MLA, Chicago).
• Index is an alphabetical list of topics covered for quick reference.

Edited volume

• Title page includes the title, editor(s) and publication details.
• Acknowledgements express gratitude and appreciation to individuals or institutions who supported the editor during the writing and publishing process.
• Table of contents lists chapters and contributing authors.
• Preface/introduction is written by the editor(s) and outlines the theme and scope of the volume.
• Introduction sets the stage for the chapter’s content.
• Main content details the chapter’s topic.
• Conclusion summarises key points and findings.
• References list cited works relevant to the chapter, formatted according to a specific citation style (e.g. APA, MLA, Chicago).
• Contributor bios are brief biographies of each author.
• Index is an alphabetical list of topics for reference.
• Open Textbook Library
• Writing a textbook — Advice for authors by Springer
• How to Write a Lot: A Practical Guide to Productive Academic Writing by Paul J. Silvia
• Framing and proposing an edited volume for publication by Manchester University Press

3.      Book review

Among 10 types of academic texts, book reviews critically evaluate recently published books within a particular field, providing a summary of the content and an assessment of its contributions, strengths and weaknesses. They are often published in academic journals and help scholars stay informed about new developments and perspectives. Writing a book review involves summarising the book’s main arguments, evaluating its methodology and evidence, and discussing its significance within the broader context of the field. Reviewers must balance objectivity with critical insight, providing a fair and thorough assessment of the book.

A book review usually consists of an introduction, summary of contents, analysis and evaluation and conclusion.

Introduction

Most reviews are brief and provide the basic information about the book:

• the author’s name, book title and main theme
• relevant details about the author and their standing in the field
• the book’s context and how your review fits within a broader framework
• the book’s thesis or main contribution
• your thesis about the book

Summary of content

Keep this brief, focusing on analysis. The summary should support your evaluation with concrete evidence from the book. The summary size depends on your audience. A book review published in an academic journal may require a more detailed summary because its audience may be unfamiliar with the book. On the other hand, if a student presents a book review as a part of coursework, their peers likely read the book too, so the summary may be shorter.

Analysis and evaluation

Organise your analysis into paragraphs by themes or methods rather than chronologically. This helps pair assertions with evidence clearly. Comparisons to other works should be brief, and excessive quotations should be avoided. Provide specific page references for quotes.

Restate your thesis or final judgement without introducing new evidence. You can introduce new ideas that extend your thesis. Balance the book’s strengths and weaknesses to unify your evaluation. Make sure your conclusion reflects the overall assessment from your review.

In other words, a book review should answer the following questions:

• What is the thesis — or main argument — of the book?
• Who is the author? What background and viewpoints do they represent?
• What exactly is the subject or topic of the book, and does the author cover the subject adequately?
• How does the author support their argument?
• Do you find the evidence supporting the argument sufficient and convincing?
• How does the author structure their argument?
• How helpful was this book in gaining an understanding of the topic?
• Book reviews by Writing Center
• Writing a book review by Purdue OWL

4.      Conference paper

Conference papers are a type of academic text presented at academic conferences and often published in proceedings. They allow researchers to share preliminary findings, gain feedback and engage with the academic community. Typically concise and focused, conference papers highlight key aspects of research, such as objectives, methodology, results and implications. Writing a conference paper involves distilling complex research into a clear and engaging presentation, suitable for both oral delivery and written format. Authors must also adhere to the specific guidelines and formatting requirements of the conference.

Conference paper vs research article

A conference paper and a research article serve distinct purposes within the academic community, each with its characteristics and roles.

A conference paper presents preliminary findings, work-in-progress or completed research concisely at academic conferences. These papers are typically shorter, ranging from 3,000 to 5,000 words, and often undergo a less rigorous review process compared to journal articles, with reviews conducted by conference committees. The primary audience for conference papers includes conference attendees such as researchers, practitioners and academics. Conference papers are disseminated primarily through presentations at conferences, including oral presentations, posters or panels. Furthermore, they are often published in conference proceedings, which may be less widely disseminated than journal articles. They focus on concisely presenting key findings and insights, often without the extensive detail found in full research articles. Moreover, conference papers provide an opportunity for immediate feedback from peers during the conference, which can be valuable for refining the research. 

In contrast, a research article is a detailed study that presents original research findings, theories or comprehensive reviews of existing research. These articles are typically longer, starting from 5,000, and undergo a rigorous peer-review process before publication in academic journals. The primary audience for research articles includes researchers, scholars and professionals. Research articles are published in scholarly journals with a broad or highly specialised focus. This type of academic texts includes comprehensive sections such as an introduction, literature review, methodology, results, discussion and conclusion. Due to their detailed nature, research articles often have a significant impact and a longer shelf-life, contributing substantially to the body of knowledge in a given field. They are usually well-cited and referenced within other academic works and future research.

• Title page includes the title of the paper, author(s), affiliation(s) and contact information.
• Abstract is a brief summary of the paper, typically 150–250 words, outlining the key objectives, methodology, results and conclusions.
• Introduction provides background information, states the research problem or question and outlines the paper’s objectives and significance.
• Literature review summarises relevant previous research and situates the current study within the existing body of knowledge.
• Methodology describes the research design, methods and procedures used to collect and analyse data.
• Results present the findings of the study, often with the help of tables, figures and graphs.
• Discussion interprets the results, linking them to the research question and existing literature. It also discusses the implications of the findings.
• Conclusion summarises the main findings, their significance and potential directions for future research.
• References list all the sources cited in the paper, formatted according to the conference’s guidelines.
• Appendices include supplementary material such as raw data, questionnaires, or additional documents if necessary.
• Writing a conference paper in humanities by the University of California, Riverside
• IEEE Conference Paper Guidelines
• Presenting a conference paper by Lancaster University

5.      Essay

Academic essays are analytical or interpretive compositions that explore a specific topic or argument. Essays are commonly assigned in coursework to develop university students’ critical thinking, writing and research skills. This type of academic texts typically includes an introduction with a thesis statement, body paragraphs that develop the argument with evidence and a conclusion that summarises the findings. Effective essays are well-structured, clearly written and logically coherent. Writing an academic essay requires skills , such as careful planning, critical analysis and the ability to articulate and support an argument persuasively.

An academic essay is a structured form of writing used to convey ideas and arguments in a clear and systematic way. The following are the essential components of an academic essay:

• Title is a concise and informative title that reflects the essay’s content and focus.
• Hook is a compelling opening sentence or question to grab the reader’s attention.
• Background information provides context or background relevant to the topic.
• Thesis statement is a clear and concise statement of the main argument or purpose of the essay. This statement guides the direction of the essay.
• Topic sentences open each paragraph to introduce the main idea of the paragraph.
• Evidence (such as quotes, data, or examples) supports the topic sentences.
• Analysis explains how this evidence supports the main argument.
• Transitions between paragraphs help maintain coherence and logical flow.
• Presentation of counterarguments acknowledges and introduces opposing viewpoints.
• Refutation provides evidence and reasoning to refute or counter these opposing viewpoints, strengthening the original argument.
• Restatement of thesis reiterates the thesis statement in different words.
• Summary of main points briefly explains the key points made in the body paragraphs.
• Final thoughts may suggest implications, future research or a call to action.
• References/bibliography lists all sources cited in the essay, formatted according to a specific citation style (e.g. APA, MLA, Chicago).

Tips for writing an academic essay

• Clarity and precision : Use clear and precise language to convey your ideas effectively.
• Formal tone : Maintain a formal and academic tone throughout the essay.
• Consistency : Ensure consistency in terms of style, tense and formatting.
• Evidence-based : Support your arguments with credible and relevant evidence.
• Critical analysis : Go beyond mere description to provide critical analysis and insights.
• Originality : Attribute all citations correctly and avoid plagiarism .
• Proofreading : Carefully proofread to correct any grammatical, spelling or punctuation errors.
• Essay writing tips by University College London
• Strategies for essay writing by Harvard College Writing Center
• Essay Writing by Purdue OWL

6.      Literature review

Literature reviews synthesise existing research on a specific topic, providing a comprehensive overview of what is known and identifying gaps or areas for further investigation. They can be standalone articles or part of larger research projects, such as theses or dissertations. Literature reviews require systematic search, critical evaluation and coherent summarisation of the literature. Effective literature reviews organise information logically, discuss trends and controversies and offer insights into the state of research. Writing a literature review demands thoroughness, analytical skills and an ability to distil large volumes of information into a coherent narrative.

• Background provides an overview of the research topic and sets the context for the review.
• Purpose clearly states the purpose and scope of the literature review.
• Organisation outlines how the structure of the literature review.
• Key theories and models discuss the major theoretical perspectives and models relevant to the topic.
• Conceptual definitions explain key concepts and terms used in the review.
• Search strategy describes the databases and search terms used to identify relevant literature.
• Inclusion and exclusion criteria specify the criteria for selecting and excluding studies.
• Data extraction details the process for extracting data from the selected studies.
• Chronological structure traces the development of research over time.
• Thematic structure groups studies by themes or topics.
• Methodological structure categorises studies based on the research methods used.
• Theoretical structure organises studies based on different theoretical frameworks.
• Critical analysis evaluates the strengths and weaknesses of the existing research. Identifies gaps, inconsistencies and areas of agreement or disagreement.
• Synthesis integrates findings from different studies to provide a comprehensive understanding of the topic.
• Summary of key findings recaps the main insights gained from the literature review.
• Implications discuss how the findings impact the research field and practical applications.
• Gaps and limitations identify gaps in the current research and suggest areas for future investigation.
• Restatement of purpose reiterates the purpose of the literature review.
• Overall summary concisely recaps key points discussed in the review.
• Future directions suggest potential areas for future research based on the identified gaps.
• References include all the sources cited in the literature review, formatted according to a specific citation style (e.g. APA, MLA, Chicago).

Tips for writing a literature review

• Clarity and coherence : Ensure that the review is logically organised and clearly written.
• Critical evaluation : Go beyond summarising the literature to critically evaluate and synthesise the findings.
• Balanced perspective : Present a balanced view of the existing research, acknowledging different viewpoints and conflicting findings.
• Original contribution : Highlight how your review contributes to the existing body of knowledge and its relevance to your research question or topic.
• Citation and plagiarism : Properly cite all sources to avoid plagiarism and give credit to original authors.
• Writing a literature review by the University of California San Diego
• ‘ Ten simple rules for writing a literature review’ by Marco Pautasso ( PLOS Computational Biology 9, no. 7 (2013): e1003149)
• Literature review by the University of Edinburgh
• Telling a research story: Writing a literature review by Christine B. Feak and John M. Swales

7.      Position paper

Position papers present an arguable opinion or stance on a specific issue supported by evidence and reasoning. They are often used in policy discussions, academic debates and organisational decision-making to articulate a clear position and persuade others. Position papers typically include an introduction that outlines the issue and states the position, a body that presents arguments and evidence and a conclusion that summarises the key points. Writing a position paper requires thorough research, critical analysis and persuasive writing skills, as well as the ability to address counterarguments and defend the stated position effectively.

• Title clearly and concisely reflects the main argument or stance of the paper.
• Hook is an engaging opening sentence or question that captures the reader’s attention.
• Background information provides context or background relevant to the issue.
• Thesis statement is a clear and concise statement of the position being argued, outlining the main points that will be discussed in the paper.
• Clear declaration of position explicitly states the stance on the issue.
• Rationale briefly explains why this position is held, setting up the arguments that will be elaborated in the body paragraphs.
• Arguments supporting the position.
• Evidence , such as facts, statistics, expert opinions and examples, backs the arguments.
• Analysis and explanation analyse the evidence, explain how it supports the position and discuss the significance of the evidence.
• Counterarguments and refutation acknowledge potential counterarguments and provide refutations to strengthen the original position.
• Restatement of thesis recaps the thesis statement in different words.
• Summary of main points recaps the key arguments made in the body paragraphs.
• Implications and recommendations discuss the broader implications of the position and may suggest recommendations or actions.
• References include all the sources cited in the paper, formatted according to a specific citation style (e.g. APA, MLA, Chicago).

Academic position papers are written in various circumstances and on diverse topics to influence decisions, contribute to debates and propose solutions. They are commonly used in policy development to advocate for specific actions in government, non-profits, or corporations. In academic settings, scholars write them to contribute to debates on contentious issues, present them at conferences and include them in grant proposals to justify research funding. Organisations use them to propose strategic directions and new initiatives.

Position papers cover a wide range of topics. For instance, in public policy, they address issues like healthcare reform, climate change and educational reforms. Ethical issues include debates on bioethics, data privacy and AI ethics. Next, scientific and technological advancements may focus on the impacts of technologies like autonomous vehicles and renewable energy. In turn, social and cultural issues may encompass gender equality and media influence on public perceptions. Economic policies include taxation, trade agreements and income inequality. Education topics cover curriculum changes and online learning, while health and medicine address public health initiatives and health care accessibility. Environmental issues focus on conservation, pollution control and sustainability. Legal and criminal justice topics range from criminal justice reform to drug policy.

• Write your position paper by the University of Michigan
• Guidelines for position papers & issue briefs by the Young Adult Library Services Association
• Position paper by SpringerOpen

8.      Research article

Research articles are the cornerstone of academic publishing, presenting new and original findings in a specific field. These articles follow a structured format, typically including an abstract, introduction, methodology, results, discussion and conclusion. Original research articles contribute to the body of knowledge by providing novel insights and empirical data, while review articles synthesise existing research, highlighting trends, gaps and future directions. In turn, case studies, a subset of research articles, focus on in-depth analysis of a particular instance, offering detailed context and potential generalisations. Writing research articles demands rigorous methodology, clear articulation of findings and a thorough literature review to situate the research within the existing body of work.

• Title  reflects the study’s content and main findings.
• Abstract  is a 150–250-word summary highlighting the research’s purpose, methodology, results and conclusions, providing a snapshot to help readers decide whether to read the full text.
• Background  sets the context by discussing the broader research area and relevant studies.
• Research problem  states the problem or knowledge gap addressed by the study.
• Objectives/hypotheses  outline the research aims and any hypotheses being tested.
• Significance explains the study’s importance and potential impact.
• Literature review  identifies existing knowledge, highlights gaps the study aims to fill and shows how the research builds on previous work.
• Research design  describes the overall approach (e.g. experimental, observational, qualitative, quantitative).
• Participants/sample  details the characteristics and number of participants or samples used.
• Data collection  explains data collection methods, including tools, instruments, or procedures.
• Data analysis  describes analysis methods, including statistical tests and software.
• Results  often present the main findings in tables, figures and charts.
• Interpretation  contextualises the findings vis-à-vis the research question and hypotheses.
• Comparison with previous research highlights similarities and differences with other studies.
• Implications  discuss practical or theoretical implications.
• Limitations  acknowledge study shortcomings, such as sample size or potential biases.
• Future research  suggests directions for future studies based on findings and limitations.
• Conclusion  summarises the main findings and their significance, restating the study’s importance and contributions to the field.
• References  list all cited sources, formatted according to the relevant citation style .
• Acknowledgements   (if applicable) recognise contributors not listed as authors.
• Appendices  (if applicable) include supplementary material, such as raw data or detailed descriptions of complex procedures.
• Elsevier’s Researcher Academy
• Systematic reviews: CRD’s guidance for undertaking reviews in healthcare by the Centre for Reviews and Dissemination
• Writing a case study by Monash University
• Harvard Business Review: How to Write a Great Business Case
• A manual for writers of research papers, theses, and dissertations by Kate L. Turabian
• How to write a scientific paper: An academic self-help guide for PHD students by Jari Saramäki

9.      Technical report

The penultimate type of academic texts is a technical report. Technical reports are detailed documents that describe the process, progress and results of technical or scientific research. Research institutions, government agencies or corporations often produce these reports to document their findings and methodologies. Technical reports include comprehensive data, methodologies, analysis and recommendations, serving as valuable resources for future research and development. Writing technical reports requires clarity, precision and a thorough understanding of the subject matter, as well as the ability to communicate complex information effectively to a specific audience.

