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Project vs. Essay — What's the Difference?

Difference Between Project and Essay

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11.1: A “Research Essay” or a “Research Project” instead of a “Research Paper”

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• Steven D. Krause
• Eastern Michigan University

Throughout this book, I’ve purposefully avoided the term “research paper” for three reasons. First, while teachers assign and students write essays in college classes that are commonly called “research papers,” there is no clear consensus on the definition of a research paper. This is because the definition of “research” differs from field to field, and even between instructors within the same discipline teaching the same course.

Second, while the papers we tend to call “research papers” do indeed include research, most other kinds of college writing require at least some research as well. All of the exercises outlined in Part Two of the book, ” Exercises in the Process of Research” are examples of this: while none of these assignments are “research papers,” all of them involve research in order to make a point.

A third reason has to do with the connotations of the word “paper” versus the word “essay.” For me, “paper” suggests something static, concrete, routine, and uninteresting—think of the negative connotations of the term bureaucratic “paperwork,” or the policing mechanism of “showing your papers” to the authorities. On the other hand, the word “essay” has more positive connotations: dynamic, flexible, unique, and creative. The definitions of essay in dictionaries I have examined include terms like “attempt,” “endeavor,” and “a try.” As a writer, I would much rather work on something that was a dynamic and creative endeavor rather than a static and routine document. My hope is that you, as a student and a writer, feel the same way.

This chapter is about writing a research essay. While I cannot offer you exact guidelines of how to do this for each and every situation where you will be asked to write such a paper or essay, I can provide you with the general guidelines and advice you’ll need to successfully complete these sorts of writing assignments. In the next chapter, I’ll describe a few alternatives to presenting your research in a conventional essay.

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Reports and essays: key differences

Know what to expect

Explore the main differences between reports and essays and how to write for your assignments

You'll complete assignments with different requirements throughout your degree, so it's important to understand what you need to do for each of them. Here we explore the key differences between reports and essays. 

This page describes general features of academic reports and essays. Depending on your subject you may use all of these features, a selection of them, or you may have additional requirements. 

There is no single right way to write a report or essay, but they are different assignments. At a glance: 

• Reports depend heavily on your subject and the type of report.
• Essays usually have specific content and a planned structure with a focus on sense and flow. You subject might need different types of information in your introduction –  some disciplines include a short background and context here, while others begin their discussion, discuss their resources or briefly signpost the topic.

Differences between reports and essays

This table compares reports and essays and provides an outline of the standard structure for each. Your assignment will also depend on your discipline, the purpose of your work, and your audience – so you should check what you need to do in your course and module handbooks, instructions from your lecturer, and your subject conventions.

Table adapted from Cottrell, 2003, p. 209.

The structure of reports

Most reports use an IMRaD structure: Introduction, Methods, Results and Discussion.

Below are some common sections that also appear in reports. Some sections include alternative headings.

1. Table of contents

Your contents shows the number of each report section, its title, page number and any sub-sections. Sub-section numbers and details start under the section title, not the margin or the number.

2. Abstract or Executive summary

This brief summary of the report is usually the last thing you write.

3. Introduction

Your introduction describes the purpose of the report, explains why it necessary or useful, and sets out its precise aims and objectives.

4. Literature review

This describes current research and thinking about the problem or research question, and is often incorporated into the introduction.

5. Methods or Methodology

This describes and justifies the methods or processes used to collect your data.

6. Results or Findings

This section presents the results (or processed data) from the research and may consist of mainly tables, charts and or diagrams.

7. Discussion, or Analysis, or Interpretation

This section analyses the results and evaluates the research carried out.

8. Conclusion

The conclusion summarises the report and usually revisits the aims and objectives.

9. Recommendations

In this section the writer uses the results and conclusions from the report to make practical suggestions about a problem or issue. This may not be required.

10. Appendices

You can include raw data or materials that your report refers to in the appendix, if you need to. The data is often presented as charts, diagrams and tables. Each item should be numbered : for example, write Table 1 and its title; Table 2 and its title, and so on as needed.

Structure of essays

Introduction.

Your essay introduction contextualises and gives background information about the topic or questions being discussed, and sets out what the essay is going to cover.

Your essay body is divided into paragraphs. These paragraphs help make a continuous, flowing text.

The conclusion summarises the main points made in the essay. Avoid introducing new information in your conclusion.

Bibliography or Reference list

This is a list of the resources you've used in your essay. This is usually presented alphabetically by authors’ surname.

Reference for the Table of Distinctions above: 

Cottrell, S. (2003).  The Study Skills Handbook  (2nd ed.). Basingstoke: Palgrave.

Download our report and essay differences revision sheet

Download this page as a PDF for your report and essay revision notes.

Key features of academic reports

Basic essay structure

Writing clear sentences

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• Key Differences

Know the Differences & Comparisons

Difference Between Essay and Report

On the other hand, an essay can be understood as a piece of writing, on a specific topic or subject, which expresses the author’s own ideas and knowledge about the subject.

The basic difference between essay and report is that while an essay is argumentative and idea-based, reports are informative and fact-based. Now, let us move further to understand some more points of differences.

Content: Essay Vs Report

Comparison chart, definition of essay.

An essay can be understood as a comprehensive literary composition, written in a narrative style and presents a particular topic, supports an argument and highlights the writer’s view or ideology. An essay is used to check a person’s outlook and understanding on specific matters and also his/her ability to describe and argue in a way which convinces the reader or informs him/her about a specific topic.

One can make use of learned materials, along with his/her own research, to write an essay effectively. It includes both narrative and subjective thoughts. Further, an essay supports a single idea at a time, for which several components need to be covered in it so as to appear logical and chronological.

It can be a learned argument, observation of day to day life, literary criticism, political manifestos, recollections, and reflections of the writer. It starts with a question and attempts to answer or give suggestions to the problem, on the basis of the existing theories or the writer’s personal opinion and assessment.

