No matter what field of study you are interested in, you will most likely be asked to write a research paper during your academic career. Boundless Writing explains that a research paper is an expanded essay that relies on existing discourse to analyze a perspective or construct an argument. Because a research paper includes an extensive information-gathering process in addition to the writing process, it is important to develop a research plan to ensure your final paper will accomplish its goals. As a researcher, you have countless resources at your disposal, and it can be difficult to sift through each source while looking for specific information. If you begin researching without a plan, you could find yourself wasting hours reading sources that will be of little or no help to your paper. To save time and effort, decide on a research plan before you begin.

The text Successful Writing stresses that when you perform research, you are essentially trying to solve a mystery—you want to know how something works or why something happened. In other words, you want to answer a question that you (and other people) have about the world. This is one of the most basic reasons for performing research. But the research process does not end when you have solved your mystery. Imagine what would happen if a detective collected enough evidence to solve a criminal case, but she never shared her solution with the authorities. Presenting what you have learned from research can be just as important as performing the research. Research results can be presented in a variety of ways, but one of the most popular—and effective—presentation forms is the research paper. A research paper presents an original thesis, or purpose statement, about a topic and develops that thesis with information gathered from a variety of sources.

The linking verb in this working thesis statement is the word are. Linking verbs often make thesis statements weak because they do not express action. Rather, they connect words and phrases to the second half of the sentence. Readers might wonder, “Why are they not paid enough?” But this statement does not compel them to ask many more questions. The writer should ask himself or herself questions in order to replace the linking verb with an action verb, thus forming a stronger thesis statement, one that takes a more definitive stance on the issue:

Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay. Your thesis statement begins as a working thesis statement, an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing. Working thesis statements often become stronger as you gather information and form new opinions and reasons for those opinions. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper. The best way to revise your thesis statement is to ask questions about it and then examine the answers to those questions. By challenging your own ideas and forming definite reasons for those ideas, you grow closer to a more precise point of view, which you can then incorporate into your thesis statement.

For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details. Assertiveness A thesis statement that is assertive shows readers that you are, in fact, making an argument. The tone is authoritative and takes a stance that others might oppose. Confidence In addition to creating authority in your thesis statement, you must also use confidence in your claim. Phrases such as “I feel” or “I believe” actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and open their minds to what you have to say.

A thesis is not your paper’s topic, but rather your interpretation of the question or subject. For whatever topic your professor gives you, you must ask yourself, “What do I want to write about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful, and confident. A thesis is generally one to two sentences long and appears toward the end of your introduction. It is specific and focuses on one to three points of a single idea—points that will be demonstrated in the body. The thesis forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

Transitions within a paragraph help readers to anticipate what is coming before they read it. Within paragraphs, transitions tend to be single words or short phrases. Words like while, however, nevertheless, but, and similarly, as well as phrases like on the other hand and for example, can serve as transitions between sentences and ideas.

The topic may relate to your thesis statement, but you’ll need to be more specific here. Consider a sentence like this: “Cooking is difficult.” The claim is confusing because it is not clear for whom cooking is difficult and why. A better example would be, “While there are food pantries in place in some low-income areas, many recipients of these goods have neither the time nor the resources to make nutritionally sound meals from what they receive.” (Stylistically speaking, if you wanted to include “Cooking is difficult,” you could make it the first sentence, followed by the topic sentence. The topic sentence should be precise.) In expository writing, each paragraph should articulate a single main idea that relates directly to the thesis statement. This construction creates a feeling of unity, making the paper feel cohesive and purposeful. Connections between each idea—both between sentences and between paragraphs—should enhance that sense of cohesion.

In order to fulfill the requirements of strong primary support, the information you choose must meet the following standards: Be specific. The main points you make about your thesis and the examples you use to expand on those points need to be specific. Use specific examples to provide the evidence and to build upon your general ideas. These types of examples give your reader something narrow to focus on, and if used properly, they leave little doubt about your claim. General examples, while they convey the necessary information, are not nearly as compelling or useful in writing because they are too obvious and typical. Be relevant to the thesis. Primary support is considered strong when it relates directly to the thesis. Primary support should show, explain, or prove your main argument without delving into irrelevant details. When faced with lots of information that could be used to prove your thesis, you may think you need to include it all in your body paragraphs. But effective writers resist the temptation to lose focus. This idea is so important, here it is again: effective writers resist the temptation to lose focus. Choose your examples wisely by making sure they directly connect to your thesis. Be detailed. Remember that your thesis, while specific, should not be overly detailed. The body paragraphs are where you develop the discussion that a thorough essay requires. Using detailed support shows readers that you have considered all the facts and chosen only the most precise details to enhance your point of view.