A technical report typically includes several key components. Each component serves a specific purpose to ensure the report is thorough, clear and useful to its audience. Here are the common components:

• Title reflects the report’s content and main findings.
• Abstract is a 150–250-word summary of the report, including the purpose, methodology, key findings and conclusions.
• Background information on the topic
• Purpose and scope of the report
• Outline of the structure of the report
• Literature review (if applicable) is a review of existing research and publications relevant to the report’s topic. It contextualises the report within the existing body of knowledge.
• Methodology is a detailed description of the methods and procedures used to conduct the research or analysis. It Includes materials, tools, techniques and any experimental setups.
• Results present the findings of the research or analysis. This data may be presented in text, tables, figures or graphs.
• Interpretation and analysis of the results
• Explanation of the significance of the findings
• Comparison with previous research or expected outcomes
• Limitations of the study
• Conclusion summarises the key findings and implications of the results. Moreover, it provides recommendations for future research or practical applications.
• References list all the sources cited in the report in a specific citation style (e.g. APA, MLA, Chicago).
• Glossary (if applicable) lists definitions of technical terms and acronyms used in the report.
• Acknowledgements (if applicable) recognise individuals or organisations that contributed to the research or report.
• Appendices may include supplementary material that is not essential to the main text but provides additional information, such as raw data, detailed calculations or additional figures.

Tips for writing an effective technical report

• Understand your audience : Know who will be reading your report and tailor the content to their level of technical expertise. Moreover, avoid jargon if your audience is not familiar with technical terms.
• Plan and outline : Create a detailed outline before you start writing. This will help organise your thoughts and structure the report logically.
• Use visuals effectively : Visuals break up the text and make the report more engaging. Thus, include charts, graphs, tables and diagrams to illustrate key points. Ensure visuals are clearly labelled and referenced in the text.
• Focus on structure : Follow a consistent structure as outlined in the typical components of a technical report. Use headings and subheadings to organise sections. Ensure a logical flow from one section to the next by using segue sentences and transition words.
• Be objective and critical : Present your findings objectively. Acknowledge any limitations or potential sources of error. Critically analyse your results.
• Conclude with impact : Summarise the main findings in the conclusion. Discuss the broader implications and any recommendations.
• Use proper referencing : Cite all sources accurately and consistently and follow the required citation style.
• Revise and proofread : Review your report for clarity, coherence and logical flow. Carefully proofread the entire report and ensure the formatting is consistent and professional.
• A resource to writing technical reports in engineering by the University of Melbourne
• A guide to technical report writing by the Institution of Engineering and Technology
• Handbook of writing for engineers by Joan van Emden
• Communication skills: A guide for engineering and applied science students by John W. Davies

10.      Thesis and dissertation

The final text among the types of academic texts are theses and dissertations, which are substantial research projects completed as part of academic degree requirements. Undergraduate theses are typically shorter and less complex, focusing on a specific research question within the student’s field of study. Master’s theses involve more in-depth research and analysis, often contributing new insights to the academic community. Doctoral dissertations represent the pinnacle of academic research, requiring original contributions to knowledge and extensive investigation. These documents follow a structured format, including a literature review, methodology, results and discussion. They are often subjected to rigorous scrutiny and defence before academic committees.

• Undergraduate theses are research projects for bachelor’s degrees.
• Master’s theses are advanced research projects.
• Doctoral dissertations contain extensive original research.
• Title of the thesis or dissertation
• Author’s name, degree, department and institution
• date of submission
• Names and titles of advisors and committee members
• Abstract summarises the research, typically in 150–300 words.
• Acknowledgements recognise individuals and organisations that contributed to the research.
• Background information on the research topic
• Research problem or question
• Objectives and aims of the research
• Significance and rationale of the study
• Outline of the structure of the thesis or dissertation
• Literature review is a comprehensive review of existing research and publications relevant to the research topic. It identifies gaps in the existing literature and explains the theoretical framework or conceptual model guiding the research.
• Detailed description of the research design, methods and procedures used
• Description of the study population, sample and sampling methods
• Data collection methods and instruments
• Data analysis procedures
• Results present the research findings.
• Discussion of the findings in relation to the research questions or hypotheses
• Comparison with previous research
• Implications of the findings
• Summary of the key findings
• Discussion of the significance of the results
• Recommendations for future research or practical applications
• References list all sources cited in the thesis or dissertation in a specific citation style (e.g. APA, MLA, Chicago).
• Appendices may include supplementary material that is not essential to the main text but provides additional information.
• Glossary (if applicable) provides definitions of technical terms used in the document.
• ‘How to write a doctoral thesis’ by HR Ahmad ( Pakistan Journal of Medical Sciences 32, no. 2 (2016): 270–273)
• ‘How to write a good PhD thesis and survive the viva’ by Stefan Rüger at the Open University
• How to write up a Ph.D. dissertation by Jason Eisner at John Hopkins University
• Thesis & dissertation overview by Purdue OWL
• Succeeding with your master’s dissertation by John Biggam
• Academic Phrasebank by the University of Manchester

Preparing academic texts for publication

Preparing academic texts for publication involves several steps to ensure clarity, coherence and adherence to academic standards. Utilising professional editing services can significantly enhance the quality of your work. Here is how to prepare each type of academic text for publication:

Proofreading

• essential for catching typos, grammatical errors and formatting inconsistencies
• useful for all types of academic texts to ensure they are error-free before submission

Copyediting

• focuses on improving readability, style and flow
• ensures correct grammar, punctuation and syntax
• important for annotated bibliographies, book reviews, essays and conference papers to maintain a professional tone

Line editing

• involves a detailed review of each line for clarity and impact
• refines sentence structure and word choice for better expression
• particularly beneficial for literature reviews, position papers and research articles where nuanced arguments and precise language are critical

Developmental editing

• provides a comprehensive critique of the content, structure and overall coherence
• advises on the organisation and development of ideas and arguments.
• ideal for books, theses and dissertations to ensure a logical flow and strong argumentation
• creates an organised list of topics, names and terms used in the text, along with their page numbers
• enhances the usability and navigability of the document
• crucial for books, technical reports and edited volumes where readers may need to quickly locate specific information

Key takeaways

Each type of academic text, from annotated bibliographies and book reviews to theses and dissertations, has unique requirements and conventions. Mastering these diverse types of academic texts enables researchers to contribute valuable insights to their fields and engage effectively with the academic community.

Preparing these texts for publication involves several key steps, including proofreading, copyediting, line editing, developmental editing and indexing. Utilising these professional editing services ensures that all types of academic texts are polished, coherent and adhere to academic standards.

As an editor and indexer, I routinely work with academic writers, preparing their texts for publication in academic journals and presses. If your academic manuscript needs a second pair of eyes, contact me for a  free sample edit  (and remember to use my  early bird discount ).

I'm a freelance editor and indexer with a PhD in literary history. I work with non-fiction, academic and business texts.

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The 7 Types of Academic Papers and Journal Articles

In the vast universe of journal articles, writers are tasked with creating many different kinds of papers, all with specific purposes and audiences in mind. If you're just stepping into this fascinating world, take a minute or two to familiarize yourself with the types of papers you might need to write – understanding all of these different types can turbocharge your writing journey. While academic papers could fit into an endless list of categories, it's helpful to get started with a few common types you're likely to encounter (and write!) in the academic community.

1. Original research

You know a text is original research if the report is written by the researchers who ran the study. Written by experts for other experts, original research articles usually undergo the peer review process before submission to an academic journal.

In an original article, the authors outline their research by first presenting their hypothesis and research questions . Here they describe the purpose of their study. They detail the research methods they applied, lay out the results of their research, and present the results. Original research also includes implications and interpretations of the study to give other experts in the field new information on all of the subjects. What's really interesting about original research is that, upon reading a study, future researchers will generate ideas to build on articles with their own original research and keep the advancement of knowledge acquisition going. The possibilities are endless!

Within the category of original research, you will encounter some specific kinds of research articles. Some studies can include elements of more than one type:

• Exploratory research Exploratory studies involve a kind of thought experiment and don't often include actual testing of a theory. Without the funding (and the time, technology, and commitment) to actually travel to other planets, a physicist might propose a new method to find other planets that could support life beyond Earth.
• Constructive research A person undergoing constructive research builds something that will lead to new information and knowledge and solve a real-life problem. If a computer scientist creates a new algorithm and tests it out to see what it can show us, they are demonstrating constructive research.
• Controlled experiments This type of research is usually conducted in a lab under controlled conditions. The benefit of isolating one aspect of a study is that it provides a clear result of an experiment without the need to discount your findings in the presence of other factors that could skew the outcome. For example, a medical researcher might use this type of study to determine how a virus responds to an antiviral drug in development.
• Field research An experiment in which some, but not all, aspects can be controlled is an example of field research. For example, a study on the effects of a pesticide on outdoor flowering plants involves a few outside forces that researchers might not be able to successfully manage. A researcher could compare the plants exposed to the pesticide with a plant without pesticide exposure, but they would have little control over the seed quality, sun exposure, rain amounts, or other natural factors.
• Natural study Under a natural experiment, a researcher takes a purely observational role and has little to no control over the factors involved. For example, a natural experiment could measure the effects of a free lunch program piloted in multiple schools over a period of time.
• Cohort study A cohort study offers an observational study design in which researchers follow a group of individuals over time and observe common characteristics or exposure to a specific element. The researchers then examine within that cohort of people the outcomes related to a particular factor, compared to people in a similar group without that factor. For example, a study might examine the long-term health effects of smoking and identify a group of individuals who smoke. The study would look at the development of lung cancer or other diseases within that group of smokers and compare the prevalence of disease compared to a group of non-smokers.

2. Retrospective study

A retrospective study looks back through time to observe the relationship between a characteristic or level of exposure and a health outcome that arises in individuals. This type of study uses existing records and data sources for its observations. An example of a retroactive study is one that examines the connection between the use of a medication and the prevalence of a specific side effect.

3. Case study

A research case study involves an in-depth investigation of a particular individual, group, or situation with a goal to understand the effect of complex factors. A researcher performing a case study collects a variety of data on a case, including interviews, observations, and documents, and analyzes them to identify patterns, themes, and insights that can help to understand the case in greater depth.

Research case studies are often used in fields such as psychology, sociology, and education to explore complex human behaviors and experiences. Researchers in various fields can apply this type of study to investigate the effects of a particular intervention on a specific individua or group or the factors that contribute to successful outcomes in a particular setting. For example, a case study could examine a successful company known for its innovative management practices. The researcher could conduct interviews with employees and managers, review company documents and reports, and observe the company's operations to uncover the factors that contribute to its success.

Research case studies provide a rich and detailed understanding of a particular situation, which supplies the researcher with powerful tools and insights for future research.

4. Methodology study

A methodology study focuses on evaluating and improving research methods and techniques for application to a research question or field of study. This type of study can examine the validity and reliability of a particular research instrument, such as a survey or questionnaire. In such an analysis, researchers can collect data from a sample of participants using a specific research instrument and then examine the data to assess the validity and reliability of the instrument. They could also compare the results obtained with the instrument to the results obtained using other research methods.

Methodology studies advance the research field by developing more effective methodologies and improving the quality of research conducted.

5. Opinion article

An opinion article expresses the author's personal viewpoint on a topic. Unlike a research article, an opinion article is not based on objective reporting or research but offers the author's subjective analysis without the need for evidence or peer review. Opinion articles can be found in newspapers, magazines, and online publications, often written by journalists or experts in a field who want to share their views.

An example of an opinion article is an op-ed piece in a newspaper or online publication. Op-eds are typically published on the editorial page of a newspaper or magazine and are written by individuals who are not affiliated with the publication. An op-ed article might argue in favor of or against a particular policy, offer a personal reflection on a current event, or provide commentary on a controversial issue. The author would use persuasive language and evidence to support the argument and try to convince readers to adopt the same viewpoint.

Opinion articles provide individuals with a way to share their ideas with a broader audience and to contribute to public debate and discourse.

6. Review article

A review article summarizes and synthesizes existing research. The goal is to provide a comprehensive overview and identify gaps in the current knowledge to see what further research should be done. Review articles are typically published in academic journals by researchers or experts in a field. They can take the form of narrative reviews, systematic reviews, or meta-analyses.

An example of a review article is a narrative review of the literature on the effectiveness of cognitive-behavioral therapy (CBT) for the treatment of anxiety disorders. The author might summarize and analyze randomized controlled trials and observational studies on the use of CBT, providing an overall assessment of the effectiveness of CBT for anxiety disorders and pointing out any yet unanswered questions about its application.

7. Short report

A short report presents the findings of a particular study or investigation. Named for its brevity, it is typically shorter in length than a full research paper or report and is intended to serve as a summary of the study's main findings.

Short reports include an introduction that provides background information on the study, a summary of the research methodology, a presentation of the key findings, and a conclusion that summarizes the main implications of the study. Short reports help researchers communicate their findings in a clear and concise manner and provide a summary of key information for different audiences.

If you're dipping your toes into academic writing or scholarly publishing, you'll find a world of different paper types, each with its own style, aim, and intended readers. It might seem like a lot to take in at first, but understanding these formats can seriously boost your ability to share your research and ideas. Plus, knowing the ins and outs of these various types means you can sift through published works more effectively, picking out the best sources for your own work. At the end of the day, this rich variety of academic papers and journal articles is what keeps the conversation lively in the scientific community, helping us all to keep learning and growing.

Header image by Dom Fou .

What is Academic Writing? Common Types With Examples

| Candace Osmond

Candace Osmond

Candace Osmond studied Advanced Writing & Editing Essentials at MHC. She’s been an International and USA TODAY Bestselling Author for over a decade. And she’s worked as an Editor for several mid-sized publications. Candace has a keen eye for content editing and a high degree of expertise in Fiction.

Every person experiences writing an academic paper at least once in their student life. This type of writing uses accurate language, facts, logical flow, and a formal tone to showcase their knowledge.

These academic writing styles and examples will help you receive a perfect score or get that research grant. Keep reading to know the elements and types of academic writing with examples. 

How is Academic Writing Different from Other Types of Writing?

An academic paper is writing used in universities and scholarly publications with a formal tone in its content. It includes essays, research papers, research proposals, and other documents for scholarly publication. 

Any academic writing has the same process as other texts. However, the topic, idea, and tone are different. For example, a journal article brings attention to unbiased information through a clear and precise thesis statement.

A thesis statement includes the entire argument of your study or paper. It involves the central idea that shows your content reader what you will reveal or prove. Because it’s supposed to be objective, academic writing must have theories, causes, and effects.

This type of writing doesn’t always need to be based on facts. But it needs to be as objective and unbiased as possible. Here’s what differentiates academic writing from personal writing.