While writing an essay, it must be kept in mind that the approach used by the writer should be positive, even if the topic of argument is negative.

Definition of Report

The report implies a well structured factual document which is created and presented after conducting an independent enquiry, research or investigation on a specific subject. It serves as a basis for problem-solving and decision making.

Reports are prepared for a definite purpose and contain relevant information in a proper format, for a particular audience. It is used to identify, observe and analyse the issues, events, findings, that occurred practically, i.e. in real life.

A report is designed with the aim of informing the reader about the event, situation or issue, in a very simple and objective manner, while enabling them to get the desired information quickly and easily. It provides recommendations for future actions. Information collected from research, or from carrying out a project work is presented in a clear and concise manner, under a set of headings and subheadings, that helps the reader to get the desired information quickly and easily.

Characteristics of an Ideal Report

• It must be clear and concise.
• It is written in easy language which the readers can understand easily.
• It has to be appropriate and accurate.
• It should be well drafted and organised, with specific sections, headings and sub-headings.

A report summary can be provided orally, however detailed reports are usually in the form of written documents. It contains – Title Page, Acknowledgement, Authorization Letter, Table of Contents, Executive Summary, Introduction, Discussion, Results, Conclusion, Recommendations and References.

Moreover, Cover letter, Copyright notice, Bibliography, Glossary and Appendices may also form part of a report.

Key Differences Between Essay and Report

The difference Between report and essay is discussed here in detail:

• An essay is a brief literary composition, which is used to describe, present, argue, and analyse the idea or topic. Conversely, a report is a formal and concise document consisting of findings from the practical research. It aims at investigating and exploring the problem under study.
• An essay is written on the basis of subjective analysis of theories and past research, by other people and own ideas, on the concerned subject. As against, a report is objective and factual, which is based on past research, as well as present data and findings.
• An essay talks about general facts and events along with the writer’s personal ideas and views, on the topic in a non-fictional manner. On the contrary, a report contains information which the reader can use to identify the facts or support in decision making or solving issues if any.
• When it comes to sections, a report usually contains different sections, with catchy headings which may attract the attention of the audience. As against, an essay does not have any section, its flow is continuous. However, it is divided into cohesive paragraphs.
• A report uses tables, charts, graphs, diagrams, statistics and many more for a clear and better presentation of the information. But, in the case of essays, they are not used.
• The conclusion in an essay is based on the writer’s personal opinion and views on the topic itself which must be optimistic, and it does not provide any recommendations for future actions. On the other hand, a report gives an independent conclusion, but it may contain the opinion of the experts or previous researchers and recommendations are included, about how the research can be improved and extended.

In a nutshell, Essays are descriptive, subjective and evaluative, whereas, a report is descriptive, objective and analytical. Essays are mainly used in an academic context, whereas reports are preferred in the field of research.

The report is used to present the researched information in a written format, to the audience. Conversely, essays are used to identify what the writer knows about the topic and how well the writer understand the question.

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Anna H. Smith says

November 26, 2020 at 3:22 pm

Thank you for explaining this so eloquently. Excellent post, I will keep this handy and refer to it often from now on, the information is so clear and so insightful, thanks for giving a clear difference. It’s a very educative article.!

Presley Dube says

November 20, 2021 at 3:43 pm

very useful to me thank you.

Leonard says

August 8, 2022 at 2:52 pm

Thanks for sharing such nice information about this topic.

Ignatius Phiri says

March 20, 2023 at 10:39 pm

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The Hechinger Report

Covering Innovation & Inequality in Education

Project-based learning and standardized tests don’t mix

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PHILADELPHIA — In a city that’s struggled to meet the educational needs of many of its children, especially its most vulnerable ones, a select group of district high schools is shunning the traditional classroom model in which teachers dispense knowledge from the front of the room and measure progress with tests. Instead, the schools have adopted an approach that’s become increasingly popular among education advocates and funders: project-based learning.

In this model, students embark on in-depth investigations relevant to their lives and their communities. Projects are organized around the development of skills like student collaboration, problem-solving and self-reflection through assignments that blend research with public presentations. They’re precisely the skills that colleges and employers say graduates need for success .

Yet, in a school district where more than half of 8-year-olds are reading below grade level and a third of high school students don’t graduate , there’s an urgency to demonstrate improved results. One of the challenges facing a project-based learning (PBL) model lies in measuring the very benefits that characterize it. “We haven’t figured out how to assess the outcomes of PBL and that is a huge issue,” said Maia Bloomfield Cucchiara, associate professor at Temple University.

Standardized tests don’t measure student engagement or deep thinking about relevant, meaningful content. The tests have their place, said Cucchiara, who also serves on the board of the city’s newest project-based high school, but “they don’t begin to capture all the things that we’re hoping [kids] will get out of this education.”

That’s a potential liability in a city looking to change the narrative of an urban school system that persistently lags behind statewide averages in academic proficiency. Philadelphia’s move toward the project-based model is part of a broader push to open alternatives to neighborhood comprehensive schools, which have struggled in the face of chronic underfunding.

“Now I’m a student that wants to learn, and I don’t worry about the end result [grade]. I’m into the process.”

Project-based learning advocates are confident that the model can succeed in Philadelphia by providing students with skills that translate equally to both postsecondary and career options. Less certain, however, is whether its adoption can push educators, students and families to re-examine assumptions about the very purpose of high school. Is the goal to improve test scores or prepare students for adulthood?

At the city’s project-based schools, the student experience is markedly different from that in more traditional high schools.

Spread out among the retro-chic sofas and love seats of the Bar Hygge brewpub in Philadelphia’s gentrified Fairmount neighborhood, a class of ninth-graders from Vaux Big Picture High School listens to restaurant co-owner Stew Keener talk about the collaboration and problem-solving that occurs on a daily basis in the food business. “Every meal service here is like the fourth quarter of a tie ball game,” he told them. “So when a problem comes up you can’t look for somebody to blame, you have to work together and come up with a solution.”

