writing research papers textbook

Writing for Inquiry and Research

Jeffrey Kessler, University of Illinois Chicago

Mark Bennett, University of Illinois Chicago

Sarah Primeau, University of Illinois Chicago

Charitianne Williams, University of Illinois Chicago

Virginia Costello, University of Illinois Chicago

Annie R. Armstrong, University of Illinois Chicago

Copyright Year: 2023

ISBN 13: 9781946011213

Publisher: University of Illinois Library - Urbana

Language: English

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Reviewed by Angelica Rivera, Director, Northeastern Illinois University on 4/16/24

This book consists of a Preface, Introduction, Chapters I thru Chapter IV. and it also has an Appendix I to Appendix III. Chapter I covers the Annotated Bibliography, Chapter II covers the Proposal, Chapter III covers the Literature Review and... read more

Comprehensiveness rating: 5 see less

This book consists of a Preface, Introduction, Chapters I thru Chapter IV. and it also has an Appendix I to Appendix III. Chapter I covers the Annotated Bibliography, Chapter II covers the Proposal, Chapter III covers the Literature Review and Chapter IV covers the Research Essay. Each section is broken down into smaller sections to break down each topic. The book is written by 3 different authors who are experts in their field and who write about different writing genres. The authors are interdisciplinary in their approach which means students in various disciplines can use the manual to begin their inquiry process and continue with their research process. This book also has short videos that provide explanations, and references after every chapter to provide additional learning resources. Appendix I covers Reading Strategies, Appendix II covers Writing Strategies and Appendix III covers Research Strategies. Appendix I and Appendix II also have additional resources for reading and writing strategies. This book will help most first year students who are transitioning from high school to college.

Content Accuracy rating: 5

This book is accessible for first year students who are in English, Composition or First year experience courses. However, the authors note that there are some limits to the topics addressed as the text does not cover research methods, databases, plagiarism and emerging writing technologies. The authors believe that writing is a human based process regardless of the tools and technologies that one uses when writing.

Relevance/Longevity rating: 5

This book is well researched and will survive the test of time as it is accessible and will serve as a reference tool for a student who is looking to develop their writing question and develop their research approach.

Clarity rating: 5

This book is well researched, well organized and well written.

Consistency rating: 5

There was consistency throughout the text as all of the authors had experience with working with first year students and/or with the writing process.

Modularity rating: 5

The first 3 chapters can be assigned in any order but the fourth chapter should be the 4th step as that part consists of writing the actual research essay. This book is not meant to be used by itself and thus provides additional bibliographic sources and topics to further develop one’s knowledge of the writing process.

Organization/Structure/Flow rating: 5

This book is written in the logical process of developing a research question and then conducting the research. An instructor can easily assign these chapters in chronological order and it will help the student to brainstorm to create their question and then follow the steps to conduct their research.

Interface rating: 5

There were no issues with the books interface.

Grammatical Errors rating: 5

I found this manuscript to be well written and it contained no visible grammatical errors.

Cultural Relevance rating: 5

I found this book to be neutral and accessible to all students irrespective of their various backgrounds.

I give this book 5 stars because it helps students and instructors break down the research process into smaller steps which can be completed in a semester-long course in research writing.

Table of Contents

• Introduction
• Chapter 1: Annotated Bibliography
• Chapter 2: Proposal
• Chapter 3: Literature Review
• Chapter 4: Research Essay
• Appendix I: Writing Strategies
• Appendix II: Reading Strategies
• Appendix III: Research Strategies

Ancillary Material

About the book.

Writing for Inquiry and Research guides students through the composition process of writing a research paper. The book divides this process into four chapters that each focus on a genre connected to research writing: the annotated bibliography, proposal, literature review, and research essay. Each chapter provides significant guidance with reading, writing, and research strategies, along with significant examples and links to external resources. This book serves to help students and instructors with a writing-project-based approach, transforming the research process into an accessible series of smaller, more attainable steps for a semester-long course in research writing. Additional resources throughout the book, as well as in three appendices, allow for students and instructors to explore the many facets of the writing process together.

About the Contributors

Jeffrey C. Kessler is a Senior Lecturer at the University of Illinois Chicago. His research and teaching interrogate the intersections of writing, fiction, and critical university studies. He has published about the works of Oscar Wilde, Henry James, Vernon Lee, and Walter Pater. He earned his PhD from Indiana University.