Academic Writing

Formal approach with an impersonal tone

Cites scholarly sources

Sentences are made of evidence, evaluations, and arguments.

Focused and well-structured

Personal Writing

Formal or informal approach may include conversational language.

Doesn’t require scholarly sources

Content is made of personal experiences

Long-winded

Elements of Academic Writing

The elements of academic writing vary according to the specific type of writing you’re producing. But here are some common elements of any academic writing assignment.

Academic Vocabulary

The best-known writers in any field of study know how to use jargon words in any report or essay to convey an academic tone. For the ordinary reader, everything might look like flowery language. But for readers in the same discipline, the writer makes convincing arguments.

An academic writing style always has a certain level of vocabulary. The two types include:

• Academic vocabulary (more general).
• Subject-vocabulary (for a particular field of study).

Some examples of general academic vocabulary include “analyze,” “concept,” and “construct.” In the field of law, some subject-vocabulary include “acquittal,” “dismissal,” “jurisdiction,” and “tribunal.”

Scholarly articles need to include proper citation styles to establish a more authoritative tone. The academic content must include research from reliable sources like studies and journal articles. 

Even if you only borrowed an idea and used it in a single sentence, you still need to follow proper referencing. Some style guides include Modern Language Association (MLA), Chicago Manual Style, and American Psychological Association (APA).

Academic content should also pay attention to the conventions of the reference list. Check the style guide to see how you should format the bibliography. Remember that other style guides also require footnotes. 

Well-Structured

Academic essay writing needs to have a proper outline to convey the entire message. First, academic articles should contain a research question or thesis statement to develop their argument. This should be in the introduction part.

The body of writing contains all supporting details. You may use headings to divide longer texts into chapters. Your body paragraph should also start with a topic sentence all the time.

Don’t forget to use transition words when expressing connections between your ideas. Use the proper punctuations with a variety of sentence lengths.

Uses Third Person Point of View Most of the Time

Academic writing usually uses a third-person point of view like “he,” “she,” or “they.” The writer doesn’t refer to themselves as “I” or “me.” Instead, they use “researcher” to name themselves. 

Doing so provides more objectivity to the paper, separating the author from the academic topics. It also stresses the academic style where the writer supports their focused argument and not their personal experience. 

But some academic journals now accept the first-person point of view, especially APA. It doesn’t necessarily mean the writer is using informal language. Using credible sources and academic vocabulary still keeps the paper’s formality.

Common Types of Academic Writing

There are different types of academic writing, including a book report, journal article, and dissertation. Here are the most common types:

• Research paper.
• Research proposal.
• Thesis and dissertation.
• Lab report.
• Literature review,
• Annotated bibliography. 

We can also categorize the major types of these papers into five. 

Descriptive Writing

Descriptive papers are the simplest types of writing that academic writers produce. It has several purposes, although it primarily offers facts and information in several fields of study. This academic writing can describe a phenomenon, person, place, case, or object.

You can also use personal experience when making descriptive essays. But effective writing includes using precise language to avoid turning it into personal writing. 

Analytical Writing

Most academic papers in universities aren’t entirely descriptive. A scientific question and an analysis typically follow a factual statement. Analytical writing includes reorganizing facts, showing relationships, and comparing information.

An academic study may include comparing and contrasting complex ideas and theories. 

Or you may deconstruct a single notion and contextualize it in a different social setting. You’ll find this writing style in reviews of literature.

When writing an analytical paper, always make the structure of your writing clear. Create an outline beforehand, and don’t forget to add accurate citations.

Persuasive Writing

Persuasive writing has the same characteristics as analytical writing, plus your point of view. This type of writing requires a coherent argument backed by relevant evidence throughout the paper.

The writer also has to include a recommendation, interpretation of findings, and an analysis of others’ scholarly writing. Some academic writing examples include persuasive essays and the final part of a research article.

Any persuasive assignment requires you to “discuss,” “evaluate,” or “argue.” As always, you need to add citations to your work to make yourself more credible. 

Critical Writing

Critical writing is a form of writing in college essays and postgraduate writing. Critical writing assignments follow a formal writing style with the added feature of another point of view.

What makes it different from persuasive writing is that a critical essay needs more than one point of view. And that includes your own. This writing should also have a strong statement or messages backed by authoritative sources. 

Academic Writing Example 1: Research Proposals

Colleges usually submit research proposals before conducting their studies. This form of academic writing is a concise yet coherent summary of your proposed research. It should contain the essential issues and questions that your research should address. 

Aside from outlining the general area of your study, the proposal also proves that your research will be unique and beneficial. Although it’s not a persuasive paper, it should convince the professor that your study is worth performing.

An excellent-quality paper also matches your research interest with the professor or supervisor. Consider it like an application on which potential advisers will pick if they want to support your research or not. 

The research proposal also allows you to demonstrate your skills and aptitude for the level of research you’re conducting. This is where you can prove that you can communicate complex ideas concisely and critically. 

Research Proposal Structure

The research proposal must always contain the following:

• A cover letter addressed to whom you’re proposing. It must show a summary of your proposal and why they should approve it.
• An introduction or abstract in a short paragraph.
• The rationale, significance, and limitations of your research.
• Your methods for conducting the study, including your budget. 

Research Proposal Example

Here’s a great example of an excerpt from a research proposal in the field of criminology:

The empirical focus of the research will be strategies of restorative justice, as articulated by Thames Valley Police. Recent developments in restorative justice constitute a radical realignment in police practices, resulting in a more holistic and multi-level approach (involving all forms of police’ consumer’, including victims, offenders, families, local authorities and members of the business community). In this regard, Thames Valley offers a unique case of a self-styled ‘model’ of modern policing and is considered to be one of the most innovative forces in the country (see, for example, their Restorative Justice programme, 2001).

Academic Writing Example 2: Dissertations

Dissertations are another type of academic paper with definite writing rules. This document aims to give evidence of a candidate’s knowledge and skills in a scholarly method. But the content itself may serve educational purposes that contribute to the field of study. 

This academic paper typically has ten to twenty thousand words that answer a specific research question. The answer to the research question may be based on an experiment, empirical study, or literature review. 

To advisers and professors, the method of producing a dissertation matters more than the result. You can still create a dissertation without actual findings or if your tested hypothesis was wrong. 

You might have to conduct a study even before writing the dissertation. A needs analysis, survey, or experiment will help you determine the significant “problem” or “question” you want to address.

Let your supervisor or adviser direct how you will conduct your studies. They will instruct the scope, limitations, and method for your research. 

Dissertation Structure

Dissertations and thesis papers always pay attention to structure. Below is the academic paper format of a dissertation:

• Introduction (including the background of the study and its significance).
• Review of related literature.
• Methodology.
• Findings or data analysis.
• Conclusion and recommendations. 

Dissertation Example

Here’s one example of an excerpt from a sample dissertation :

This chapter will discuss secondary research findings using the National Health Service as a case study. The secondary sources discussed will use all relevant material such as books, journal articles, publications from the National Health Service website and newspaper articles that have been reviewed by an individual or a group of individuals who are involved with a study or have performed extensive research within an area which is directly or indirectly related to the main question of this dissertation.

Academic Writing Example 3: Abstracts

The abstract summarizes your dissertation or research paper found at the start of the document. It’s composed of evidence-based arguments and research outcomes in concise sentences. 

This type of academic writing is the shortest and, therefore, the easiest. It usually has around 150-300 words only. The word limit depends on the style guide you’re following or the advice of your research adviser. 

There are several acceptable approaches to writing an abstract. The easiest way is to imitate the structure of your large paper. It should contain the introduction, method, findings, and conclusions. 

Although the abstract is the first part of your thesis or research paper, it’s usually the last you write. Remember that it’s not an excerpt from your report or a reflection of your work. It’s simply a summary of everything in one paragraph. 

Abstract Structure

Your abstract must contain the following in only a few sentences:

• Conclusion.

Abstract Example

Here’s an example of an abstract whose research focuses on medicine:

The Southwest shrub Juniperus communis (Juniper Berry) has many significant medicinal value in the Native American culture that has not been proven scientifically. One of the popular uses of Juniper berries aside from its detoxifying action is its potential to repel insects. This study focuses on the development of insect repellant from its essential oil obtained through steam distillation. 50 g of fresh berries was collected and dried for 5 days and is placed in a still tank with 100 mL of water for steam distillation using the Flinn Scientific Borosilicate Lab Kit. Gather the extracted oil and dilute 70% in three separate containers to be transferred into spray bottles. Testing involved the spraying of the dilute sample into a class jar with Anopheles juidthae (common NM mosquito) and compared this to the effect of a commercial insect repellant. After testing and comparing the result, the commercial insect repellant significantly showed that it is a better insect repellant compared to the J. communis diluted essential oil. However, the essential oil has also an insect repellant potential.

Practice Your Academic Writing Skills

There are different types of academic writing styles you’ll encounter as you enter university or college. Whether it’s a dissertation, research paper, or persuasive essay, remember to use a formal and impersonal tone. Doing so will help you become more logical and objective. 

Keep practicing your academic writing skills to succeed in your field of study!

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Different types of research articles

A guide for early career researchers.

In scholarly literature, there are many different kinds of articles published every year. Original research articles are often the first thing you think of when you hear the words ‘journal article’. In reality, research work often results in a whole mixture of different outputs and it’s not just the final research article that can be published.

Finding a home to publish supporting work in different formats can help you start publishing sooner, allowing you to build your publication record and research profile.

But before you do, it’s very important that you check the  instructions for authors  and the  aims and scope  of the journal(s) you’d like to submit to. These will tell you whether they accept the type of article you’re thinking of writing and what requirements they have around it.

Understanding the different kind of articles

There’s a huge variety of different types of articles – some unique to individual journals – so it’s important to explore your options carefully. While it would be impossible to cover every single article type here, below you’ll find a guide to the most common research articles and outputs you could consider submitting for publication.

Book review

Many academic journals publish book reviews, which aim to provide insight and opinion on recently published scholarly books. Writing book reviews is often a good way to begin academic writing. It can help you get your name known in your field and give you valuable experience of publishing before you write a full-length article.

If you’re keen to write a book review, a good place to start is looking for journals that publish or advertise the books they have available for review. Then it’s just a matter of putting yourself forward for one of them.

You can check whether a journal publishes book reviews by browsing previous issues or by seeing if a book review editor is listed on the editorial board. In addition, some journals publish other types of reviews, such as film, product, or exhibition reviews, so it’s worth bearing those in mind as options as well.

Get familiar with instructions for authors

Be prepared, speed up your submission, and make sure nothing is forgotten by understanding a journal’s individual requirements.

Publishing tips, direct to your inbox

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Case report

A medical case report – also sometimes called a clinical case study – is an original short report that provides details of a single patient case.

Case reports include detailed information on the symptoms, signs, diagnosis, treatment, and follow-up of an individual patient. They remain one of the cornerstones of medical progress and provide many new ideas in medicine.

Depending on the journal, a case report doesn’t necessarily need to describe an especially novel or unusual case as there is benefit from collecting details of many standard cases.

Take a look at  F1000Research’s guidance on case reports , to understand more about what’s required in them. And don’t forget that for all studies involving human participants, informed written consent to take part in the research must be obtained from the participants –  find out more about consent to publish.

Clinical study

In medicine, a clinical study report is a type of article that provides in-depth detail on the methods and results of a clinical trial. They’re typically similar in length and format to original research articles.

Most journals now require that you register protocols for clinical trials you’re involved with in a publicly accessible registry. A list of eligible registries can be found on the  WHO International Clinical Trials Registry Platform (ICTRP) . Trials can also be registered at  clinicaltrials.gov  or the  EU Clinical Trials Register . Once registered, your trial will be assigned a clinical trial number (CTN).

Before you submit a clinical study, you’ll need to include clinical trial numbers and registration dates in the manuscript, usually in the abstract and methods sections.

Commentaries and letters to editors

Letters to editors, as well as ‘replies’ and ‘discussions’, are usually brief comments on topical issues of public and political interest (related to the research field of the journal), anecdotal material, or readers’ reactions to material published in the journal.

Commentaries are similar, though they may be slightly more in-depth, responding to articles recently published in the journal. There may be a ‘target article’ which various commentators are invited to respond to.

You’ll need to look through previous issues of any journal you’re interested in writing for and review the instructions for authors to see which types of these articles (if any) they accept.

Conference materials

Many of our medical journals  accept conference material supplements. These are open access peer-reviewed, permanent, and citable publications within the journal. Conference material supplements record research around a common thread, as presented at a workshop, congress, or conference, for the scientific record. They can include the following types of articles:

Poster extracts

Conference abstracts

Presentation extracts

Find out more about submitting conference materials.

Data notes  are a short peer-reviewed article type that concisely describe research data stored in a repository. Publishing a data note can help you to maximize the impact of your data and gain appropriate credit for your research.

Data notes promote the potential reuse of research data and include details of why and how the data were created. They do not include any analysis but they can be linked to a research article incorporating analysis of the published dataset, as well as the results and conclusions.

F1000Research  enables you to publish your data note rapidly and openly via an author-centric platform. There is also a growing range of options for publishing data notes in Taylor & Francis journals, including in  All Life  and  Big Earth Data .

Read our guide to data notes to find out more.

Letters or short reports

Letters or short reports (sometimes known as brief communications or rapid communications) are brief reports of data from original research.

Editors publish these reports where they believe the data will be interesting to many researchers and could stimulate further research in the field. There are even entire journals dedicated to publishing letters.

As they’re relatively short, the format is useful for researchers with results that are time sensitive (for example, those in highly competitive or quickly-changing disciplines). This format often has strict length limits, so some experimental details may not be published until the authors write a full original research article.

Brief reports  (previously called Research Notes) are a type of short report published by  F1000Research  – part of the Taylor & Francis Group. To find out more about the requirements for a brief report, take a look at  F1000Research’s guidance .

Method article

A method article is a medium length peer-reviewed, research-focused article type that aims to answer a specific question. It also describes an advancement or development of current methodological approaches and research procedures (akin to a research article), following the standard layout for research articles. This includes new study methods, substantive modifications to existing methods, or innovative applications of existing methods to new models or scientific questions. These should include adequate and appropriate validation to be considered, and any datasets associated with the paper must publish all experimental controls and make full datasets available.  

Posters and slides

With F1000Research, you can publish scholarly posters and slides covering basic scientific, translational, and clinical research within the life sciences and medicine. You can find out more about how to publish posters and slides  on the F1000Research website .

Registered report

A  Registered Report  consists of two different kinds of articles: a study protocol and an original research article.

This is because the review process for Registered Reports is divided into two stages. In Stage 1, reviewers assess study protocols before data is collected. In Stage 2, reviewers consider the full published study as an original research article, including results and interpretation.

Taking this approach, you can get an in-principle acceptance of your research article before you start collecting data. We’ve got  further guidance on Registered Reports here , and you can also  read F1000Research’s guidance on preparing a Registered Report .

Research article

Original research articles are the most common type of journal article. They’re detailed studies reporting new work and are classified as primary literature.

You may find them referred to as original articles, research articles, research, or even just articles, depending on the journal.

Typically, especially in STEM subjects, these articles will include Abstract, Introduction, Methods, Results, Discussion, and Conclusion sections. However, you should always check the instructions for authors of your chosen journal to see whether it specifies how your article should be structured. If you’re planning to write an original research article, take a look at our guidance on  writing a journal article .