The message of teamwork and accountability, all in the service of a tangible product is, by now, a familiar one for this inaugural class of students at Vaux, the newest addition to Philadelphia’s network of recently opened small high schools designed around the project-based learning curriculum.

Related: Can a school save a neighborhood?

The visit to Bar Hygge is part of a required course in which freshmen spend one afternoon each week visiting a different business or community organization in order to identify internship opportunities they’d like to pursue in their sophomore year.

The internships will serve as a linchpin of the school’s “real-world learning” academic model, said David Bromley, founder and executive director of Big Picture Philadelphia, which started the school. “For us, PBL is when they’re developing projects that they’re interested in with somebody in the community … projects that have some kind of impact. Our goal is that everything they learn in the classroom they apply in their internships.”

Vaux principal Gabriel Kuriloff emphasizes that the school has developed rigorous internal assessments to measure progress. “We’re getting an incredible amount of data about our students on the ground. But that doesn’t translate to a school report card,” he said, referring to the annual assessments that highlight a school’s performance on standardized tests. “There’s no [statewide] assessment for being able to look people in the eye and speak clearly.”

One of the barriers to measuring the effectiveness of the model is that there’s no universal standard for what constitutes a project-based learning curriculum. At Vaux, the model is designed around the internship program. Some schools have adopted a more career and technical education approach while others focus on projects tied to community needs.

At The Workshop School, a project-based high school just a few miles west of Philadelphia’s Center City, more than 50 percent of each student’s day is dedicated to the research and implementation of a project, from designing a solar cellphone charger for personal use to auto repair for neighborhood clients (the school houses automotive and woodworking facilities). College-bound 18-year-old senior Miracle Townes has dreamed of owning her own businesses from an early age. She’s always been a self-motivated student, but what’s changed during her time at the school has been her ability to work with others. “When I came here,” she said, “I didn’t really want to share my work with people. I used to take the projects over and just do it myself, like ‘I’m gonna get us all an A on this project.’ But here you have to make sure everybody participates.”

What she’s learned, she says, is how to recognize group dynamics. “We have a few people in my class who are shy and don’t like to talk,” she explained. “If I’m placed in a group project with them I won’t say anything at the beginning even if I already have an idea because I want to hear from them. In my career I’m going to be working with other people and bringing my ideas to the table. Now I feel like I can tell when I’m talking too much, so I’ll know when to pull back.”

Related: A vocational school curriculum that includes genocide studies and British literature

The process of learning is just as important as the resulting product, said Workshop principal Simon Hauger. “For our kids, we want the work of school to be closely tied to the work that’s going to be demanded of them as adults.”

Hauger doesn’t sugarcoat the challenges that his students face. “Our kids are dealing with the trauma of poverty,” he said. (Eighty-eight percent of the school’s students qualify for free or reduced-price lunch, a national measure of poverty.) Hauger believes that the project-based learning framework is flexible enough to accommodate the needs of schools serving affluent neighborhoods and those serving under-resourced neighborhoods because, at its core, he says, is the effort to build a real sense of community where kids feel safe enough to take risks, identify their passions and act on honest self-evaluations of their strengths and weaknesses. High school, he said, should be a place where students “develop a deep sense of who they are and tie that to a future vision for themselves.”

Education advocates say that, looking beyond test scores, a more accurate measure of success for Workshop, or any other high school, should involve following kids in the years after graduation. Are they engaged in a postsecondary experience that’s meaningful, like working at a living wage job with upward mobility or attending a college or technical school?

Related: The next generation of science education means more doing

Fostering that kind of success isn’t easy. It demands unwavering commitment from teachers and stable leadership through the inevitable challenges. North Philadelphia’s The LINC High School, set in an area with one of the city’s highest violent crime rates , has faced several obstacles in its short history. Designed around a project-based learning curriculum when it opened in 2014, the school’s founding principal announced she was leaving for a job in Baltimore just days into the first school year , a move that led to an exodus of some faculty and students and a retreat to more traditional methods.

“In my career I’m going to be working with other people and bringing my ideas to the table.”

Current principal Bridget Bujak says that following the upheaval of having three principals in a single year, the school did not begin to reintroduce the schoolwide project-based learning curriculum until 2017. “Everyone really struggled with the model,” she said, noting that as a nonselective school, she has some ninth-graders coming in at a kindergarten reading level. While the program is less hands-on than Workshop’s, student work remains focused on the surrounding community. Recent projects involved creating designs for residential construction and analysis of neighborhood crime patterns.

“Projects are really hard, collaboration is really hard,” said Bujak. “For this to work there has to be a culture of care for each other. And when there is friction among students or teachers we have to put it on the table. We have sit-downs, we have conversations. We can’t ignore it.”

Project-based learning’s student-focused approach, which values the process of learning for each child rather than simply recording test grades, forces everyone in the building to work more closely together, Philadelphia educators in the project-based learning schools say. The result has been strengthened relationships between students and teachers, helping schools be more attentive to their students’ needs beyond academics.

Related: New advances in measuring social-emotional learning

Sixteen-year-old junior, Rosbeiris Gomez, who will be taking community college classes during her senior year, says the work at LINC has been challenging and meaningful. But just as important, she adds, is the sense of care, which has allowed her to talk to school staff about personal issues in situations where she has needed outside help. “Everybody here knows each other,” she said. “There are times when I walk by Ms. Bujak in the hallway and she’s like ‘Rose, come here.’ She wants to catch up if it’s been a while since we have talked because she knows that since my first year, when I was down or feeling sad, she would be the one I would go to.”

Building meaningful, caring relationships like these is crucial to success, teachers and principals say, but is not something you’re rewarded for on a proficiency test. Philadelphia assistant superintendent Christina Grant, who oversees the district’s network of project-based learning high schools, stresses that while project-based learning schools may put an emphasis on difficult-to-measure metrics, they will be held to the same level of accountability as other district schools. “None of the things we measure have shifted,” she said.