Mark Bennett has served as director of the University of Illinois Chicago’s (UIC) First-Year Writing Program since 2012. He earned his PhD in English from UIC in 2013. His primary research interests are in composition studies and rhetoric, with a focus on writing program administration, course placement, outcomes assessment, international student education, and AI writing.

Sarah Primeau serves as the associate director of the First-Year Writing Program and teaches first-year writing classes at University of Illinois Chicago. Sarah has presented her work at the Conference on College Composition and Communication, the Council of Writing Program Administrators Conference, and the Cultural Rhetorics Conference. She holds a PhD in Rhetoric and Composition from Wayne State University, where she focused on composition pedagogy, cultural rhetorics, writing assessment, and writing program administration.

Charitianne Williams is a Senior Lecturer at the University of Illinois Chicago focused on teaching first-year composition and writing center studies. When she’s not teaching or thinking about teaching, she’s thinking about writing.

For more than twenty years, Virginia Costello has been teaching a variety of English composition, literature, and gender studies courses. She received her Ph.D. from Stony Brook University in 2010 and is presently Senior Lecturer in the Department of English at University of Illinois Chicago. Early in her career, she studied anarcho-catholicism through the work of Dorothy Day and The Catholic Worker Movement. She completed research at the International Institute of Social History in Amsterdam and has published articles on T.S. Eliot, Emma Goldman, and Bernard Shaw. More recently, she presented her work at the Modern Studies Association conference (Portland, OR, 2022), Conference on College Composition and Communication (Chicago, Il, 2023) and Comparative and Continental Philosophy Circle (Tallinn, Estonia, 2022 and Bogotá, Columbia, 2023). Her research interests include prison reform/abolition, archē in anarchism, and Zen Buddhism.

Annie Armstrong has been a reference and instruction librarian at the Richard J. Daley Library at the University of Illinois Chicago since 2000 and has served as the Coordinator of Teaching & Learning Services since 2007. She serves as the library’s liaison to the College of Education and the Department of Psychology. Her research focuses on enhancing and streamlining the research experience of academic library users through in-person and online information literacy instruction.

Common Writing Assignments

Welcome to the Purdue OWL

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Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.

Understanding Writing Assignments

This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.

Argument Papers

This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.

Research Papers

This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.

Exploratory Papers

This resource will help you with exploratory/inquiry essay assignments.

Annotated Bibliographies

This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Book Report

This resource discusses book reports and how to write them.

Definitions

This handout provides suggestions and examples for writing definitions.

Essays for Exams

While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.

Book Review

This resource discusses book reviews and how to write them.

Academic Proposals

This resource will help undergraduate, graduate, and professional scholars write proposals for academic conferences, articles, and books.

In this section

Subsections.

Organizing, Writing, and Formatting Your Research Paper: Research Paper Resources

• Research Paper Resources
• Getting Help

Helpful Books

Selecting a topic, taking notes, organizing a draft.

Writing the Paper: Style and Usage

• Garner's Modern English Usage . 5th edition, 2022. Online. Also available in print format: Olin Reference PE 2827 .G37 2022. Shelved near the Olin Reference desk. "...one of the most influential style guides ever written for the English language." [Introduction] Find the best word, the correct usage, the felicitous phrase with this standard and highly readable work.
• The Everyday Writer . 7th edition, 2020. Print format only. Olin Library Reference PE 1408 .L86 2020 . Shelved near the Olin Reference desk. Description and table of contents .

The Final Product: Format and Documentation

• Publication Manual of the American Psychological Association . Call Number: Olin Reference BF 76.7 .P83 2020; shelved near the Olin Reference desk 7th edition, 2020. Print format only. The authoritative style manual for anyone writing in psychology and allied fields. Its chapters discuss the content and organization of a manuscript; writing style; and the American Psychological Association citation style for in-text citations and bibliographies.
• MLA Handbook Call Number: Olin Reference LB 2369 .M52 2021; shelved near the Olin Reference desk 9th edition, 2021. Available online. Intended as an aid for college students writing research papers. Included here is information on formatting a research project, the mechanics of prose, using inclusive language, and citing your sources in a bibliography and in the text of your paper.
• A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers . Call Number: Olin Reference LB 2369 .T8 2018; shelved near the Olin Reference desk 9th edition, 2018. Kate Turabian's standard guide for student writers based on the University of Chicago style. Chapters cover everything you've ever wanted to know about putting a paper together, from writing introductory chapters to formatting your bibliography.