Review article

Review articles provide critical and constructive analysis of existing published literature in a field. They’re usually structured to provide a summary of existing literature, analysis, and comparison. Often, they identify specific gaps or problems and provide recommendations for future research.

Unlike original research articles, review articles are considered as secondary literature. This means that they generally don’t present new data from the author’s experimental work, but instead provide analysis or interpretation of a body of primary research on a specific topic. Secondary literature is an important part of the academic ecosystem because it can help explain new or different positions and ideas about primary research, identify gaps in research around a topic, or spot important trends that one individual research article may not.

There are 3 main types of review article

Literature review

Presents the current knowledge including substantive findings as well as theoretical and methodological contributions to a particular topic.

Systematic review

Identifies, appraises and synthesizes all the empirical evidence that meets pre-specified eligibility criteria to answer a specific research question. Researchers conducting systematic reviews use explicit, systematic methods that are selected with a view aimed at minimizing bias, to produce more reliable findings to inform decision making.

Meta-analysis

A quantitative, formal, epidemiological study design used to systematically assess the results of previous research to derive conclusions about that body of research. Typically, but not necessarily, a meta-analysis study is based on randomized, controlled clinical trials.

Take a look at our guide to  writing a review article  for more guidance on what’s required.

Software tool articles

A  software tool article  – published by  F1000Research  – describes the rationale for the development of a new software tool and details of the code used for its construction.

The article should provide examples of suitable input data sets and include an example of the output that can be expected from the tool and how this output should be interpreted. Software tool articles submitted to F1000Research should be written in open access programming languages. Take a look at  their guidance  for more details on what’s required of a software tool article.

Further resources

Ready to write your article, but not sure where to start?

For more guidance on how to prepare and write an article for a journal you can download the  Writing your paper eBook .

Text Types and Different Styles of Writing: The Complete Guide

A guide to understanding different types of writing and text types.

Reading and writing are complex skills that demand much from students. As they progress, we must assist them in going beyond grammar, punctuation, and spelling and understanding the conventions and structures of the various text types or genres.

By understanding the significance of each text type, educators can tailor their teaching strategies to meet the specific demands of different written contexts.

When students comprehend the purpose of an essay they have been assigned, they can approach it strategically and customize it to the intended audience.

Whether students are deciphering a Shakespearean sonnet, grappling with a scientific research paper, or crafting a persuasive argument, a nuanced understanding of text types will help them confidently navigate the intricacies of language.

In this article, we’ll explore the purpose of literary and factual text types. For greater insight, be sure to read the full guides attached to each type.

What are the main text types?

There are many ways to categorize the broad range of reading and writing materials we encounter daily. But, generally speaking, it’s helpful to think of them in terms of two overarching and broad categories:  factual  and  literary.

We will discuss various sub-categories that fall under these two broad categories. It’s worth noting that different curricula might refer to text types in varying ways. For instance, a recount is also known as a personal narrative in certain regions, and there are several text types with multiple names.

FACTUAL TEXTS

Endeavor to inform, instruct, or persuade through the use of facts and information., literary texts, seek to entertain, enlighten, or elicit emotion through a creative use of language and structure., daily quick writes for all text types.

Our FUN DAILY QUICK WRITE TASKS will teach your students the fundamentals of CREATIVE WRITING across all text types. Packed with 52 ENGAGING ACTIVITIES

Factual Text Types

Argumentative texts.

An argumentative essay is a type of writing in which the author takes a stance on a particular issue or topic and presents arguments and evidence to support that position.

The primary goal is to persuade the reader to adopt the author’s viewpoint or consider it seriously, at the least.

Argumentative Texts are commonly assigned to students in grades three and above. They require them to critically analyze information, develop a clear thesis or main idea, and present a well-structured and reasoned argument.

Argumentative essays are used for debates, policy advocacy, public discourse, critical thinking development, research, and expressing personal views, contributing to social and intellectual dialogue.

Quick Writing Activity: An effective way to lead to writing a discussion text is to hold a discussion or debate in the classroom on a contentious issue or a topic that piques the interest of your class. For example, Should video games be considered a sport? or should homeschooling replace traditional schooling due to technology?

The style of an argumentative essay is typically formal, and the tone is persuasive. The writer should aim to engage the reader and convey the issue’s importance.

Biographies

Biographies are written accounts of people’s lives, providing a comprehensive and detailed narrative of their experiences, achievements, and societal impact. These works offer insight into the individual’s character, contributions, and the historical or cultural context in which they lived. Biographies can take various forms, including books, articles, documentaries, or online profiles, and they are valuable for preserving and sharing the stories of notable individuals.

Examples of biographies include “The Diary of Anne Frank” by Anne Frank, “Steve Jobs” by Walter Isaacson, and “The Wright Brothers” by David McCullough. Biographies play a crucial role in documenting the lives of influential individuals, preserving their stories, and inspiring readers with accounts of human achievement and resilience.

Quick Writing Activity: As a warm-up to biographical writing, St udents imagine themselves as the subject of the biography and write diary entries from that person’s perspective. This activity encourages empathy, deepens understanding of the character’s emotions, and fosters creative expression while maintaining a connection to factual information.

DISCUSSIONS

A discussion essay is a type of academic writing that presents and explores different perspectives on a given topic.

Unlike an argumentative essay, where the author takes a specific stance and argues in favour of it, a discussion essay requires the writer to consider various viewpoints, analyze the strengths and weaknesses of each, and present a well-rounded view of the issue.

The goal is not necessarily to persuade the reader to adopt a particular position but to provide a comprehensive understanding of the topic.

Discussion essays are often assigned in academic settings to assess students’ ability to analyze complex issues, consider different perspectives, and present a well-reasoned discussion. They are commonly found in subjects such as philosophy, sociology, and political science, where exploring diverse viewpoints on a topic is crucial for a comprehensive understanding.

EXPOSITORY TEXTS & Explanatory ESSAYS

Explanatory texts, expository texts, or explanatory essays are written compositions that aim to provide information, clarify concepts, or explain a particular subject to the reader. The primary purpose of explanatory texts is to convey factual information in a clear, organized, and easily understandable manner. These texts can be found in various forms, including essays, articles, manuals, textbooks, and reports.

Suggested Activity: Task students with going to the library and gathering a range of explanatory texts on various topics. In groups, students go through these texts analyzing the various features they have in common. From their findings, students draw up a detailed list of criteria they can use to write their explanatory texts later.

Information Reports

Information reports, often categorized as expository or informative writing, are compositions that present factual information on a specific topic in a clear, concise, and organized manner. These reports aim to provide readers with a comprehensive understanding of the subject, and they are commonly found in educational, scientific, and professional contexts. Information reports follow a structured format and are characterized by their focus on delivering objective information without personal opinions or biases

Examples of information reports include scientific research papers, academic reports, technical manuals, and informational articles. These reports serve the purpose of presenting information objectively, helping readers gain insights into a specific topic, and serving as a valuable resource for reference and learning.

Suggested Activity: Students will enjoy creating an information report about their favourite animal. Providing facts and information about aspects such as appearance, habitat, movement, food and life cycle. Images and Diagrams will significantly enhance the finished product.

Procedural Texts & INSTRUCTIONAL ESSAYS

Procedural texts, also known as procedural documents or instructional texts, are written compositions that provide step-by-step guidance on how to perform a specific task or achieve a particular goal. Their primary purpose is to inform the reader about a process, procedure, or set of instructions clearly and concisely. These texts are often found in instructional manuals, recipe books, user guides, technical documents, and other contexts where a systematic set of instructions is necessary.

Procedural texts are essential for conveying information in a format that is easily accessible to individuals who need to perform specific tasks or follow a particular process.

Suggested Activity: Partner students up for this writing task. Ask the students to think of something they know how to do well. It could be anything from how to tie shoelaces to how to perform a cartwheel. It doesn’t matter what it is, as long as the student clearly understands how to do it. Students then write an explanatory text that explains how to do it. Partners swap their work with each other. They then try to perform the task exclusively following the explanation within the text. If they can’t perform the task as it’s meant to be done, then the writer needs to redraft their work until it can be done.

Persuasive Texts / OPINION WRITING

Persuasive texts cover a broad collection of opinions, and argumentative writing styles are designed to sway the reader’s opinion towards a specific viewpoint or prompt them to undertake a particular action. These texts employ language, style, and tone strategically to present compelling arguments, evidence, and reasoning, aiming to convince the audience. They are prevalent in diverse contexts, encompassing academic writing, advertising, public speeches, and opinion pieces.

Examples of persuasive texts include opinion articles in newspapers or magazines, political speeches, advertising campaigns promoting products or services, letters of recommendation, and persuasive essays within academic settings.

Suggested Activity: Distribute copies of a persuasive text to students in groups. For example, this could be an advertisement or newspaper editorial. Challenge students in their groups to identify various persuasive strategies employed within the text, whether in terms of structure, presentation, visuals, or language. Students can compare and contrast their findings between groups.

Non-chronological reports

Non-chronological reports are informative writing that presents information about a particular topic without following a strict chronological order. Unlike narratives or historical accounts that organize information based on a sequence of events over time, non-chronological reports present facts, descriptions, and details in a logical and thematic structure. These reports are commonly used in educational contexts, informational articles, and reference materials.

Examples of non-chronological reports include scientific reports, encyclopedia entries, informational articles in magazines, and educational materials. These reports are valuable for presenting information in a structured and thematic manner, making them accessible for readers seeking specific details about a particular topic.

Suggested Activity: An informational leaflet is one form of a non-chronological report. Challenge students to produce an information leaflet on something they know, such as a local attraction or historical site. When students have completed their leaflets, please encourage them to review each other’s work and offer feedback.

Recounts are a form of writing that involves retelling past events or experiences. The primary purpose of a recount is to inform or entertain the reader by providing a detailed account of what happened. Recounts can take various forms, including personal narratives, diary entries, news reports, or historical retellings. They often use a chronological structure to present events in the order in which they occurred.

Personal narratives, autobiographical accounts, eyewitness testimonies, travel diaries, and historical retellings are examples of recounts. They serve as a means of sharing personal experiences, preserving memories, and conveying information about past events in a compelling and engaging way.

Suggested Activity: In the library, challenge students to gather as many different types of recounts as possible. In their groups, students review the various recounts and compile a list of criteria for this text type. As a whole class, the groups share their results. Encourage students to pay particular attention to the range of topics that can be presented as recounts and how this can affect the language style. For example, recounting a science experiment will use more technical and formal language than the informal and personal style that might be employed to recount a travel adventure.

Literary Text Types

Poetry is a form of artistic expression that uses language to evoke emotions, convey images, and create a rhythmic and musical effect. It is a genre of literature characterized by a heightened use of language, often employing techniques such as meter, rhyme, and metaphor. Poems come in various forms and styles, each with its own unique structure and purpose. Poetry is a rich and diverse literary tradition that allows for creatively exploring themes, emotions, and perspectives.

Examples of famous poets include William Shakespeare, Emily Dickinson, Langston Hughes, and Maya Angelou. Poetry can take various forms, including sonnets, haikus, free verse, and epic poems. Its versatility allows poets to experiment with language, form, and structure to create unique and expressive works.

Suggested Activity: Find an anthology of poetry that groups poems together according to themes. Task your students to look at poems exploring a common theme. Have the students look at the features these poems have in common and the features that differ. Can the students identify the different types of poems?

A narrative is a form of writing that tells a story or recounts a series of events. Narratives can take various forms, including short stories, novels, autobiographies, and even some types of essays. The primary goal of a narrative is to engage the reader by presenting a compelling and coherent sequence of events that unfold over time using the story elements of character, setting, plot, theme and conflict.

Examples of Narratives include Charlotte’s Web by E.B. White and Charlie and the Chocolate Factory by Roald Dahl.

Narratives entertain, inform, or convey a message through the artful arrangement of events and characters in a story.

Suggested Activity: This task can be completed using novels, short stories, or even concerning movies the students are familiar with. Have the students draw an x and a y-axis on a piece of paper. Students label the x-axis time and the y-axis action. Students then plot and label the narrative’s introduction, complication, rising action, climax, and resolution. The more intense the action at each point of the story, the higher on the y-axis the point will be plotted. The points are then joined with a line. This will give the students a sense of the ‘shape’ of the story. Internalizing an understanding of this general storytelling pattern will help students immensely in their writing.

Written drama, often known as a play or script, is a form of literature designed for performance on stage. It involves creating characters, dialogue, and a plot structure to convey a narrative through the characters’ interactions and conflicts.

Written drama incorporates dramatic elements, such as setting, conflict, climax, and resolution, to engage an audience emotionally and intellectually.

Playwrights employ unique techniques, including dialogue, stage directions, and sometimes monologues, to bring their stories to life in a theatrical context, offering a distinct blend of literary and performative artistry.

Suggested Activity: Students can explore the different conventions, similarities, and differences between prose and drama by taking a story written in a prose genre, such as a fable, short story, etc., and converting it into a script for a drama.

A COMPLETE YEAR OF WRITING FOR STUDENTS – 1000+ PAGES

This HUGE BUNDLE  offers over 1000 PAGES of COMPLETE UNITS of work that would easily fill a year of writing, all created with STRUCTURE, INSIGHT AND KNOWLEDGE to improve student writing skills. EDITABLE / DIGITAL & PRINT formats. No preparation is required.

In Conclusion

Understanding the various aspects of the different writing genres will help students navigate writing that serves a wide range of purposes.

It will also help students with their own text compositions. Understanding the various underlying text structures will provide students with an effective means of organizing their work, helping to ensure their writing is fit for purpose.

Exposing your students to as many different genres as possible and providing opportunities to explore how these text types operate will go a long way to helping them develop into adaptive and organized readers and writers in the future.

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Open Access

Peer-reviewed

Research Article

Archaeology in space: The Sampling Quadrangle Assemblages Research Experiment (SQuARE) on the International Space Station. Report 1: Squares 03 and 05

Roles Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Supervision, Visualization, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliations Department of Art, Chapman University, Orange, CA, United States of America, Space Engineering Research Center, University of Southern California, Marina del Rey, CA, United States of America

Roles Data curation, Formal analysis, Investigation, Methodology, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing

Affiliation Department of History, Carleton University, Ottawa, ON, United States of America

Roles Conceptualization, Data curation, Methodology, Project administration, Supervision, Writing – review & editing

Affiliation College of Humanities, Arts and Social Sciences, Flinders University, Adelaide, Australia

Roles Software, Writing – original draft

Roles Investigation, Writing – original draft

Affiliation Archaeology Research Center, University of Southern California, Los Angeles, CA, United States of America

• Justin St. P. Walsh, 
• Shawn Graham, 
• Alice C. Gorman, 
• Chantal Brousseau, 
• Salma Abdullah

• Published: August 7, 2024
• https://doi.org/10.1371/journal.pone.0304229
• Reader Comments

Between January and March 2022, crew aboard the International Space Station (ISS) performed the first archaeological fieldwork in space, the Sampling Quadrangle Assemblages Research Experiment (SQuARE). The experiment aimed to: (1) develop a new understanding of how humans adapt to life in an environmental context for which we are not evolutionarily adapted, using evidence from the observation of material culture; (2) identify disjunctions between planned and actual usage of facilities on a space station; (3) develop and test techniques that enable archaeological research at a distance; and (4) demonstrate the relevance of social science methods and perspectives for improving life in space. In this article, we describe our methodology, which involves a creative re-imagining of a long-standing sampling practice for the characterization of a site, the shovel test pit. The ISS crew marked out six sample locations (“squares”) around the ISS and documented them through daily photography over a 60-day period. Here we present the results from two of the six squares: an equipment maintenance area, and an area near exercise equipment and the latrine. Using the photographs and an innovative webtool, we identified 5,438 instances of items, labeling them by type and function. We then performed chronological analyses to determine how the documented areas were actually used. Our results show differences between intended and actual use, with storage the most common function of the maintenance area, and personal hygiene activities most common in an undesignated area near locations for exercise and waste.