If the project-based learning schools show measurable gains in test scores or graduation rates, she said, the district will look to them for methods that can be expanded to primary schools.

Related: Using vocational education to teach academic courses

An unqualified success for these new schools would be results like those at Science Leadership Academy, a magnet school that is home to the district’s longest-running project-based learning program, which opened in 2006. The school combines rigorous research with student-driven projects that have impact beyond the school building. One student project involved putting on a city-wide Ultimate Frisbee tournament. In the 2016-17 school year, 99 percent of its seniors graduated, and 84 percent attended college immediately afterward. Algebra, Biology and English literature proficiency scores at the school are more than double the district high school average.

“Projects are really hard, collaboration is really hard.”

“As a magnet school,” said Science Leadership Academy principal Chris Lehmann, “we need to be able to prove that the learning we engage in here shows up on the test … without falling into a teach-for-the-test problem. It’s a balancing act. It always has been.”

It may prove difficult for other schools to replicate Science Leadership Academy’s performance, however. As a magnet school, it has selective admissions and attracts students from a wider range of socioeconomic backgrounds (fewer than half its students receive free or reduced-price lunch, for example) than the city’s other project-based learning schools.

Lehmann acknowledges the inherent advantages at a school that’s able to choose its students — applicants must meet minimum grade requirements and sit for an interview — but, like his counterparts at Philadelphia’s nonselective project-based learning schools, he argues that we need to be taking a more holistic view of school performance. “How you judge a school is an incredibly nuanced thing,” he said. “The way that we take care of each other and the way that we learn are intertwined.” There may not be a quantitative metric to assess whether students are being provided with meaningful work in an environment that lets them know they are cared for, but Lehmann believes that without those components, grades and test scores become an end unto themselves.

“There’s no [statewide] assessment for being able to look people in the eye and speak clearly.”

Tamir Harper is an 18-year-old senior at Science Leadership Academy whose passion is education reform: In 2017 he founded a nonprofit that advocates for quality urban education . He says that when he arrived at the school he was obsessed with grades. “I just wanted to know ‘How can I get an A?’ I didn’t care if I was learning, or comprehending,” he said. “Now I’m a student that wants to learn, and I don’t worry about the end result [grade]. I’m into the process.” He says a big part of that shift was the relationships he forged at school. “We’re not just project-based, we’re a community-driven school,” he said.

Fellow senior Madison Militello, 18, says her middle school was very strict, with no room for individual connections. “Here I don’t feel like the teachers are above me. I feel like we’re on the same level,” she said, noting that she’s still close with some teachers even though she doesn’t have their classes anymore. “You can’t teach a group of students you don’t have a connection with.”

That sentiment was a common refrain at Vaux, LINC and Workshop, each of which offer slightly different approaches to project-based learning in underserved communities. Educators at each are confident that the skills their students are acquiring — collaboration, critical thinking and problem-solving — will eventually manifest themselves in improved results on more traditional metrics like math and reading tests. More importantly, however, they believe that students will be much more prepared for the real world when they leave school. Whether project-based learning done on a larger scale can turn the tide in Philadelphia is another question.

“You can create the perfect school model and it’s still not going to solve American poverty,” Hauger said. “We’re moving the needle for every child who comes through the door and sometimes that doesn’t feel like enough.”

This story about project-based learning was produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter .

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This article made me so hopeful for American education which is usually reluctant to try anything new. Project-based learning has been the norm in a few other countries, namely Finland, and I wonder if it wouldn’t be a good idea to have a monthly meeting of a bunch of students from Philadelphia and Helsinki, of the same age. Google Hangouts or WhatsApp can provide enabling technology for the communication. I just think it would be so exciting if the kids can use project-based learning as a way of connecting. All the info that has been observed and collected in Finland, Sweden, Denmark is so remarkable when it comes to education and ours is so dismal and dreary. Thanks for the article.

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Home » Education » What is the Difference Between Research and Project

What is the Difference Between Research and Project

The main difference between research and project is that research is the systematic investigation and study of materials and sources to establish facts and reach new conclusions, while a project is a specific and finite activity that gives a measurable and observable result under preset requirements.

Both research and projects use a systematic approach. We also sometimes use the term research project to refer to research studies.

Key Areas Covered

1.  What is Research       – Definition, Features 2. What is a Project      – Definition, Features 3.  Difference Between Research and Project      – Comparison of Key Differences

Research, Project

What is Research

Research is a careful study a researcher conducts using a systematic approach and scientific methods. A research study typically involves several components: abstract, introduction ,  literature review ,  research design, and method , results and analysis, conclusion, bibliography. Researchers usually begin a formal research study with a hypothesis; then, they test this hypothesis rigorously. They also explore and analyze the literature already available on their research subject. This allows them to study the research subject from multiple perspectives, acknowledging different problems that need to be solved.

There are different types of research, the main two categories being quantitative research and qualitative research. Depending on their research method and design, we can also categorize research as descriptive research, exploratory research, longitudinal research, cross-sectional research, etc.

Furthermore, research should always be objective or unbiased. Moreover, if the research involves participants, for example, in surveys or interviews, the researcher should always make sure to obtain their written consent first.

What is a Project

A project is a collaborative or individual enterprise that is carefully planned to achieve a particular aim. We can also describe it as a specific and finite activity that gives a measurable and observable result under preset requirements. This result can be tangible or intangible; for example, product, service, competitive advantage, etc. A project generally involves a series of connected tasks planned for execution over a fixed period of time and within certain limitations like quality and cost. The Project Management Body of Knowledge (PMBOK) defines a project as a “temporary endeavor with a beginning and an end, and it must be used to create a unique product, service or result.”

Difference Between Research and Project

Research is a careful study conducted using a systematic approach and scientific methods, whereas a project is a collaborative or individual enterprise that is carefully planned to achieve a particular aim.

Research studies are mainly carried out in academia, while projects can be seen in a variety of contexts, including businesses.