For further information and links to online citation guides, see Citation Styles: Handbooks, Resources, and Guides .

Return to Library Research at Cornell

Review the Seven Steps of the Research Process

Revised March 24, 2023; Michael Engle

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• Last Updated: Mar 29, 2023 4:47 PM
• URL: https://guides.library.cornell.edu/organizing

Writing Resources

• Videos on Various Stages of the Writing Process
• Deciphering Written Assignments
• Developing a Paper Topic
• Incorporating Sources into an Essay
• Voice Markers
• Why You Need to Cite Sources
• Citing Sources This link opens in a new window
• Books on Preparing for the Essay
• Books on Essay Writing
• Books on Writing Research Papers

Electronic Books

These books focus on writing the research paper after gathering sources. Click on the title of each book to connect to the eBook. If you are off-campus, you will have to enter your GCC ID and PIN number in order to access the database. 

Print Books

These books offer guidance on writing the research paper. You can find these books in our catalog and borrow them for use at home. Clicking on the title will redirect you to the library catalog.

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Book Title: Technical Writing Essentials

Subtitle: Introduction to Professional Communications in the Technical Fields

Authors: Suzan Last and UNH College of Professional Studies Online

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Book Description: This open textbook is designed to introduce readers to the basics of technical communication: audience and task analysis in workplace contexts, clear and concise communications style, effective document design, teamwork and collaboration, and fundamental research skills.

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Communication studies

Hur man skriver bättre meningar för en forskningsartikel?

• Smodin redaktion
• Uppdaterad: Maj 17, 2024

När du står inför att skriva ett forskningsarbete kan det vara en huvudvärk att komma med tydliga, slagkraftiga meningar. Detta gäller särskilt när du siktar på att förmedla komplexa idéer effektivt.

Om du kämpar med meningsstruktur eller inte kan uttrycka dina tankar tydligt, hjälper den här guiden dig.

Från grundläggande grammatik till att använda AI-verktyg, vi ska titta på hur du skapar meningar som resonerar med läsare och stärker dina argument.

Förstå grunderna för meningsstruktur

Att förstå grunderna i meningsstruktur är viktigt i akademiskt skrivande. Varje mening i din forskningsartikel är en byggsten som bidrar till klarheten och övertygelsen i ditt argument. En bra mening börjar med ett tydligt fokus: varje ord ska hjälpa till att förmedla din huvudidé direkt och effektivt.

Först, inse vikten av en stark kombination av ämne och verb. Ämnet för din mening utför handlingen, som beskrivs av verbet. Att se till att dessa element är tydliga och koncisa förhindrar otydlighet och håller läsaren på tårna. Till exempel: "Experimentet visar..." är mer direkt än att säga: "Det visas av experimentet att..."

Tänk på strukturen på dina meningar. En välgjord mening följer ett logiskt mönster: subjekt, verb, objekt. Att följa denna struktur kan göra ditt skrivande lättare samtidigt som artikelns läsbarhet förbättras.

Slutligen, kom ihåg att varje mening du skriver bör stödja huvudpoängen i ditt stycke. Se varje mening som ett miniargument som lägger till din avhandling, logiskt kopplar dina idéer. Att bemästra dessa grunder är det första steget för att säkerställa att varje mening du skriver bidrar med substans.

Tekniker för att förbättra meningar

Nej, vi tänkte inte lämna dig hängande. Här är några praktiska tekniker som du kan använda för att få varje mening att ge mervärde till din forskningsuppsats.

Att uppnå tydlighet är oerhört viktigt, särskilt i vetenskapligt skrivande och i ditt examensarbete. Argumentet måste vara tydligt för läsaren omedelbart. Ett vanligt problem är överanvändningen av komplexa meningar som smutsar ner dina poänger. Motverka detta genom att fokusera på att använda aktiv röst snarare än passiv röst. Passiv röst kan helt enkelt dölja "vem" som utför handlingen.

Här är ett exempel: "Forskaren genomförde experimentet" (aktiv) är tydligare än: "Experimentet utfördes av forskaren" (passivt).

Dessutom, när du förklarar processer eller resultat som inträffade i din studie, bör dåtid användas konsekvent för att upprätthålla klarhet. Se till att varje verb i din mening ger en tydlig idé, vilket stöder huvudargumentet. Så när det kommer till tydlighet, se till att välja rätt verbtid.