Citation: Walsh JSP, Graham S, Gorman AC, Brousseau C, Abdullah S (2024) Archaeology in space: The Sampling Quadrangle Assemblages Research Experiment (SQuARE) on the International Space Station. Report 1: Squares 03 and 05. PLoS ONE 19(8): e0304229. https://doi.org/10.1371/journal.pone.0304229

Editor: Peter F. Biehl, University of California Santa Cruz, UNITED STATES OF AMERICA

Received: March 9, 2024; Accepted: May 7, 2024; Published: August 7, 2024

Copyright: © 2024 Walsh et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: All relevant data are within the paper and its Supporting Information files.

Funding: JW was the recipient of funding from Chapman University’s Office of Research and Sponsored Programs to support the activities of Axiom Space as implementation partner for the research presented in this article. There are no associated grant numbers for this financial support. Axiom Space served in the role of a contractor hired by Chapman University for the purpose of overseeing logistics relating to our research. In-kind support in the form of ISS crew time and access to the space station’s facilities, also awarded to JW from the ISS National Laboratory, resulted from an unsolicited proposal, and therefore there is no opportunity title or number associated with our work. No salary was received by any of the investigators as a result of the grant support. No additional external funding was received for this study.

Competing interests: The authors have declared that no competing interests exist.

Introduction

The International Space Station Archaeological Project (ISSAP) aims to fill a gap in social science investigation into the human experience of long-duration spaceflight [ 1 – 3 ]. As the largest, most intensively inhabited space station to date, with over 270 visitors from 23 countries during more than 23 years of continuous habitation, the International Space Station (ISS) is the ideal example of a new kind of spacefaring community—“a microsociety in a miniworld” [ 4 ]. While it is possible to interview crew members about their experiences, the value of an approach focused on material culture is that it allows identification of longer-term patterns of behaviors and associations that interlocutors are unable or even unwilling to articulate. In this respect, we are inspired by previous examples of contemporary archaeology such as the Tucson Garbage Project and the Undocumented Migration Project [ 5 – 7 ]. We also follow previous discussions of material culture in space contexts that highlight the social and cultural features of space technology [ 8 , 9 ].

Our primary goal is to identify how humans adapt to life in a new environment for which our species has not evolved, one characterized by isolation, confinement, and especially microgravity. Microgravity introduces opportunities, such as the ability to move and work in 360 degrees, and to carry out experiments impossible in full Earth gravity, but also limitations, as unrestrained objects float away. The most routine activities carried out on Earth become the focus of intense planning and technological intervention in microgravity. By extension, our project also seeks to develop archaeological techniques that permit the study of other habitats in remote, extreme, or dangerous environments [ 10 , 11 ]. Since it is too costly and difficult to visit our archaeological site in person, we have to creatively re-imagine traditional archaeological methods to answer key questions. To date, our team has studied crew-created visual displays [ 12 , 13 ], meanings and processes associated with items returned to Earth [ 14 ], distribution of different population groups around the various modules [ 15 ], and the development of machine learning (ML) computational techniques to extract data about people and places, all from historic photographs of life on the ISS [ 16 ].

From January to March 2022, we developed a new dataset through the first archaeological work conducted off-Earth. We documented material culture in six locations around the ISS habitat, using daily photography taken by the crew which we then annotated and studied as evidence for changes in archaeological assemblages of material culture over time. This was the first time such data had been captured in a way that allowed statistical analysis. Here, we present the data and results from Squares 03 and 05, the first two sample locations to be completed.

Materials and methods

Square concept and planning.

Gorman proposed the concept behind the investigation, deriving it from one of the most traditional terrestrial archaeological techniques, the shovel test pit. This method is used to understand the overall characteristics of a site quickly through sampling. A site is mapped with a grid of one-meter squares. Some of the squares are selected for initial excavation to understand the likely spatial and chronological distribution of features across the entire site. In effect, the technique is a way to sample a known percentage of the entire site systematically. In the ISS application of this method, we documented a notional stratigraphy through daily photography, rather than excavation.

Historic photography is a key dataset for the International Space Station Archaeological Project. Tens of thousands of images have been made available to us, either through publication [ 17 ], or through an arrangement with the ISS Research Integration Office, which supplied previously unpublished images from the first eight years of the station’s habitation. These photographs are informative about the relationships between people, places, and objects over time in the ISS. However, they were taken randomly (from an archaeological perspective) and released only according to NASA’s priorities and rules. Most significantly, they were not made with the purpose of answering archaeological questions. By contrast, the photographs taken during the present investigation were systematic, representative of a defined proportion of the habitat’s area, and targeted towards capturing archaeology’s primary evidence: material culture. We were interested in how objects move around individual spaces and the station, what these movements revealed about crew adherence to terrestrial planning, and the creative use of material culture to make the laboratory-like interior of the ISS more habitable.

Access to the field site was gained through approval of a proposal submitted to the Center for the Advancement of Science in Space (also known as the ISS National Laboratory [ISS NL]). Upon acceptance, Axiom Space was assigned as the Implementation Partner for carriage of the experiment according to standard procedure. No other permits were required for this work.

Experiment design

Since our work envisioned one-meter sample squares, and recognizing the use of acronyms as a persistent element of spacefaring culture, we named our payload the Sampling Quadrangle Assemblages Research Experiment (SQuARE). Permission from the ISS NL to conduct SQuARE was contingent on using equipment that was already on board the space station. SQuARE required only five items: a camera, a wide-angle lens, adhesive tape (for marking the boundaries of the sample locations), a ruler (for scale), and a color calibration card (for post-processing of the images). All of these were already present on the ISS.

Walsh performed tests on the walls of a terrestrial art gallery to assess the feasibility of creating perfect one-meter squares in microgravity. He worked on a vertical surface, using the Pythagorean theorem to determine where the corners should be located. The only additional items used for these tests were two metric measuring tapes and a pencil for marking the wall (these were also already on the ISS). While it was possible to make a square this way, it also became clear that at least two people were needed to manage holding the tape measures in position while marking the points for the corners. This was not possible in the ISS context.

Walsh and Gorman identified seven locations for the placement of squares. Five of these were in the US Orbital Segment (USOS, consisting of American, European, and Japanese modules) and two in the Russian Orbital Segment. Unfortunately, tense relations between the US and Russian governments meant we could only document areas in the USOS. The five locations were (with their SQuARE designations):

• 01—an experimental rack on the forward wall, starboard end, of the Japanese Experiment Module
• 02—an experimental rack on the forward wall, port end, of the European laboratory module Columbus
• 03—the starboard Maintenance Work Area (workstation) in the US Node 2 module
• 04—the wall area “above” (according to typical crew body orientation) the galley table in the US Node 1 module
• 05—the aft wall, center location, of the US Node 3 module

Our square selection encompassed different modules and activities, including work and leisure. We also asked the crew to select a sixth sample location based on their understanding of the experiment and what they thought would be interesting to document. They chose a workstation on the port wall of the US laboratory module, at the aft end, which they described in a debriefing following their return to Earth in June 2022 as “our central command post, like our shared office situation in the lab.” Results from the four squares not included here will appear in future publications.

Walsh worked with NASA staff to determine payload procedures, including precise locations for the placement of the tape that would mark the square boundaries. The squares could not obstruct other facilities or experiments, so (unlike in terrestrial excavations, where string is typically used to demarcate trench boundaries) only the corners of each square were marked, not the entire perimeter. We used Kapton tape due to its bright yellow-orange color, which aided visibility for the crew taking photographs and for us when cropping the images. In practice, due to space constraints, the procedures that could actually be performed by crew in the ISS context, and the need to avoid interfering with other ongoing experiments, none of the locations actually measured one square meter or had precise 90° corners like a trench on Earth.

On January 14, 2022, NASA astronaut Kayla Barron set up the sample locations, marking the beginning of archaeological work in space ( S1 Movie ). For 30 days, starting on January 21, a crew member took photos of the sample locations at approximately the same time each day; the process was repeated at a random time each day for a second 30-day period to eliminate biases. Photography ended on March 21, 2022. The crew were instructed not to move any items prior to taking the photographs. Walsh led image management, including color and barrel distortion correction, fixing the alignment of each image, and cropping them to the boundaries of the taped corners.

Data processing—Item tagging, statistics, visualizations

We refer to each day’s photo as a “context” by analogy with chronologically-linked assemblages of artifacts and installations at terrestrial archaeological sites ( S1 and S2 Datasets). As previously noted, each context represented a moment roughly 24 hours distant from the previous one, showing evidence of changes in that time. ISS mission planners attempted to schedule the activity at the same time in the first month, but there were inevitable changes due to contingencies. Remarkably, the average time between contexts in Phase 1 was an almost-perfect 24h 0m 13s. Most of the Phase 1 photos were taken between 1200 and 1300 GMT (the time zone in which life on the ISS is organized). In Phase 2, the times were much more variable, but the average time between contexts during this period was still 23h 31m 45s. The earliest Phase 2 photo was taken at 0815 GMT, and the latest at 2101. We did not identify any meaningful differences between results from the two phases.

Since the “test pits” were formed of images rather than soil matrices, we needed a tool to capture information about the identity, nature, and location of every object. An open-source image annotator platform [ 18 ] mostly suited our needs. Brousseau rebuilt the platform to work within the constraints of our access to the imagery (turning it into a desktop tool with secure access to our private server), to permit a greater range of metadata to be added to each item or be imported, to autosave, and to export the resulting annotations. The tool also had to respect privacy and security limitations required by NASA.

The platform Brousseau developed and iterated was rechristened “Rocket-Anno” ( S1 File ). For each context photograph, the user draws an outline around every object, creating a polygon; each polygon is assigned a unique ID and the user provides the relevant descriptive information, using a controlled vocabulary developed for ISS material culture by Walsh and Gorman. Walsh and Abdullah used Rocket-Anno to tag the items in each context for Squares 03 and 05. Once all the objects were outlined for every context’s photograph, the tool exported a JSON file with all of the metadata for both the images themselves and all of the annotations, including the coordinate points for every polygon ( S3 Dataset ). We then developed Python code using Jupyter “notebooks” (an interactive development environment) that ingests the JSON file and generates dataframes for various facets of the data. Graham created a “core” notebook that exports summary statistics, calculates Brainerd-Robinson coefficients of similarity, and visualizes the changing use of the square over time by indicating use-areas based on artifact types and subtypes ( S2 File ). Walsh and Abdullah also wrote detailed square notes with context-by-context discussions and interpretations of features and patterns.

We asked NASA for access to the ISS Crew Planner, a computer system that shows each astronaut’s tasks in five-minute increments, to aid with our interpretation of contexts, but were denied. As a proxy, we use another, less detailed source: the ISS Daily Summary Reports (DSRs), published on a semi-regular basis by NASA on its website [ 19 ]. Any activities mentioned in the DSRs often must be connected with a context by inference. Therefore, our conclusions are likely less precise than if we had seen the Crew Planner, but they also more clearly represent the result of simply observing and interpreting the material culture record.

The crew during our sample period formed ISS Expedition 66 (October 2021-March 2022). They were responsible for the movement of objects in the sample squares as they carried out their daily tasks. The group consisted of two Russians affiliated with Roscosmos (the Russian space agency, 26%), one German belonging to the European Space Agency (ESA, 14%), and four Americans employed by NASA (57%). There were six men (86%) and one woman (14%), approximately equivalent to the historic proportions in the ISS population (84% and 16%, respectively). The Russian crew had their sleeping quarters at the aft end of the station, in the Zvezda module. The ESA astronaut slept in the European Columbus laboratory module. The four NASA crew slept in the US Node 2 module (see below). These arrangements emphasize the national character of discrete spaces around the ISS, also evident in our previous study of population distributions [ 15 ]. Both of the sample areas in this study were located in US modules.

Square 03 was placed in the starboard Maintenance Work Area (MWA, Fig 1 ), one of a pair of workstations located opposite one another in the center of the Node 2 module, with four crew berths towards the aft and a series of five ports for the docking of visiting crew/cargo vehicles and two modules on the forward end ( Fig 2 ). Node 2 (sometimes called “Harmony”) is a connector that links the US, Japanese, and European lab modules. According to prevailing design standards when the workstation was developed, an MWA “shall serve as the primary location for servicing and repair of maximum sized replacement unit/system components” [ 20 ]. Historic images published by NASA showing its use suggested that its primary function was maintenance of equipment and also scientific work that did not require a specific facility such as a centrifuge or furnace.

• PPT PowerPoint slide
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An open crew berth is visible at right. The yellow dotted line indicates the boundaries of the sample area. Credit: NASA/ISSAP.

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Credit: Tor Finseth, by permission, modified by Justin Walsh.

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Square 03 measured 90.3 cm (top) x 87.8 (left) x 89.4 (bottom) x 87.6 (right), for an area of approximately 0.79 m 2 . Its primary feature was a blue metal panel with 40 square loop-type Velcro patches arranged in four rows of ten. During daily photography, many items were attached to the Velcro patches (or held by a clip or in a resealable bag which had its own hook-type Velcro). Above and below the blue panel were additional Velcro patches placed directly on the white plastic wall surface. These patches were white, in different sizes and shapes and irregularly arranged, indicating that they had been placed on the wall in response to different needs. Some were dirty, indicating long use. The patches below the blue panel were rarely used during the sample period, but the patches above were used frequently to hold packages of wet wipes, as well as resealable bags with electrostatic dispersion kits and other items. Outside the sample area, the primary features were a crew berth to the right, and a blue metal table attached to the wall below. This table, the primary component of the MWA, “provides a rigid surface on which to perform maintenance tasks,” according to NASA [ 21 ]. It is modular and can be oriented in several configurations, from flat against the wall to horizontal ( i . e ., perpendicular to the wall). A laptop to the left of the square occasionally showed information about work happening in the area.

In the 60 context photos of Square 03, we recorded 3,608 instances of items, an average of 60.1 (median = 60.5) per context. The lowest count was 24 in context 2 (where most of the wall was hidden from view behind an opaque storage bag), and the highest was 75 in both contexts 20 and 21. For comparison between squares, we can also calculate the item densities per m 2 . The average count was 76.1/m 2 (minimum = 30, maximum = 95). The count per context ( Fig 3(A)) began much lower than average in the first three contexts because of a portable glovebag and a stowage bag that obscured much of the sample square. It rose to an above-average level which was sustained (with the exception of contexts 11 and 12, which involved the appearance of another portable glovebag) until about context 43, when the count dipped again and the area seemed to show less use. Contexts 42–59 showed below-average numbers, as much as 20% lower than previously.