The main aim of the research is to seek or revise facts, theories, or principles, while the main aim of a project is to achieve a tangible or intangible result; for example, product, service, competitive advantage, etc.

The main difference between research and project is that research is the systematic investigation and study of materials and sources to establish facts and reach new conclusions, while the project is a specific and finite activity that gives a measurable and observable result under preset requirements.

1. “ What Is a Project? – Definition, Lifecycle and Key Characteristics .” Your Guide to Project Management Best Practices .

Image Courtesy:

1. “ Research ” by Nick Youngson (CC BY-SA 3.0) via The Blue Diamond Gallery 2. “ Project-group-team-feedback ” (CC0) via Pixabay

About the Author: Hasa

Hasanthi is a seasoned content writer and editor with over 8 years of experience. Armed with a BA degree in English and a knack for digital marketing, she explores her passions for literature, history, culture, and food through her engaging and informative writing.

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What'S The Difference Between A Project And A Research Project?

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However, the main difference is that while an academic research proposal is for a specific line of research, a project proposal is for approval of a relatively smaller enterprise or scientific scheme; most often, project proposals are written with the intent of obtaining support in the form of budget penalties and permission to devote time and effort to the chosen project. Here it must be remembered that the forms, procedures and principles of academic research proposals are much more rigorous than for project proposals; it goes without saying that even the standard is much more demanding than in the project proposals. 

While format, length, and content may vary, the overall goal of academic research proposals and project proposals remains the same: approval by supervisors, academic committees, or reviews . This article will discuss the complexities of academic research proposals and project proposals, thereby helping readers understand the differences between the two. The following steps describe a simple and effective research paper writing strategy.  You will most likely start your research with a working, preliminary, or preliminary thesis, which you will refine until you are sure where the evidence leads. The thesis says what you believe and what you are going to prove. Good thesis statement distinguishes a thoughtful research project from a mere review of the facts. A good experimental thesis will help you focus your search for information. 

Before embarking on serious research, do some preliminary research to determine if there is enough information for your needs and to set the context for your research. Now that the direction of your research is clear to you, you can start searching for material on your topic. Choose a topic on which you can find an acceptable amount of information.  People wishing to publish the results of a quality assurance project should read this guide. Worksheets for assessing whether a quality assurance activity is also exploratory The following are two worksheets to help researchers determine whether to consult with the IRB before starting a quality assurance project. 

The main similarity between a thesis and a research project is that both can be inserted as academic papers. To understand the difference between a thesis and a research project, it is necessary to understand the similarities between the two terms. A dissertation is much more thorough than a research project; is a collection of various studies carried out in the field of study, which includes a critical analysis of their results. It aims to present and justify the necessity and importance of conducting research, as well as to present practical ways of conducting research. In addition, he should discuss the main issues and questions that the researcher will raise during the course of the study. Take on a topic that can be adequately covered in the given project format. A strong thesis is provocative; takes a stand and justifies the discussion you present. 

It contains the introduction, problematic hypothesis, objectives, hypothesis, methodology, rationale, and implications of the research project. The information collected during the study culminates in an application document such as policy recommendations, curriculum development, or program evaluation. The purpose of a design study is to collect information that will help solve an identifiable problem in a specific context. The purpose of design research is not to add to our understanding of research on a topic. The key difference between design research and a dissertation is that design research does not start from a research problem. The main difference between a terminating project and a thesis is that a terminating project addresses a specific problem, problem, or problem in your field of study, while a dissertation attempts to create new knowledge. The final project focuses on a narrow and specific topic, while the dissertation addresses a broader and more general issue. 

The main difference between projects and programs is usually that projects are designed to produce results while programs are designed to achieve business results. Obviously, there are some similarities between projects and programs, namely that they are both interested in change, i.e., in creating something new, and both require the use of a team to achieve a goal. To make the difference between project and programme more concrete, let's look at a practical example of the difference between project and programme. But to understand the difference, you need to start by understanding the definitions of projects and programmes. In a project portfolio, each project is responsible for managing multiple projects. The figure also highlights the differences between the project management level and the program and portfolio. 

Program Managers Project Managers Program Managers create the overall plans that are used to manage projects. Project management has a defined timeline with a defined deliverable that determines the end date. The program manager defines the vision, which is especially important when he oversees several projects at the same time. Program managers need to think strategically, especially as they often have to negotiate between different organizations and sometimes between multiple projects interacting over a program. Indeed, some of these projects can be so large and complex that they are programs in their own right. Thus, our software projects will only be one of the projects controlled by the program. Project Report Research Report Mainly focuses on achieving the desired outcome of the project. The focus is on providing information derived from data and problem analysis. A project report, as the name suggests, is simply a report that provides useful and important information to make better business decisions and also helps in project management. 

Conversely, a research report defines what is being sought, sources of data collection, how data is collected (for example, a research report focuses on the results of a completed research work. The research proposal has been submitted, evaluated, taking into account a number of factors, such as the associated costs , potential impact, soundness of the project implementation plan This is usually a request for research funding on the subject of study.  Instead, the research report is prepared after the project is completed. The research proposal is written in the future, the time used in the research report is past because it is written in the third person. Research proposals are approximately 4-10 pages in length. On the other hand, research consists of proving the main thesis backed up by evidence and data. Originality and personal research are important components of a dissertation. This dissertation engages the student in stimulating or provocative research and shows a level of thinking that opens up new horizons. Researching and writing an article will be more enjoyable if you are writing about something interesting. 

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Explore the Levels of Change Management

Change Management and Project Management: A Side-by-Side Comparison

Tim Creasey

Updated: March 17, 2024

Published: May 4, 2022

The disciplines of change management and project management are both necessary when executing a project or initiative. Each discipline brings the critical structure needed for effectively implementing change and achieving the results you want. Yet, c hange management and project management must work together to achieve successful change. Doing so creates a unified value proposition , which sets the foundation for tactical integration and delivers value across all aspects of the project, including both the people side and technical side.