An outline is a written plan that serves as a skeleton for the paragraphs you write. Later, when you draft paragraphs in the next stage of the writing process, you will add support to create “flesh” and “muscle” for your assignment. The outline will utilize the ideas you developed during the prewriting process. When you write, your goal is not only to complete an assignment but also to write for a specific purpose—perhaps to inform, to explain, to persuade, or to achieve a combination of these purposes. Your purpose for writing should always be in the back of your mind, because it will help you decide which pieces of information belong together and how you will order them. Three common ways to structure a paper are chronological order, spatial order, and order of importance. Choose the order that will most effectively fit your purpose and support your main poi

When you write, it is helpful when your ideas are presented in an order that makes sense. The writing you complete in all your courses exposes how analytically and critically your mind works. In some courses, the only direct contact you may have with your instructor is through the assignments you write for the course. You can make a good impression by spending time ordering your ideas. Order refers to your choice of what to present first, second, third, and so on in your writing. The order you pick closely relates to your purpose for writing that particular assignment. For example, when telling a story, it may be important to first describe the backstory. Or you may need to first describe a 3-D movie projector or a television studio to help readers visualize the setting and scene. You may want to group your support effectively to convince readers that your point of view on an issue is well reasoned and worthy of belief. In longer pieces of writing, you may organize parts in different ways so that your purpose stands out clearly and all parts of the paper work to consistently develop your main point.

Craft features are the tools a writer uses to tell stories. Some examples of craft features include theme, characterization, setting, mood, imagery, persona, and plot–these help you to shape and craft your story. Craft features, stylistic elements, or literary devices are all synonyms for the same basic idea–these are your writer’s toolbox, and using craft features effectively in a piece of writing tells the reader that you know your focus, and you are using craft as support for your larger idea–some people call it theme, some people call it a universal experience.

Creative writing can take place in a variety of forms: poems, short stories, memoirs, novels, and even song lyrics. Literacy narratives can also be classified as creative nonfiction. Narratives whether in the form of a poem, a story, or an essay, often attempt to achieve, or create, an effect in the minds of the readers. In this class, you will only write nonfiction, but if you would like to learn more about creative writing, check out the creative writing courses the CNM English department offers: English 2120 (nonfiction), English 2310 (three genres of CW), English 2320 (fiction), English 2330 (poetry). Additionally, the student literary journal at CNM, Leonardo, publishes creative nonfiction, fiction, and poetry. If you write a memoir for class that you are proud of, consider submitting your memoir essay to Leonardo, which accepts submissions in the fall and spring semesters. To learn more, email leonardo@cnm.edu. The intended effect of creative writing differs depending on the writer’s goals. The intention or purpose may be to expound on the grieving process (catharsis), or to encourage an emotional response from the reader, for example, making a person laugh or cry. The potential results are unlimited. Creative writing can also be used as an outlet for people to get their thoughts and feelings out and onto paper. Many people enjoy creative writing but prefer not to share it. For this class, be prepared to share your narratives with your teacher and potentially classmates if your teacher uses peer review.

After you choose a topic, critical reading is essential to the development of a topic. While reading almost any document, evaluate the author’s point of view by thinking about his/her main idea and support. When you judge the author’s argument, you discover more about not only the author’s opinion but also your own. If this step already seems daunting, remember that even the best writers need to use prewriting strategies to generate ideas.

When you begin prewriting consider why you are writing (to inform, to explain, or some other purpose) and for whom you are writing. With your narrowed focus in mind, answer the bulleted questions in the checklist for developing a good topic. If you can answer “yes” to all the questions, then you have a good topic. If you answer “no” to any of the questions below, think about another topic or adjust the one you have and try the prewriting strategies again.

You’ve probably heard that one quality found in good writing is voice. Voice refers to elements of the author’s tone, phrasing, and style that are recognizably unique to her or him. Having a distinctive, persuasive voice is crucial to engaging your audience — without it, your paper risks falling flat, no matter how much research you’ve compiled or how well you’ve followed other directions. Yes, academic writing has rules about format, style, and objectivity that you must follow, but this does not mean you can write boring, impersonal prose. You can — and should — develop an authorial voice no matter what subject you choose to write about.

Tone identifies a speaker’s attitude toward a subject or another person. You may pick up a person’s tone of voice fairly easily in conversation. A friend who tells you about her weekend may speak excitedly about a fun skiing trip. An instructor who means business may speak in a low, slow voice to emphasize her serious mood. Or, a coworker who needs to let off some steam after a long meeting may crack a sarcastic joke. Just as speakers transmit emotion through voice, writers can transmit a range of attitudes through writing, from excited and humorous to somber and critical. These emotions create connections among the audience, the author, and the subject, ultimately building a relationship between the audience and the text. To stimulate these connections, writers portray their attitudes and feelings with useful devices, such as sentence structure, word choice, punctuation, and formal or informal language. Keep in mind that the writer’s attitude should always appropriately match the audience and the purpose.