(a) Count of artifacts in Square 03 over time. (b) Proportions of artifacts by function in Square 03. Credit: Rao Hamza Ali.

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74 types of items appeared at least once here, belonging to six categories: equipment (41%), office supplies (31%), electronic (17%), stowage (9%), media (1%), and food (<1%). To better understand the significance of various items in the archaeological record, we assigned them to functional categories ( Table 1 , Fig 3(B)) . 35% of artifacts were restraints, or items used for holding other things in place; 12% for tools; 9% for containers; 9% for writing items; 6% for audiovisual items; 6% for experimental items; 4% for lights; 4% for safety items; 4% for body maintenance; 4% for power items; 3% for computing items; 1% for labels; and less than 1% drinks. We could not identify a function for two percent of the items.

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One of the project goals is understanding cultural adaptations to the microgravity environment. We placed special attention on “gravity surrogates,” pieces of (often simple) technology that are used in space to replicate the terrestrial experience of things staying where they are placed. Gravity surrogates include restraints and containers. It is quite noticeable that gravity surrogates comprise close to half of all items (44%) in Square 03, while the tools category, which might have been expected to be most prominent in an area designated for maintenance, is less than one-third as large (12%). Adding other groups associated with work, such as “experiment” and “light,” only brings the total to 22%.

Square 05 (Figs 2 and 4 ) was placed in a central location on the aft wall of the multipurpose Node 3 (“Tranquility”) module. This module does not include any specific science facilities. Instead, there are two large pieces of exercise equipment, the TVIS (Treadmill with Vibration Isolation Stabilization System, on the forward wall at the starboard end), and the ARED (Advanced Resistive Exercise Device, on the overhead wall at the port end). Use of the machines forms a significant part of crew activities, as they are required to exercise for two hours each day to counteract loss of muscle mass and bone density, and enable readjustment to terrestrial gravity on their return. The Waste and Hygiene Compartment (WHC), which includes the USOS latrine, is also here, on the forward wall in the center of the module, opposite Square 05. Finally, three modules are docked at Node 3’s port end. Most notable is the Cupola, a kind of miniature module on the nadir side with a panoramic window looking at Earth. This is the most popular leisure space for the crew, who often describe the hours they spend there. The Permanent Multipurpose Module (PMM) is docked on the forward side, storing equipment, food, and trash. In previous expeditions, some crew described installing a curtain in the PMM to create a private space for changing clothes and performing body maintenance activities such as cleaning oneself [ 22 , 23 ], but it was unclear whether that continued to be its function during the expedition we observed. One crew member during our sample period posted a video on Instagram showing the PMM interior and their efforts to re-stow equipment in a bag [ 24 ]. The last space attached to Node 3 is an experimental inflatable module docked on the aft side, called the Bigelow Expandable Activity Module (BEAM), which is used for storage of equipment.

The yellow dotted line indicates the boundaries of the sample area. The ARED machine is at the far upper right, on the overhead wall. The TVIS treadmill is outside this image to the left, on the forward wall. The WHC is directly behind the photographer. Credit: NASA/ISSAP.

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Square 05 was on a mostly featureless wall, with a vertical handrail in the middle. Handrails are metal bars located throughout the ISS that are used by the crew to hold themselves in place or provide a point from which to propel oneself to another location. NASA’s most recent design standards acknowledge that “[t]hey also serve as convenient locations for temporary mounting, affixing, or restraint of loose equipment and as attachment points for equipment” [ 25 ]. The handrail in Square 05 was used as an impromptu object restraint when a resealable bag filled with other bags was squeezed between the handrail and the wall.

The Brine Processing Assembly (BPA), a white plastic box which separates water from other components of urine for treatment and re-introduction to the station’s drinkable water supply [ 26 ], was fixed to the wall outside the square boundaries at lower left. A bungee cord was attached to both sides of the box; the one on the right was connected at its other end to the handrail attachment bracket. Numerous items were attached to or wedged into this bungee cord during the survey, bringing “gravity” into being. A red plastic duct ran through the square from top center into the BPA. This duct led from the latrine via the overhead wall. About halfway through the survey period, in context 32, the duct was wrapped in Kapton tape. According to the DSR for that day, “the crew used duct tape [ sic ] to make a seal around the BPA exhaust to prevent odor permeation in the cabin” [ 27 ], revealing an aspect of the crew’s experience of this area that is captured only indirectly in the context photograph. Permanently attached to the wall were approximately 20 loop-type Velcro patches in many shapes and sizes, placed in a seemingly random pattern that likely indicates that they were put there at different times and for different reasons.

Other common items in Square 05 were a mirror, a laptop computer, and an experimental item belonging to the German space agency DLR called the Touch Array Assembly [ 28 ]. The laptop moved just three times, and only by a few centimeters each time, during the sample period. The Touch Array was a black frame enclosing three metal surfaces which were being tested for their bacterial resistance; members of the crew touched the surfaces at various moments during the sample period. Finally, and most prominent due to its size, frequency of appearance, and use (judged by its movement between context photos) was an unidentified crew member’s toiletry kit.

By contrast with Square 03, 05 was the most irregular sample location, roughly twice as wide as it was tall. Its dimensions were 111 cm (top) x 61.9 (left) x 111.4 (bottom) x 64.6 (right), for an area of approximately 0.7 m 2 , about 89% of Square 03. We identified 1,830 instances of items in the 60 contexts, an average of 30.5 (median = 32) per context. The minimum was 18 items in context 5, and the maximum was 39 in contexts 24, 51, and 52. The average item density was 43.6/m 2 (minimum = 26, maximum = 56), 57% of Square 03.

The number of items trended upward throughout the sample period ( Fig 5(A)) . The largest spike occurred in context 6 with the appearance of the toiletry kit, which stored (and revealed) a number of related items. The kit can also be linked to one of the largest dips in item count, seen from contexts 52 to 53, when it was closed (but remained in the square). Other major changes can often be attributed to the addition and removal of bungee cords, which had other items such as carabiners and brackets attached. For example, the dip seen in context 25 correlates with the removal of a bungee cord with four carabiners.

(a) Count of artifacts and average count in Square 05 over time. (b) Proportions of artifacts by function in Square 05. Credit: Rao Hamza Ali.

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41 different item types were found in Square 05, about 55% as many as in Square 03. These belonged to five different categories: equipment (63%), electronic (17%), stowage (10%), office supplies (5%), and food (2%). The distribution of function proportions was quite different in this sample location ( Table 2 and Fig 5(B)) . Even though restraints were still most prominent, making up 32% of all items, body maintenance was almost as high (30%), indicating how strongly this area was associated with the activity of cleaning and caring for oneself. Computing (8%, represented by the laptop, which seems not to have been used), power (8%, from various cables), container (7%, resealable bags and Cargo Transfer Bags), and hygiene (6%, primarily the BPA duct) were the next most common items. Experiment was the function of 4% of the items, mostly the Touch Array, which appeared in every context, followed by drink (2%) and life support (1%). Safety, audiovisual, food, and light each made up less than 1% of the functional categories.

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Tracking changes over time is critical to understanding the activity happening in each area. We now explore how the assemblages change by calculating the Brainerd-Robinson Coefficient of Similarity [ 29 , 30 ] as operationalized by Peeples [ 31 , 32 ]. This metric is used in archaeology for comparing all pairs of the contexts by the proportions of categorical artifact data, here functional type. Applying the coefficient to the SQuARE contexts enables identification of time periods for distinct activities using artifact function and frequency alone, independent of documentary or oral evidence.

Multiple phases of activities took place in the square. Moments of connected activity are visible as red clusters in contexts 0–2, 11–12, 28–32, and 41 ( Fig 6(A)) . Combining this visualization with close observation of the photos themselves, we argue that there are actually eight distinct chronological periods.

• Contexts 0–2: Period 1 (S1 Fig in S3 File ) is a three-day period of work involving a portable glovebag (contexts 0–1) and a large blue stowage bag (context 2). It is difficult to describe trends in functional types because the glovebag and stowage bag obstruct the view of many objects. Items which appear at the top of the sample area, such as audiovisual and body maintenance items, are overemphasized in the data as a result. It appears that some kind of science is happening here, perhaps medical sample collection due to the presence of several small resealable bags visible in the glovebag. The work appears particularly intense in context 1, with the positioning of the video camera and light to point into the glovebag. These items indicate observation and oversight of crew activities by ground control. A white cargo transfer bag for storage and the stowage bag for holding packing materials in the context 2 photo likely relate to the packing of a Cargo Dragon vehicle that was docked to Node 2. The Dragon departed from the ISS for Earth, full of scientific samples, equipment, and crew personal items, a little more than three hours after the context 2 photo was taken [ 33 ].
• Contexts 3–10: Period 2 (S2 Fig in S3 File ) was a “stable” eight-day period in the sample, when little activity is apparent, few objects were moved or transferred in or out the square, and the primary function of the area seems to be storage rather than work. In context 6, a large Post-It notepad appeared in the center of the metal panel with a phone number written on it. This number belonged to another astronaut, presumably indicating that someone on the ISS had been told to call that colleague on the ground (for reasons of privacy, and in accordance with NASA rules for disseminating imagery, we have blurred the number in the relevant images). In context 8, the same notepad sheet had new writing appear on it, this time reading “COL A1 L1,” the location of an experimental rack in the European lab module.
• Contexts 11–12: Period 3 (S3 Fig in S3 File ) involves a second appearance of a portable glovebag (a different one from that used in contexts 0–1, according to its serial number), this time for a known activity, a concrete hardening experiment belonging to the European Space Agency [ 34 , 35 ]. This two-day phase indicates how the MWA space can be shared with non-US agencies when required. It also demonstrates the utility of this flexible area for work beyond biology/medicine, such as material science. Oversight of the crew’s activities by ground staff is evident from the positioning of the video camera and LED light pointing into the glovebag.
• Contexts 13–27: Period 4 (S4 Fig in S3 File ) is another stable fifteen-day period, similar to Period 2. Many items continued to be stored on the aluminum panel. The LED light’s presence is a trace of the activity in Period 3 that persists throughout this phase. Only in context 25 can a movement of the lamp potentially be connected to an activity relating to one of the stored items on the wall: at least one nitrile glove was removed from a resealable bag behind the lamp. In general, the primary identifiable activity during Period 4 is storage.
• Contexts 28–32: Period 5 (S5 Fig in S3 File ), by contrast, represents a short period of five days of relatively high and diverse activity. In context 28, a Microsoft Hololens augmented reality headset appeared. According to the DSR for the previous day, a training activity called Sidekick was carried out using the headset [ 36 ]. The following day, a Saturday, showed no change in the quantity or type of objects, but many were moved around and grouped by function—adhesive tape rolls were placed together, tools were moved from Velcro patches into pouches or straightened, and writing implements were placed in a vertical orientation when previously they were tilted. Context 29 represents a cleaning and re-organization of the sample area, which is a common activity for the crew on Saturdays [ 37 ]. Finally, in context 32, an optical coherence tomography scanner—a large piece of equipment for medical research involving crew members’ eyes—appeared [ 38 ]. This device was used previously during the sample period, but on the same day as the ESA concrete experiment, so that earlier work seems to have happened elsewhere [ 39 ].
• Contexts 33–40: Period 6 (S6 Fig in S3 File ) is the third stable period, in which almost no changes are visible over eight days. The only sign of activity is a digital timer which was started six hours before the context 39 image was made and continued to run at least through context 42.
• Context 41: Period 7 (S7 Fig in S3 File ) is a single context in which medical sample collection may have occurred. Resealable bags (some holding others) appeared in the center of the image and at lower right. One of the bags at lower right had a printed label reading “Reservoir Containers.” We were not able to discern which type of reservoir containers the label refers to, although the DSR for the day mentions “[Human Research Facility] Generic Saliva Collection,” without stating the location for this work [ 40 ]. Evidence from photos of other squares shows that labeled bags could be re-used for other purposes, so our interpretation of medical activity for this context is not conclusive.
• Contexts 42–60: Period 8 (S8 Fig in S3 File ) is the last and longest period of stability and low activity—eighteen days in which no specific activity other than the storage of items can be detected. The most notable change is the appearance for the first time of a foil water pouch in the central part of the blue panel.

Visualization of Brainerd-Robinson similarity, compared context-by-context by item function, for (a) Square 03 and (b) Square 05. The more alike a pair of contexts is, the higher the coefficient value, with a context compared against itself where a value of 200 equals perfect similarity. The resulting matrix of coefficients is visualized on a scale from blue to red where blue is lowest and red is highest similarity. The dark red diagonal line indicates complete similarity, where each context is compared to itself. Dark blue represents a complete difference. Credit: Shawn Graham.

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In the standards used at the time of installation, “stowage space” was the sixth design requirement listed for the MWA after accessibility; equipment size capability; scratch-resistant surfaces; capabilities for electrical, mechanical, vacuum, and fluid support during maintenance; and the accommodation of diagnostic equipment [ 20 ]. Only capabilities for fabrication were listed lower than stowage. Yet 50 of the 60 contexts (83%) fell within stable periods where little or no activity is identifiable in Square 03. According to the sample results, therefore, this area seems to exist not for “maintenance,” but primarily for the storage and arrangement of items. The most recent update of the design standards does not mention the MWA, but states, “Stowage location of tool kits should be optimized for accessibility to workstations and/or maintenance workbenches” [ 25 ]. Our observation confirms the importance of this suggestion.

The MWA was also a flexible location for certain science work, like the concrete study or crew health monitoring. Actual maintenance of equipment was hardly in evidence in the sample (possibly contexts 25, 39, and 44), and may not even have happened at all in this location. Some training did happen here, such as review of procedures for the Electromagnetic Levitator camera (instructions for changing settings on a high-speed camera appeared on the laptop screen; the day’s DSR shows that this camera is part of the Electromagnetic Levitator facility, located in the Columbus module [ 41 ]. The training required the use of the Hololens system (context 28 DSR, cited above).

Although many item types were represented in Square 03, it became clear during data capture how many things were basically static, unmoving and therefore unused, especially certain tools, writing implements, and body maintenance items. The MWA was seen as an appropriate place to store these items. It may be the case that their presence here also indicates that their function was seen as an appropriate one for this space, but the function(s) may not be carried out—or perhaps not in this location. Actualization of object function was only visible to us when the state of the item changed—it appeared, it moved, it changed orientation, it disappeared, or, in the case of artifacts that were grouped in collections rather than found as singletons, its shape changed or it became visibly smaller/lesser. We therefore have the opportunity to explore not only actuality of object use, but also potentiality of use or function, and the meaning of that quality for archaeological interpretation [ 42 , 43 ]. This possibility is particularly intriguing in light of the archaeological turn towards recognizing the agency of objects to impact human activity [ 44 , 45 ]. We will explore these implications in a future publication.