Meningsstruktur är en viktig del för att hålla dina akademiska artiklar engagerande. Den allmänna regeln är att blanda olika typer av meningar för att behålla läsarens intresse och lyfta fram nyckelpunkter.

Börja med variera längden av dina meningar: koppla ihop en kortare, slagkraftig mening med en längre, mer beskrivande. Detta kan förhindra att ditt skrivande blir tråkigt. Efter ett kraftfullt uttalande, till exempel, utöka nästa mening med ytterligare detaljer.

Det är också viktigt att experimentera med olika början till meningar . Att använda ett adverb, ett adjektiv eller en fras för att leda dina tankar kan vara till hjälp. Att diskutera dina ämnen med olika verb ger också rytm och dynamik till din text. Men gör detta försiktigt: att bli för kreativ med din diktion kan göra en mening mer komplex än den behöver vara.

Lita på oss, det är värt ansträngningen att omformulera meningar för att undvika repetitiva strukturer och se till att dina idéer uttrycks så tydligt och levande som möjligt. Detta är nyckeln till att skapa en övertygande berättelse för din artikel.

Kraftfulla övergångar är limmet som håller ihop din uppsats och vägleder läsaren smidigt från en idé till nästa. Den första meningen i varje stycke bör fungera som en bro från föregående stycke. Den viktigaste punkten i ett nytt avsnitt bör introduceras tydligt och kortfattat.

Detta hjälper läsaren att följa ditt argument utan att kämpa sig igenom plötsliga förändringar och frånkopplade punkter. Till exempel, om ett stycke diskuterar en specifik aspekt av din forskning, kan nästa länka den aspekten till en annan, vilket fördjupar läsarens förståelse av ämnet.

Inom ett stycke ska varje mening logiskt flyta till nästa , med hjälp av övergångsord och fraser för att signalera sambandet mellan idéer. Att använda övergångar förtydligar effektivt förhållandet mellan stycken och meningar. Det förstärker också den övergripande strukturen i din uppsats, vilket säkerställer att varje punkt bidrar på ett meningsfullt sätt till din avhandling.

Skriv bättre meningar med Smodin

Att använda Smodin i ditt akademiska skrivande kan förändra hur du strukturerar meningar i dina forskningsartiklar. Smodin är utrustad med verktyg för att förfina ditt skrivande och se till att det är skarpt, engagerande och informativt. Med den kan du förvänta dig noggrann uppmärksamhet på detaljer. Detta gör att du kan presentera mer detaljer tydligt i dina diskussioner.

Ämnet för din uppsats hanteras med precision, uppbackad av artificiell intelligens (AI) som berikar ditt argument med välstrukturerade idéer och endast relevanta bevis.

Smodins AI-verktyg hjälper till att hålla ett skarpt fokus på det aktuella ämnet och välja de bästa orden för att formulera dina idéer. Detta kan vara särskilt användbart när du måste uttrycka många forskningsresultat inom en liten ordgräns. Dessutom ökar Smodins förmåga att generera referenser exakt och integrera dem sömlöst trovärdighet och sparar massor av tid.

Vi bör också nämna att Smodins svit av AI-skrivverktyg går långt utöver att bara omstrukturera meningar. Du kan också göra plagiatkontroller och få omfattande forskningshjälp som stödjer ditt skrivande i varje steg.

Avslutande tankar

För att bli en "bra författare" måste du behärska meningsstruktur och tydlighet. Det kommer inte att vara lätt i början, men du kan göra det!

Presentera ditt ämne på ett sätt som resonerar med din läsare, och se till att varje mening bygger på den sista för att bilda ett sammanhängande argument. Så småningom, med övning och uppmärksamhet på detaljer, kommer du att förbättras.

Kom ihåg att du kan påskynda detta genom att utnyttja kraften i artificiell intelligens. Smodin låter dig börja gratis, så vad väntar du på?

Industrial Engineering and Applications – Europe

11th International Conference, ICIEA-EU 2024, Nice, France, January 10–12, 2024, Revised Selected Papers

• Conference proceedings
• © 2024
• Shey-Huei Sheu 0

Asian University, Taichung, Taiwan

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Part of the book series: Lecture Notes in Business Information Processing (LNBIP, volume 507)

Included in the following conference series:

• ICIEA: International Conference on Industrial Engineering and Applications

Conference proceedings info: ICIEA-EU 2024.