Change Management for Project Managers

Depending on your role, the meaning of change management can vary. Project managers tend to think of it as managing changing resources, process and people on a project. Others may think of it as change control or managing changes to the project itself. When we speak of change management at Prosci, we’re referring to the application of a structured process and tools for managing the people side of change to achieve a desired outcome .

Similarly, project delivery has evolved to include a variety of iterative approaches to solutions design and development, such as Agile, especially in technology projects. Regardless, you can adapt change management to work with sequential, iterative and even hybrid approaches to solutions design, development and delivery.

Are you new to change management? Prosci offers many resources to help you start learning about change management.

Compare Change Management and Project Management

The paragraphs below juxtapose change management and project management, comparing common aspects of each discipline, including focus, definition, intent, process, tools, scaling factors, measurement of success, and practitioners. Although this list highlights the differences between the disciplines, it's more important to remember that change management and project management are complementary disciplines that share a common objective : to deliver successful change.

Project Management and Change Management 

Project management and change management each contribute a critical ingredient to successful change. Although they vary in terms of focus and approach, each discipline is essential to moving your project and people from the transition state to the desired future state. Understanding how each discipline works alongside the other is the first step in achieving a unified value proposition and the strongest foundation possible for your change initiatives. 

Tim Creasey is Prosci’s Chief Innovation Officer and a globally recognized leader in Change Management. Their work forms the basis of the world's largest body of knowledge on managing the people side of change to deliver organizational results.

See all posts from Tim Creasey

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Netflix's '3 Body Problem' makes some big changes from the book. Here's how the show and novels differ.

• "3 Body Problem" is based on Liu Cixin's "Remembrance of Earth's Past" novel trilogy. 
• Here are nine of the biggest differences between the show and books.
• Warning: Major spoilers ahead for season one of "3 Body Problem" and Liu Cixin's novels.

Netflix's "3 Body Problem" is an adaptation of Liu Cixin's wide-ranging "Remembrance of Earth's Past" trilogy of novels. And while the show hews close to its source material in some instances, it wildly diverges in others.

The series was adapted for the small screen by "Game of Thrones" showrunners David Benioff and D.B. Weiss, in addition to "True Blood" writer Alexander Woo. Liu's original novels are strongly anchored in China: They begin during the Cultural Revolution , something that carries over to the show, and primarily feature Chinese characters in the modern day.

"3 Body Problem" moves the show's focus away from China to a more global stage, and its modern-day sequences take place primarily in England rather than China. As a result, the show features a global cast.

Here are the other major differences between the books and the show. Warning — major spoilers ahead for all eight episodes of "3 Body Problem," and Liu Cixin's novels, which will likely serve as a roadmap for a potential season two .

The show splits up one of the book's main characters into several different people

In "The Three-Body Problem," the first of Liu's novels, Wang Miao is one of the primary characters. He's a nanomaterials researcher who starts to see a countdown in his photographs after becoming embroiled in an investigation into the deaths of scientists alongside gruff police officer Da Shi. In the process, he begins playing an immersive video game about a world within a three-star system. Wang Miao learns that the world — and its inhabitants — are real, and is brought into an organization preparing for their arrival on Earth.

Wang Miao maps most closely onto Augustina ("Auggie") Salazar, played by Eiza González in the show. Auggie is working on developing nanofiber technology — that is, until she stops her research when she begins seeing a countdown in her field of vision. In both the books and the show, it's Wang Miao and Auggie's nanofibers that get put to use slicing apart the Judgment Day in order to gain intel on the aliens.

However, parts of Wang Miao's character were also incorporated into Jin Cheng, played by Jess Hong. In the show, Jin is the one who first plays the virtual reality game, and she does so under the name "Copernicus," Wang Miao's player name. When she progresses far enough in the game, she's also told the truth about the aliens, serving as a double agent.

Jin Cheng also bears similarities to another character in the novels

Wang Miao aside, Jin Cheng more precisely corresponds to the character Cheng Xin, who doesn't appear until "Death's End," the third book in the series.

In the books, Cheng Xin proposes the Staircase Project, an initiative to launch a probe towards the alien fleet. She's also the one who persuades her terminally ill former classmate Yun Tianming to participate in the Staircase Project.

Speaking of Yun Tianming, he got turned into Will Downing

"3 Body Problem's" answer to Yun Tianming is Will Downing, part of the cohort of Oxford alums in the show. He's quit research to teach physics — that is, until he receives a terminal cancer diagnosis. After coming into a large amount of money following their friend Jack Rooney's death, Will purchases a star for Jin Cheng and agrees to participate in the Staircase Project.

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Yun Tianming also purchases a star for Cheng Xin that becomes important later in "Death's End." She enters hibernation after the launch of the Staircase Project but gets woken up when an astronomer discovers that her star has planets.

Saul is based on a character named Luo Ji

Saul, another member of the Oxford Five, spends much of the show's first season mucking around. However, in its final episode, he's named a "Wallfacer," a position created by the United Nations that gives three individuals unlimited power to fight the San-Ti. The trick? They can't tell anyone their plans due to the San-Ti's observational powers. By the end of the first season, Saul isn't too keen on being a Wallfacer and doesn't understand why he was chosen.

In the books, he most closely resembles Luo Ji, the primary character of the second novel, "The Dark Forest." The UN bizarrely chooses Luo Ji to act as a Wallfacer, and he shirks the responsibility after realizing that he can't turn down the role. Eventually, he's the one to temporarily solve the Trisolaran problem, locking them into a deterrence-based stalemate.

The aliens are called 'Trisolarans' in the books

In the English translation of Liu's novels, the alien colonizers are referred to as "trisolarans," as a reference to their tri-solar world. The organization preparing for their arrival on Earth is the ETO: the Earth-Trisolaris Organization. However, in the Netflix series, they're called the "San-Ti."

The moniker in the show is a reference to Ye Wenjie's first contact with the aliens while she was based in China. "Sān tǐ-rén" means "three-body people" in Chinese.