We performed the same chronological analysis for Square 05. Fig 6(B) represents the analysis for both item types and for item functions. We identified three major phases of activity, corresponding to contexts 0–5, 6–52, and 53–59 (S9-S11 Figs in S3 File ). The primary characteristics of these phases relate to an early period of unclear associations (0–5) marked by the presence of rolls of adhesive tape and a few body maintenance items (toothpaste and toothbrush, wet wipes); the appearance of a toiletry kit on the right side of the sample area, fully open with clear views of many of the items contained within (6–52); and finally, the closure of the toiletry kit so that its contents can no longer be seen (53–59). We interpret the phases as follows:

• Contexts 0–5: In Period 1 (six days, S9 Fig in S3 File ), while items such as a mirror, dental floss picks, wet wipes, and a toothbrush held in the end of a toothpaste tube were visible, the presence of various other kinds of items confounds easy interpretation. Two rolls of duct tape were stored on the handrail in the center of the sample area, and the Touch Array and laptop appeared in the center. Little movement can be identified, apart from a blue nitrile glove that appeared in context 1 and moved left across the area until it was wedged into the bungee cord for contexts 3 and 4. The tape rolls were removed prior to context 5. A collection of resealable bags was wedged behind the handrail in context 3, remaining there until context 9. Overall, this appears to be a period characterized by eclectic associations, showing an area without a clear designated function.
• Contexts 6–52: Period 2 (S10 Fig in S3 File ) is clearly the most significant one for this location due to its duration (47 days). It was dominated by the number of body maintenance items located in and around the toiletry kit, especially a white hand towel (on which a brown stain was visible from context 11, allowing us to confirm that the same towel was present until context 46). A second towel appeared alongside the toiletry kit in context 47, and the first one was fixed at the same time to the handrail, where it remained through the end of the sample period. A third towel appeared in context 52, attached to the handrail together with the first one by a bungee cord, continuing to the end of the sample period. Individual body maintenance items moved frequently from one context to the next, showing the importance of this type of activity for this part of Node 3. For reasons that are unclear, the mirror shifted orientation from vertical to diagonal in context 22, and then was put back in a vertical orientation in context 31 (a Monday, a day which is not traditionally associated with cleaning and organization). Collections of resealable bags appeared at various times, including a large one labeled “KYNAR BAG OF ZIPLOCKS” in green marker at the upper left part of the sample area beginning of context 12 (Kynar is a non-flammable plastic material that NASA prefers for resealable bags to the generic commercial off-the-shelf variety because it is non-flammable; however, its resistance to heat makes it less desirable for creating custom sizes, so bags made from traditional but flammable low-density polyethylene still dominate on the ISS [ 14 ]). The Kynar bag contained varying numbers of bags within it over time; occasionally, it appeared to be empty. The Touch Array changed orientation on seven of 47 days in period 2, or 15% of the time (12% of all days in the survey), showing activity associated with scientific research in this area. In context 49, a life-support item, the Airborne Particulate Monitor (APM) was installed [ 46 ]. This device, which measures “real-time particulate data” to assess hazards to crew health [ 47 ], persisted through the end of the sample period.
• Contexts 53–59: Period 3 (S11 Fig in S3 File ) appears as a seven-day phase marked by low activity. Visually, the most notable feature is the closure of the toiletry kit, which led to much lower counts of body maintenance items. Hardly any of the items on the wall moved at all during this period.

While body maintenance in the form of cleaning and caring for oneself could be an expected function for an area with exercise and excretion facilities, it is worth noting that the ISS provides, at most, minimal accommodation for this activity. A description of the WHC stated, “To provide privacy…an enclosure was added to the front of the rack. This enclosure, referred to as the Cabin, is approximately the size of a typical bathroom stall and provides room for system consumables and hygiene item stowage. Space is available to also support limited hygiene functions such as hand and body washing” [ 48 ]. A diagram of the WHC in the same publication shows the Cabin without a scale but suggests that it measures roughly 2 m (h) x .75 (w) x .75 (d), a volume of approximately 1.125 m 3 . NASA’s current design standards state that the body volume of a 95th percentile male astronaut is 0.99 m 3 [ 20 ], meaning that a person of that size would take up 88% of the space of the Cabin, leaving little room for performing cleaning functions—especially if the Cabin is used as apparently intended, to also hold “system consumables and hygiene item[s]” that would further diminish the usable volume. This situation explains why crews try to adapt other spaces, such as storage areas like the PMM, for these activities instead. According to the crew debriefing statement, only one of them used the WHC for body maintenance purposes; it is not clear whether the toiletry kit belonged to that individual. But the appearance of the toiletry kit in Square 05—outside of the WHC, in a public space where others frequently pass by—may have been a response to the limitations of the WHC Cabin. It suggests a need for designers to re-evaluate affordances for body maintenance practices and storage for related items.

Although Square 03 and 05 were different sizes and shapes, comparing the density of items by function shows evidence of their usage ( Table 3 ). The typical context in Square 03 had twice as many restraints and containers, but less than one-quarter as many body maintenance items as Square 05. 03 also had many tools, lights, audiovisual equipment, and writing implements, while there were none of any of these types in 05. 05 had life support and hygiene items which were missing from 03. It appears that flexibility and multifunctionality were key elements for 03, while in 05 there was emphasis on one primary function (albeit an improvised one, designated by the crew rather than architects or ground control), cleaning and caring for one’s body, with a secondary function of housing static equipment for crew hygiene and life support.

https://doi.org/10.1371/journal.pone.0304229.t003

As this is the first time such an analysis has been performed, it is not yet possible to say how typical or unusual these squares are regarding the types of activities taking place; but they provide a baseline for eventual comparison with the other four squares and future work on ISS or other space habitats.

Some general characteristics are revealed by archaeological analysis of a space station’s material culture. First, even in a small, enclosed site, occupied by only a few people over a relatively short sample period, we can observe divergent patterns for different locations and activity phases. Second, while distinct functions are apparent for these two squares, they are not the functions that we expected prior to this research. As a result, our work fulfills the promise of the archaeological approach to understanding life in a space station by revealing new, previously unrecognized phenomena relating to life and work on the ISS. There is now systematically recorded archaeological data for a space habitat.

Squares 03 and 05 served quite different purposes. The reasons for this fact are their respective affordances and their locations relative to activity areas designated for science and exercise. Their national associations, especially the manifestation of the control wielded by NASA over its modules, also played a role in the use of certain materials, the placement of facilities, and the organization of work. How each area was used was also the result of an interplay between the original plans developed by mission planners and habitat designers (or the lack of such plans), the utility of the equipment and architecture in each location, and the contingent needs of the crew as they lived in the station. This interplay became visible in the station’s material culture, as certain areas were associated with particular behaviors, over time and through tradition—over the long duration across many crews (Node 2, location of Square 03, docked with the ISS in 2007, and Node 3, location of Square 05, docked in 2010), and during the specific period of this survey, from January to March 2022. During the crew debriefing, one astronaut said, “We were a pretty organized crew who was also pretty much on the same page about how to do things…. As time went on…we organized the lab and kind of got on the same page about where we put things and how we’re going to do things.” This statement shows how functional associations can become linked to different areas of the ISS through usage and mutual agreement. At the same time, the station is not frozen in time. Different people have divergent ideas about how and where to do things. It seems from the appearance of just one Russian item—a packet of generic wipes ( salfetky sukhiye ) stored in the toiletry kit throughout the sample period—that the people who used these spaces and carried out their functions did not typically include the ISS’s Russian crew. Enabling greater flexibility to define how spaces can be used could have a significant impact on improving crew autonomy over their lives, such as how and where to work. It could also lead to opening of all spaces within a habitat to the entire crew, which seems likely to improve general well-being.

An apparent disjunction between planned and actual usage appeared in Square 03. It is intended for maintenance as well as other kinds of work. But much of the time, there was nobody working here—a fact that is not captured by historic photos of the area, precisely because nothing is happening. The space has instead become the equivalent of a pegboard mounted on a wall in a home garage or shed, convenient for storage for all kinds of items—not necessarily items being used there—because it has an enormous number of attachment points. Storage has become its primary function. Designers of future workstations in space should consider that they might need to optimize for functions other than work, because most of the time, there might not be any work happening there. They could optimize for quick storage, considering whether to impose a system of organization, or allow users to organize as they want.

We expected from previous (though unsystematic) observation of historic photos and other research, that resealable plastic bags (combined with Velcro patches on the bags and walls) would be the primary means for creating gravity surrogates to control items in microgravity. They only comprise 7% of all items in Square 03 (256 instances). There are more than twice as many clips (572—more than 9 per context) in the sample. There were 193 instances of adhesive tape rolls, and more than 100 cable ties, but these were latent (not holding anything), representing potentiality of restraint rather than actualization. The squares showed different approaches to managing “gravity.” While Square 03 had a pre-existing structured array of Velcro patches, Square 05 showed a more expedient strategy with Velcro added in response to particular activities. Different needs require different affordances; creating “gravity” is a more nuanced endeavor than it initially appears. More work remains to be done to optimize gravity surrogates for future space habitats, because this is evidently one of the most critical adaptations that crews have to make in microgravity (44% of all items in Square 03, 39% in 05).

Square 05 is an empty space, seemingly just one side of a passageway for people going to use the lifting machine or the latrine, to look out of the Cupola, or get something out of deep storage in one of the ISS’s closets. In our survey, this square was a storage place for toiletries, resealable bags, and a computer that never (or almost never) gets used. It was associated with computing and hygiene simply by virtue of its location, rather than due to any particular facilities it possessed. It has no affordances for storage. There are no cabinets or drawers, as would be appropriate for organizing and holding crew personal items. A crew member decided that this was an appropriate place to leave their toiletry kit for almost two months. Whether this choice was appreciated or resented by fellow crew members cannot be discerned based on our evidence, but it seems to have been tolerated, given its long duration. The location of the other four USOS crew members’ toiletry kits during the sample period is unknown. A question raised by our observations is: how might a function be more clearly defined by designers for this area, perhaps by providing lockers for individual crew members to store their toiletries and towels? This would have a benefit not only for reducing clutter, but also for reducing exposure of toiletry kits and the items stored in them to flying sweat from the exercise equipment or other waste particles from the latrine. A larger compartment providing privacy for body maintenance and a greater range of motion would also be desirable.

As the first systematic collection of archaeological data from a space site outside Earth, this analysis of two areas on the ISS as part of the SQuARE payload has shown that novel insights into material culture use can be obtained, such as the use of wall areas as storage or staging posts between activities, the accretion of objects associated with different functions, and the complexity of using material replacements for gravity. These results enable better space station design and raise new questions that will be addressed through analysis of the remaining four squares.

Supporting information

S1 movie. nasa astronaut kayla barron installs the first square for the sampling quadrangle assemblages research experiment in the japanese experiment module (also known as kibo) on the international space station, january 14, 2022..

She places Kapton tape to mark the square’s upper right corner. Credit: NASA.

https://doi.org/10.1371/journal.pone.0304229.s001

S1 Dataset.

https://doi.org/10.1371/journal.pone.0304229.s002

S2 Dataset.

https://doi.org/10.1371/journal.pone.0304229.s003

S3 Dataset. The image annotations are represented according to sample square in json formatted text files.

The data is available in the ‘SQuARE-notebooks’ repository on Github.com in the ‘data’ subfolder at https://github.com/issarchaeologicalproject/SQuARE-notebooks/tree/main ; archived version of the repository is at Zenodo, DOI: 10.5281/zenodo.10654812 .

https://doi.org/10.1371/journal.pone.0304229.s004

S1 File. The ‘Rocket-Anno’ image annotation software is available on Github at https://github.com/issarchaeologicalproject/MRE-RocketAnno .

The archived version of the repository is at Zenodo, DOI: 10.5281/zenodo.10648399 .

https://doi.org/10.1371/journal.pone.0304229.s005

S2 File. The computational notebooks that process the data json files to reshape the data suitable for basic statistics as well as the computation of the Brainerd-Robinson coefficients of similarity are in the.ipynb notebook format.

The code is available in the ‘SQuARE-notebooks’ repository on Github.com in the ‘notebooks’ subfolder at https://github.com/issarchaeologicalproject/SQuARE-notebooks/tree/main ; archived version of the repository is at Zenodo, DOI: 10.5281/zenodo.10654812 . The software can be run online in the Google Colab environment ( https://colab.research.google.com ) or any system running Jupyter Notebooks ( https://jupyter.org/ ).

https://doi.org/10.1371/journal.pone.0304229.s006

https://doi.org/10.1371/journal.pone.0304229.s007

Acknowledgments

We thank Chapman University’s Office of Research and Sponsored Programs, and especially Dr. Thomas Piechota and Dr. Janeen Hill, for funding the Implementation Partner costs associated with the SQuARE payload. Chapman’s Leatherby Libraries’ Supporting Open Access Research and Scholarship (SOARS) program funded the article processing fee for this publication. Ken Savin and Ken Shields at the ISS National Laboratory gave major support by agreeing to sponsor SQuARE and providing access to ISS NL’s allocation of crew time. David Zuniga and Kryn Ambs at Axiom Space were key collaborators in managing payload logistics. NASA staff and contractors were critical to the experiment’s success, especially Kristen Fortson, Jay Weber, Crissy Canerday, Sierra Wolbert, and Jade Conway. We also gratefully acknowledge the help and resources provided by Dr. Erik Linstead, director of the Machine Learning and Affiliated Technology Lab at Chapman University. Aidan St. P. Walsh corrected the color and lens barrel distortion in all of the SQuARE imagery. Rao Hamza Ali produced charts using accessible color combinations for Figs 3 and 5 . And finally, of course, we are extremely appreciative of the efforts of the five USOS members of the Expedition 66 crew on the ISS—Kayla Barron, Raja Chari, Thomas Marshburn, Matthias Maurer, and Mark Vande Hei—who were the first archaeologists in space.

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Home » Textual Analysis – Types, Examples and Guide

Textual Analysis – Types, Examples and Guide

Table of Contents

Textual Analysis

Textual analysis is the process of examining a text in order to understand its meaning. It can be used to analyze any type of text, including literature , poetry, speeches, and scientific papers. Textual analysis involves analyzing the structure, content, and style of a text.

Textual analysis can be used to understand a text’s author, date, and audience. It can also reveal how a text was constructed and how it functions as a piece of communication.

Textual Analysis in Research

Textual analysis is a valuable tool in research because it allows researchers to examine and interpret text data in a systematic and rigorous way. Here are some ways that textual analysis can be used in research:

• To explore research questions: Textual analysis can be used to explore research questions in various fields, such as literature, media studies, and social sciences. It can provide insight into the meaning, interpretation, and communication patterns of text.
• To identify patterns and themes: Textual analysis can help identify patterns and themes within a set of text data, such as analyzing the representation of gender or race in media.
• To evaluate interventions: Textual analysis can be used to evaluate the effectiveness of interventions, such as analyzing the language and messaging of public health campaigns.
• To inform policy and practice: Textual analysis can provide insights that inform policy and practice, such as analyzing legal documents to inform policy decisions.
• To analyze historical data: Textual analysis can be used to analyze historical data, such as letters, diaries, and newspapers, to provide insights into historical events and social contexts.

Textual Analysis in Cultural and Media Studies

Textual analysis is a key tool in cultural and media studies as it enables researchers to analyze the meanings, representations, and discourses present in cultural and media texts. Here are some ways that textual analysis is used in cultural and media studies:

• To analyze representation: Textual analysis can be used to analyze the representation of different social groups, such as gender, race, and sexuality, in media and cultural texts. This analysis can provide insights into how these groups are constructed and represented in society.
• To analyze cultural meanings: Textual analysis can be used to analyze the cultural meanings and symbols present in media and cultural texts. This analysis can provide insights into how culture and society are constructed and understood.
• To analyze discourse: Textual analysis can be used to analyze the discourse present in cultural and media texts. This analysis can provide insights into how language is used to construct meaning and power relations.
• To analyze media content: Textual analysis can be used to analyze media content, such as news articles, TV shows, and films, to understand how they shape our understanding of the world around us.
• To analyze advertising : Textual analysis can be used to analyze advertising campaigns to understand how they construct meanings, identities, and desires.