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Table of contents (19 papers)

Front matter, cost-optimization of condition-based maintenance policies for a two-component machine system with general repairs and process rejects.

• Kevin Kenneth Kwan, Simon Anthony Lorenzo, Iris Ann Martinez

Determination of Skilled Worker Requirements for Maintenance Departments Under Stochastic Failure Mode Conditions

• Sahin Furkan Sahiner, Onur Golbasi

Empirical Findings on the Current State of Industrial Production Management Systems in the Context of Increasing Digitalization

• Stefan Schmid, Herwig Winkler

Process Improvement of Taping for an Assembly Electrical Wiring Harness

• Ikhlef Jebbor, Youssef Raouf, Zoubida Benmamoun, Hanaa Hachimi

Use of Artificial Intelligence in Occupational Health and Safety in Construction Industry: A Proposed Framework for Saudi Arabia

• Shabir Hussain Khahro, Qasim Hussain Khahro

Path Score Based Approach for Deriving Machine Sequence in Multistage Process

• Sugyeong Lee, Dong-Hee Lee

A Traffic Signal Timing Model with Consideration on Road Configurations, Phase Planning, and Conflict Points at a Signalized T-Intersection Road

• Ma. Dominique M. Soriano, Ronaldo V. Polancos

Lateral Stability Control for Four Independent Wheel Vehicles Considering the Surrounding Condition

• Jinghua Zhang, Lifeng Ding, Junjian Chen, Lei Yue

Design of an Interactive Scheduling Heuristic-Based Application

• Edmond Duay, Gene Mark Gondraneos, Karisha Ann Indino-Pineda, Rosemary Seva

A New Data-Driven Modelling Framework for Moisture Content Prediction in Continuous Pharmaceutical Tablet Manufacturing

• Motaz Deebes, Mahdi Mahfouf, Chalak Omar

Solving the Car Sequencing Problem with Cross-Ratio Constraints Using Constraint Programming Approach

• Sana Jalilvand, Ali Bozorgi-Amiri, Mehdi Mamoodjanloo, Armand Baboli

Picking Optimization in U-Shaped Corridors with a Movable Depot

• Roberto Montemanni, Agnese Cervino, Francesco Lolli

Sustainable and Energy-Efficient Industrial Systems: Modelling the Environmental Impact of Logistics Facilities

• S. Perotti, L. Cannava, B. Najafi, E. Gronda, F. Rinaldi

Zero-Inflated Poisson Tensor Factorization for Sparse Purchase Data in E-Commerce Markets

• Keisuike Mizutani, Ayaka Ueta, Ryota Ueda, Ray Oishi, Tomofumi Hara, Yuki Hoshino et al.

Hybrid Predictive Modeling for Automotive After-Sales Pricing: Integrating BiLSTM-Attention and Fuzzy Logic

• Asmae Amellal, Issam Amellal, Mohammed Rida Ech-charrat

Full-Length Hardness Prediction in Wire Rod Manufacturing Using Semantic Segmentation of Thermal Images

• Seok-Kyu Pyo, Sung-Jun Hur, Dong-Hee Lee, Sang-Hyeon Lee, Sung-Jun Lim, Jong-Eun Lee et al.

Industrial Object Detection: Leveraging Synthetic Data for Training Deep Learning Models

• Sarah Ouarab, Rémi Boutteau, Katerine Romeo, Christele Lecomte, Aristid Laignel, Nicolas Ragot et al.

A Multi-step Approach for Identifying Unknown Defect Patterns on Wafer Bin Map

• Jin-Su Shin, Dong-Hee Lee

Synthetic Datasets for 6D Pose Estimation of Industrial Objects: Framework, Benchmark and Guidelines

• Aristide Laignel, Nicolas Ragot, Fabrice Duval, Sarah Ouarab

Other volumes

• control models and system analysis in industrial engineering
• pricing strategies
• production planning
• decision support systems

About this book

This book constitutes the refereed post-proceedings of the 11th International Conference on Industrial Engineering and Applications, ICIEA 2024, held in Nice, France, during January 10-12, 2024.

The 16 full papers and 3 short papers included in this book were carefully reviewed and selected from 90 submissions. They focus on the most recent and relevant research, theories and practices in industrial engineering and its applications. 