The show doesn't explore the factions of the ETO

In the books, the ETO has a few different factions: the Adventists, who want the Trisolarans to destroy humanity; the Redemptionists, who religiously worship the Trisolarans; and the Survivors, who serve the Trisolarans in the hope that they and their descendants may be spared when they invade.

In the show, things are a bit simpler. Mike Evans is a leader of the movement, while Ye Wenjie is its founder. The members of the organization refer to the San-Ti as their "Lord," and some, like Tatiana (Marlo Kelly), display religious zealousness.

Sophon comes in much earlier in the show

In both the show and the books, sophons are protons that the San-Ti have turned into supercomputers. They're sentient, and make the San-Ti essentially omniscient on Earth.

In the books, Sophon doesn't manifest as a physical character until the third novel in the series, "Death's End." In the book, she's a robot representative of the Trisolarans on Earth.

However, Sophon, played by Sea Shimooka, shows up in season one of the show as the katana-wielding game master. She's also the voice of the San-Ti during conversations with Evans. Shimooka told Business Insider in a recent interview that she drew from performances like Alicia Vikander in "Ex Machina" and Evan Rachel Wood in "Westworld" while crafting her approach to the character.

"Where we see her in season 1 is so far from where we see her down the line," Shimooka told BI. "I really had to rely on the scripts the writers gave me. When I had finished the books by the time we started filming, I was glad that I had already zeroed in on her calm demeanor even if her arc changes dramatically."

The VR headsets are way simpler in the series

The silver, metallic headsets of "3 Body Problem" are one of its most prominent symbols. In the show, they're completely seamless, transporting the viewer into a hyper-realistic virtual world immediately after donning them.

In the book, things aren't quite so advanced. Wang Miao plays the video game through a V-suit, composed of a "panoramic viewing helmet and a haptic feedback suit." This suit is able to mimic hot and cold temperatures, as well as physical sensations like getting hit.

"In the books, it's meant to be kind of a slightly advanced consumer technology where it would be as if everybody had an Oculus headset and this was a game that showed up," Weiss told BI during a roundtable interview.

"Whereas we'd made a conscious choice to make something a lot, lot farther along than that," he continued. "Something that obviously was tied in its origins to the alien civilizations that we were in contact and conflict with. So that meant photo-real, or at least a hyper-real kind of feeling."

In the show, Ye Wenjie has a child with Mike Evans, not a Red Coast colleague

In "3 Body Problem," Ye Wenjie's daughter Vera Ye dies by suicide in the first episode. We later learn that her father was Mike Evans, the oil heir and one of the leaders of the organization preparing for the San-Ti's arrival.

In the book, Vera Ye is Yang Dong, Ye Wenjie's daughter who also dies by suicide early in the novel. She's the daughter of Yang Weining, one of Ye Wenjie's supervisors at the Red Coast base, whom Ye Wenjie married during her time there.

"3 Body Problem" is now streaming on Netflix .

Disclosure: Mathias Döpfner, CEO of Business Insider's parent company, Axel Springer, is a Netflix board member.

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Guest Essay

The Two-State Solution Is an Unjust, Impossible Fantasy

By Tareq Baconi

Mr. Baconi is the author of “Hamas Contained” and the president of the board of al-Shabaka, the Palestinian Policy Network.

After 176 days, Israel’s assault on Gaza has not stopped and has expanded into what Human Rights Watch has declared to be a policy of starvation as a weapon of war. More than 32,000 Palestinians have been killed, and the international community has reverted to a deeply familiar call for a two-state solution, under which Palestinians and Israelis can coexist in peace and security. President Biden even declared “the only real solution is a two-state solution” in his State of the Union address last month.

But the call rings hollow. The language that surrounds a two-state solution has lost all meaning. Over the years, I’ve encountered many Western diplomats who privately roll their eyes at the prospect of two states — given Israel’s staunch opposition to it, the lack of interest in the West in exerting enough pressure on Israel to change its behavior and Palestinian political ossification — even as their politicians repeat the phrase ad nauseam. Yet in the shadow of what the International Court of Justice has said could plausibly be genocide, everyone has returned to the chorus line, stressing that the gravity of the situation means that this time will be different.

It will not be. Repeating the two-state solution mantra has allowed policymakers to avoid confronting the reality that partition is unattainable in the case of Israel and Palestine, and illegitimate as an arrangement originally imposed on Palestinians without their consent in 1947. And fundamentally, the concept of the two-state solution has evolved to become a central pillar of sustaining Palestinian subjugation and Israeli impunity. The idea of two states as a pathway to justice has in and of itself normalized the daily violence meted out against Palestinians by Israel’s regime of apartheid.

The circumstances facing Palestinians before Oct. 7, 2023, exemplified how deadly the status quo had become. In 2022, Israeli violence killed at least 34 Palestinian children in the West Bank, the most in 15 years, and by mid-2023, that rate was on track to exceed those levels. Yet the Biden administration still saw fit to further legitimize Israel, expanding its diplomatic relations in the region and rewarding it with a U.S. visa waiver . Palestine was largely absent from the international agenda until Israeli Jews were killed on Oct. 7. The fact that Israel and its allies were ill prepared for any kind of challenge to Israeli rule underscores just how invisible the Palestinians were and how sustainable their oppression was deemed to be on the global stage.

This moment of historical rupture offers blood-soaked proof that policies to date have failed, yet countries seek to resurrect them all the same. Instead of taking measures showing a genuine commitment to peace — like meaningfully pressuring Israel to end settlement building and lift the blockade on Gaza or discontinuing America’s expansive military support — Washington is doing the opposite. The United States has aggressively wielded its use of its veto at the United Nations Security Council, and even when it abstains, as it did in the recent vote leading to the first resolution for a cease-fire since Oct. 7, it claims such resolutions are nonbinding. The United States is funding Israel’s military while defunding the U.N. Relief and Works Agency, a critical institution for Palestinians, bolstering the deeply unpopular and illegitimate Palestinian Authority, which many Palestinians now consider to be a subcontractor to the occupation, and subverting international law by limiting avenues of accountability for Israel. In effect, these actions safeguard Israeli impunity.