Textual Analysis in the Social Sciences

Textual analysis is a valuable tool in the social sciences as it enables researchers to analyze and interpret text data in a systematic and rigorous way. Here are some ways that textual analysis is used in the social sciences:

• To analyze interview data: Textual analysis can be used to analyze interview data, such as transcribed interviews, to identify patterns and themes in the data.
• To analyze survey responses: Textual analysis can be used to analyze survey responses to identify patterns and themes in the data.
• To analyze social media data: Textual analysis can be used to analyze social media data, such as tweets and Facebook posts, to identify patterns and themes in the data.
• To analyze policy documents: Textual analysis can be used to analyze policy documents, such as government reports and legislation, to identify discourses and power relations present in the policy.
• To analyze historical data: Textual analysis can be used to analyze historical data, such as letters and diaries, to provide insights into historical events and social contexts.

Textual Analysis in Literary Studies

Textual analysis is a key tool in literary studies as it enables researchers to analyze and interpret literary texts in a systematic and rigorous way. Here are some ways that textual analysis is used in literary studies:

• To analyze narrative structure: Textual analysis can be used to analyze the narrative structure of a literary text, such as identifying the plot, character development, and point of view.
• To analyze language and style: Textual analysis can be used to analyze the language and style used in a literary text, such as identifying figurative language, symbolism, and rhetorical devices.
• To analyze themes and motifs: Textual analysis can be used to analyze the themes and motifs present in a literary text, such as identifying recurring symbols, themes, and motifs.
• To analyze historical and cultural context: Textual analysis can be used to analyze the historical and cultural context of a literary text, such as identifying how the text reflects the social and political context of its time.
• To analyze intertextuality: Textual analysis can be used to analyze the intertextuality of a literary text, such as identifying how the text references or is influenced by other literary works.

Textual Analysis Methods

Textual analysis methods are techniques used to analyze and interpret various types of text, including written documents, audio and video recordings, and online content. These methods are commonly used in fields such as linguistics, communication studies, sociology, psychology, and literature.

Some common textual analysis methods include:

Content Analysis

This involves identifying patterns and themes within a set of text data. This method is often used to analyze media content or other types of written materials, such as policy documents or legal briefs.

Discourse Analysis

This involves examining how language is used to construct meaning in social contexts. This method is often used to analyze political speeches or other types of public discourse.

Critical Discourse Analysis

This involves examining how power and social relations are constructed through language use, particularly in political and social contexts.

Narrative Analysis

This involves examining the structure and content of stories or narratives within a set of text data. This method is often used to analyze literary texts or oral histories.

This involves analyzing the meaning of signs and symbols within a set of text data. This method is often used to analyze advertising or other types of visual media.

Text mining

This involves using computational techniques to extract patterns and insights from large sets of text data. This method is often used in fields such as marketing and social media analysis.

Close Reading

This involves a detailed and in-depth analysis of a particular text, focusing on the language, style, and literary techniques used by the author.

How to Conduct Textual Analysis

Here are some general steps to conduct textual analysis:

• Choose your research question: Define your research question and identify the text or set of texts that you want to analyze.
• F amiliarize yourself with the text: Read and re-read the text, paying close attention to its language, structure, and content. Take notes on key themes, patterns, and ideas that emerge.
• Choose your analytical approach: Select the appropriate analytical approach for your research question, such as close reading, thematic analysis, content analysis, or discourse analysis.
• Create a coding scheme: If you are conducting content analysis, create a coding scheme to categorize and analyze the content of the text. This may involve identifying specific words, themes, or ideas to code.
• Code the text: Apply your coding scheme to the text and systematically categorize the content based on the identified themes or patterns.
• Analyze the data: Once you have coded the text, analyze the data to identify key patterns, themes, or trends. Use appropriate software or tools to help with this process if needed.
• Draw conclusions: Draw conclusions based on your analysis and answer your research question. Present your findings and provide evidence to support your conclusions.
• R eflect on limitations and implications: Reflect on the limitations of your analysis, such as any biases or limitations of the selected method. Also, discuss the implications of your findings and their relevance to the broader research field.

When to use Textual Analysis

Textual analysis can be used in various research fields and contexts. Here are some situations when textual analysis can be useful:

• Understanding meaning and interpretation: Textual analysis can help understand the meaning and interpretation of text, such as literature, media, and social media.
• Analyzing communication patterns: Textual analysis can be used to analyze communication patterns in different contexts, such as political speeches, social media conversations, and legal documents.
• Exploring cultural and social contexts: Textual analysis can be used to explore cultural and social contexts, such as the representation of gender, race, and identity in media.
• Examining historical documents: Textual analysis can be used to examine historical documents, such as letters, diaries, and newspapers.
• Evaluating marketing and advertising campaigns: Textual analysis can be used to evaluate marketing and advertising campaigns, such as analyzing the language, symbols, and imagery used.

Examples of Textual Analysis

Here are a few examples:

• Media Analysis: Textual analysis is frequently used in media studies to examine how news outlets and social media platforms frame and present news stories. Researchers can use textual analysis to examine the language and images used in news articles, tweets, and other forms of media to identify patterns and biases.
• Customer Feedback Analysis: Textual analysis is often used by businesses to analyze customer feedback, such as online reviews or social media posts, to identify common themes and areas for improvement. This allows companies to make data-driven decisions and improve their products or services.
• Political Discourse Analysis: Textual analysis is commonly used in political science to analyze political speeches, debates, and other forms of political communication. Researchers can use this method to identify the language and rhetoric used by politicians, as well as the strategies they employ to appeal to different audiences.
• Literary Analysis: Textual analysis is a fundamental tool in literary criticism, allowing scholars to examine the language, structure, and themes of literary works. This can involve close reading of individual texts or analysis of larger literary movements.
• Sentiment Analysis: Textual analysis is used to analyze social media posts, customer feedback, or other sources of text data to determine the sentiment of the text. This can be useful for businesses or organizations to understand how their brand or product is perceived in the market.

Purpose of Textual Analysis

There are several specific purposes for using textual analysis, including:

• To identify and interpret patterns in language use: Textual analysis can help researchers identify patterns in language use, such as common themes, recurring phrases, and rhetorical devices. This can provide insights into the values and beliefs that underpin the text.
• To explore the cultural context of the text: Textual analysis can help researchers understand the cultural context in which the text was produced, including the historical, social, and political factors that shaped the language and messages.
• To examine the intended and unintended meanings of the text: Textual analysis can help researchers uncover both the intended and unintended meanings of the text, and to explore how the language is used to convey certain messages or values.
• To understand how texts create and reinforce social and cultural identities: Textual analysis can help researchers understand how texts contribute to the creation and reinforcement of social and cultural identities, such as gender, race, ethnicity, and nationality.

Applications of Textual Analysis

Here are some common applications of textual analysis:

Media Studies

Textual analysis is frequently used in media studies to analyze news articles, advertisements, and social media posts to identify patterns and biases in media representation.

Literary Criticism

Textual analysis is a fundamental tool in literary criticism, allowing scholars to examine the language, structure, and themes of literary works.

Political Science

Textual analysis is commonly used in political science to analyze political speeches, debates, and other forms of political communication.

Marketing and Consumer Research

Textual analysis is used to analyze customer feedback, such as online reviews or social media posts, to identify common themes and areas for improvement.

Healthcare Research

Textual analysis is used to analyze patient feedback and medical records to identify patterns in patient experiences and improve healthcare services.

Social Sciences

Textual analysis is used in various fields within social sciences, such as sociology, anthropology, and psychology, to analyze various forms of data, including interviews, field notes, and documents.

Linguistics

Textual analysis is used in linguistics to study language use and its relationship to social and cultural contexts.

Advantages of Textual Analysis

There are several advantages of textual analysis in research. Here are some of the key advantages:

• Systematic and objective: Textual analysis is a systematic and objective method of analyzing text data. It enables researchers to analyze text data in a consistent and rigorous way, minimizing the risk of bias or subjectivity.
• Versatile : Textual analysis can be used to analyze a wide range of text data, including interview transcripts, survey responses, social media data, policy documents, and literary texts.
• Efficient : Textual analysis can be a more efficient method of data analysis compared to manual coding or other methods of qualitative analysis. With the help of software tools, researchers can process large volumes of text data more quickly and accurately.
• Allows for in-depth analysis: Textual analysis enables researchers to conduct in-depth analysis of text data, uncovering patterns and themes that may not be visible through other methods of data analysis.
• Can provide rich insights: Textual analysis can provide rich and detailed insights into complex social phenomena. It can uncover subtle nuances in language use, reveal underlying meanings and discourses, and shed light on the ways in which social structures and power relations are constructed and maintained.

Limitations of Textual Analysis

While textual analysis can provide valuable insights into the ways in which language is used to convey meaning and create social and cultural identities, it also has several limitations. Some of these limitations include:

• Limited Scope : Textual analysis is only able to analyze the content of written or spoken language, and does not provide insights into non-verbal communication such as facial expressions or body language.
• Subjectivity: Textual analysis is subject to the biases and interpretations of the researcher, as well as the context in which the language was produced. Different researchers may interpret the same text in different ways, leading to inconsistencies in the findings.
• Time-consuming: Textual analysis can be a time-consuming process, particularly if the researcher is analyzing a large amount of text. This can be a limitation in situations where quick analysis is necessary.
• Lack of Generalizability: Textual analysis is often used in qualitative research, which means that its findings cannot be generalized to larger populations. This limits the ability to draw conclusions that are applicable to a wider range of contexts.
• Limited Accessibility: Textual analysis requires specialized skills and training, which may limit its accessibility to researchers who are not trained in this method.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Real-world emission characteristics of diesel pallet trucks under varying loads: using the example of china.

1. Introduction

2. materials and methods, 2.1. emission measurement systems, 2.2. vehicle information and test route, 2.3. data processing, 3. results and discussion, 3.1. emission factors of different operating conditions, 3.2. emission characteristics of different vehicle motion states, 3.3. characteristics of vsp for different vehicle loads, 4. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.

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Zhang, Y.; Song, Y.; Feng, T. Real-World Emission Characteristics of Diesel Pallet Trucks under Varying Loads: Using the Example of China. Atmosphere 2024 , 15 , 956. https://doi.org/10.3390/atmos15080956

Zhang Y, Song Y, Feng T. Real-World Emission Characteristics of Diesel Pallet Trucks under Varying Loads: Using the Example of China. Atmosphere . 2024; 15(8):956. https://doi.org/10.3390/atmos15080956

Zhang, Ye, Yating Song, and Tianshi Feng. 2024. "Real-World Emission Characteristics of Diesel Pallet Trucks under Varying Loads: Using the Example of China" Atmosphere 15, no. 8: 956. https://doi.org/10.3390/atmos15080956

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• Textual Analysis | Guide, 3 Approaches & Examples

Textual Analysis | Guide, 3 Approaches & Examples

Published on November 8, 2019 by Jack Caulfield . Revised on June 22, 2023.

Textual analysis is a broad term for various research methods used to describe, interpret and understand texts. All kinds of information can be gleaned from a text – from its literal meaning to the subtext, symbolism, assumptions, and values it reveals.

The methods used to conduct textual analysis depend on the field and the aims of the research. It often aims to connect the text to a broader social, political, cultural, or artistic context. Relatedly, it’s good to be careful of confirmation bias when conducting these sorts of analyses, grounding your observations in clear and plausible ways.

Table of contents

What is a text, textual analysis in cultural and media studies, textual analysis in the social sciences, textual analysis in literary studies, other interesting articles.

The term “text” is broader than it seems. A text can be a piece of writing, such as a book, an email, or a transcribed conversation. But in this context, a text can also be any object whose meaning and significance you want to interpret in depth: a film, an image, an artifact, even a place.

The methods you use to analyze a text will vary according to the type of object and the purpose of your analysis:

• Analysis of a short story might focus on the imagery, narrative perspective and structure of the text.
• To analyze a film, not only the dialogue but also the cinematography and use of sound could be relevant to the analysis.
• A building might be analyzed in terms of its architectural features and how it is navigated by visitors.
• You could analyze the rules of a game and what kind of behaviour they are designed to encourage in players.

While textual analysis is most commonly applied to written language, bear in mind how broad the term “text” is and how varied the methods involved can be.

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In the fields of cultural studies and media studies, textual analysis is a key component of research. Researchers in these fields take media and cultural objects – for example, music videos, social media content, billboard advertising – and treat them as texts to be analyzed.

Usually working within a particular theoretical framework (for example, using postcolonial theory, media theory, or semiotics), researchers seek to connect elements of their texts with issues in contemporary politics and culture. They might analyze many different aspects of the text:

• Word choice
• Design elements
• Location of the text
• Target audience
• Relationship with other texts

Textual analysis in this context is usually creative and qualitative in its approach. Researchers seek to illuminate something about the underlying politics or social context of the cultural object they’re investigating.

In the social sciences, textual analysis is often applied to texts such as interview transcripts and surveys , as well as to various types of media. Social scientists use textual data to draw empirical conclusions about social relations.

Textual analysis in the social sciences sometimes takes a more quantitative approach , where the features of texts are measured numerically. For example, a researcher might investigate how often certain words are repeated in social media posts, or which colors appear most prominently in advertisements for products targeted at different demographics.

Some common methods of analyzing texts in the social sciences include content analysis , thematic analysis , and discourse analysis .

Textual analysis is the most important method in literary studies. Almost all work in this field involves in-depth analysis of texts – in this context, usually novels, poems, stories or plays.

Because it deals with literary writing, this type of textual analysis places greater emphasis on the deliberately constructed elements of a text: for example, rhyme and meter in a poem, or narrative perspective in a novel. Researchers aim to understand and explain how these elements contribute to the text’s meaning.

However, literary analysis doesn’t just involve discovering the author’s intended meaning. It often also explores potentially unintended connections between different texts, asks what a text reveals about the context in which it was written, or seeks to analyze a classic text in a new and unexpected way.

Some well-known examples of literary analysis show the variety of approaches that can be taken:

• Eve Kosofky Sedgwick’s book Between Men analyzes Victorian literature in light of more contemporary perspectives on gender and sexuality.
• Roland Barthes’ S/Z provides an in-depth structural analysis of a short story by Balzac.
• Harold Bloom’s The Anxiety of Influence applies his own “influence theory” to an analysis of various classic poets.

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If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Measures of central tendency
• Chi square tests
• Confidence interval
• Quartiles & Quantiles
• Cluster sampling
• Stratified sampling
• Thematic analysis
• Cohort study
• Peer review
• Ethnography

Research bias

• Implicit bias
• Cognitive bias
• Conformity bias
• Hawthorne effect
• Availability heuristic
• Attrition bias
• Social desirability bias

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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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APA Style Guidelines

Browse APA Style writing guidelines by category

• Abbreviations
• Bias-Free Language
• Capitalization
• In-Text Citations
• Italics and Quotation Marks
• Paper Format
• Punctuation
• Research and Publication
• Spelling and Hyphenation
• Tables and Figures

Full index of topics