The vacuity of the two-state solution mantra is most obvious in how often policymakers speak of recognizing a Palestinian state without discussing an end to Israel’s occupation of Palestinian territory. Quite the contrary: With the United States reportedly exploring initiatives to recognize Palestinian statehood, it is simultaneously defending Israel’s prolonged occupation at the International Court of Justice, arguing that Israel faces “very real security needs” that justify its continued control over Palestinian territories.

What might explain this seeming contradiction?

The concept of partition has long been used as a blunt policy tool by colonial powers to manage the affairs of their colonies, and Palestine was no exception. The Zionist movement emerged within the era of European colonialism and was given its most important imprimatur by the British Empire. The Balfour Declaration, issued by the British in 1917, called for a “national home for the Jewish people” in Palestine without adequately accounting for the Palestinians who constituted a vast majority in the region and whom Balfour referred to simply as “non-Jewish communities.” This declaration was then imposed on the Palestinians, who by 1922 had become Britain’s colonized subjects and were not asked to give consent to the partitioning of their homeland. Three decades later, the United Nations institutionalized partition with the passage of the 1947 plan, which called for partitioning Palestine into two independent states, one Palestinian Arab and the other Jewish.

All of Palestine’s neighboring countries in the Middle East and North Africa that had achieved independence from their colonial rulers and joined the United Nations voted against the 1947 plan. The Palestinians were not formally considered in a vote that many saw as illegitimate; it partitioned their homeland to accommodate Zionist immigration, which they had resisted from the onset. The Palestine Liberation Organization, established more than a decade later, formalized this opposition, insisting that Palestine as defined within the boundaries that existed during the British Mandate was “an indivisible territorial unit”; it forcefully refused two states and by the late 1970s was fighting for a secular, democratic state. By the 1980s, however, the P.L.O. chairman, Yasir Arafat, along with most of the organization’s leadership, had come to accept that partition was the pragmatic choice, and many Palestinians who had by then been ground down by the machinery of the occupation accepted it as a way of achieving separateness from Israeli settlers and the creation of their own state.

It took more than three decades for Palestinians to understand that separateness would never come, that the goal of this policy was to maintain the illusion of partition in some distant future indefinitely. In that twilight zone, Israel’s expansionist violence increased and became more forthright, as Israeli leaders became more brazen in their commitment to full control from the Jordan River to the Mediterranean Sea. Israel also relied on discredited Palestinian leaders to sustain their control — primarily those who lead the Palestinian Authority and who collaborate with Israel’s machinations and make do with nonsovereign, noncontiguous Bantustans that never challenge Israel’s overarching domination. This kind of demographic engineering, which entails geographic isolation of unwanted populations behind walls, is central to apartheid regimes. Repeating the aspiration for two states and arguing that partition remains viable presents Israel as a Jewish and democratic state — separate from its occupation — giving it a veneer of palatability and obfuscating the reality that it rules over more non-Jews than Jews .

Seen in this light, the failed attempts at a two-state solution are not a failure for Israel at all but a resounding success, as they have fortified Israel’s grip over this territory while peace negotiations ebbed and flowed but never concluded. In recent years, international and Israeli human rights organizations have acknowledged what many Palestinians have long argued: that Israel is a perpetrator of apartheid. B’Tselem, Israel’s leading human rights organization, concluded that Israel is a singular regime of Jewish supremacy from the river to the sea.

Now, with international attention once again focused on the region, many Palestinians understand the dangers of discussing partition, even as a pragmatic option. Many refuse to resuscitate this hollowed-out policy-speak. In a message recently published anonymously, a group of Palestinians on the ground and in the diaspora state wrote: “The partition of Palestine is nothing but a legitimation of Zionism, a betrayal of our people and the final completion of the nakba,” or catastrophe, which refers to the expulsion and flight of about 750,000 Palestinians with Israel’s founding. “Our liberation can only be achieved through a unity of struggle, built upon a unity of people and a unity of land.”

For them, the Palestinian state that their inept leaders continue to peddle, even if achievable, would fail to undo the fact that Palestinian refugees are unable to return to their homes, now in Israel, and that Palestinian citizens of Israel would continue to reside as second-class citizens within a so-called Jewish state.

Global powers might choose to ignore this sentiment as unrealistic, if they even take note of it. They might also choose to ignore Israeli rejection of a two-state solution, as Israeli leaders drop any pretenses and explicitly oppose any pathway to Palestinian statehood. As recently as January, Prime Minister Benjamin Netanyahu said that Israel “must have security control over the entire territory west of the Jordan River.” He added, “That collides with the idea of sovereignty. What can we do?”

And yet the two-state solution continues to be at the forefront for policymakers who have returned to contorting the reality of an expansionist regime into a policy prescription they can hold on to. They cycle through provisions that the Palestinian state must be demilitarized, that Israel will maintain security oversight, that not every state in the world has the same level of sovereignty. It is like watching a century of failure, culminating in the train wreck of the peace process, replay itself in the span of the past five months.

This will not be the first time that Palestinian demands are not taken into account as far as their own future is concerned. But all policymakers should heed the lesson of Oct. 7: There will be neither peace nor justice while Palestinians are subjugated behind walls and under Israeli domination.

A single state from the river to the sea might appear unrealistic or fantastical or a recipe for further bloodshed. But it is the only state that exists in the real world — not in the fantasies of policymakers. The question, then, is: How can it be transformed into one that is just?

Source photographs by Jose A. Bernat Bacete, Daily Herald Archive and Lior Mizrahi, via Getty Images.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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Caulfield, J. (2023, July 23). How to Write an Argumentative Essay | Examples & Tips. Scribbr. Retrieved April 6, 2024, from https://www.scribbr.com/academic-essay/argumentative-essay/

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