Editors and Affiliations

Shey-Huei Sheu

Bibliographic Information

Book Title : Industrial Engineering and Applications – Europe

Book Subtitle : 11th International Conference, ICIEA-EU 2024, Nice, France, January 10–12, 2024, Revised Selected Papers

Editors : Shey-Huei Sheu

Series Title : Lecture Notes in Business Information Processing

DOI : https://doi.org/10.1007/978-3-031-58113-7

Publisher : Springer Cham

eBook Packages : Computer Science , Computer Science (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

Softcover ISBN : 978-3-031-58112-0 Published: 11 May 2024

eBook ISBN : 978-3-031-58113-7 Published: 10 May 2024

Series ISSN : 1865-1348

Series E-ISSN : 1865-1356

Edition Number : 1

Number of Pages : X, 244

Number of Illustrations : 25 b/w illustrations, 102 illustrations in colour

Topics : Computer Applications , Control, Robotics, Mechatronics , Industrial and Production Engineering , IT in Business

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May 13, 2024

This article has been reviewed according to Science X's editorial process and policies . Editors have highlighted the following attributes while ensuring the content's credibility:

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written by researcher(s)

AI-assisted writing is quietly booming in academic journals—here's why that's OK

by Julian Koplin, The Conversation

If you search Google Scholar for the phrase " as an AI language model ," you'll find plenty of AI research literature and also some rather suspicious results. For example, one paper on agricultural technology says,

"As an AI language model, I don't have direct access to current research articles or studies. However, I can provide you with an overview of some recent trends and advancements …"

Obvious gaffes like this aren't the only signs that researchers are increasingly turning to generative AI tools when writing up their research. A recent study examined the frequency of certain words in academic writing (such as "commendable," "meticulously" and "intricate"), and found they became far more common after the launch of ChatGPT—so much so that 1% of all journal articles published in 2023 may have contained AI-generated text.

(Why do AI models overuse these words? There is speculation it's because they are more common in English as spoken in Nigeria, where key elements of model training often occur.)

The aforementioned study also looks at preliminary data from 2024, which indicates that AI writing assistance is only becoming more common. Is this a crisis for modern scholarship, or a boon for academic productivity?

Who should take credit for AI writing?

Many people are worried by the use of AI in academic papers. Indeed, the practice has been described as " contaminating " scholarly literature.

Some argue that using AI output amounts to plagiarism. If your ideas are copy-pasted from ChatGPT, it is questionable whether you really deserve credit for them.

But there are important differences between "plagiarizing" text authored by humans and text authored by AI. Those who plagiarize humans' work receive credit for ideas that ought to have gone to the original author.

By contrast, it is debatable whether AI systems like ChatGPT can have ideas, let alone deserve credit for them. An AI tool is more like your phone's autocomplete function than a human researcher.

The question of bias

Another worry is that AI outputs might be biased in ways that could seep into the scholarly record. Infamously, older language models tended to portray people who are female, black and/or gay in distinctly unflattering ways, compared with people who are male, white and/or straight.

This kind of bias is less pronounced in the current version of ChatGPT.

However, other studies have found a different kind of bias in ChatGPT and other large language models : a tendency to reflect a left-liberal political ideology.

Any such bias could subtly distort scholarly writing produced using these tools.

The hallucination problem

The most serious worry relates to a well-known limitation of generative AI systems: that they often make serious mistakes.

For example, when I asked ChatGPT-4 to generate an ASCII image of a mushroom, it provided me with the following output.

It then confidently told me I could use this image of a "mushroom" for my own purposes.

These kinds of overconfident mistakes have been referred to as "AI hallucinations" and " AI bullshit ." While it is easy to spot that the above ASCII image looks nothing like a mushroom (and quite a bit like a snail), it may be much harder to identify any mistakes ChatGPT makes when surveying scientific literature or describing the state of a philosophical debate.

Unlike (most) humans, AI systems are fundamentally unconcerned with the truth of what they say. If used carelessly, their hallucinations could corrupt the scholarly record.

Should AI-produced text be banned?

One response to the rise of text generators has been to ban them outright. For example, Science—one of the world's most influential academic journals—disallows any use of AI-generated text .

I see two problems with this approach.

The first problem is a practical one: current tools for detecting AI-generated text are highly unreliable. This includes the detector created by ChatGPT's own developers, which was taken offline after it was found to have only a 26% accuracy rate (and a 9% false positive rate ). Humans also make mistakes when assessing whether something was written by AI.

It is also possible to circumvent AI text detectors. Online communities are actively exploring how to prompt ChatGPT in ways that allow the user to evade detection. Human users can also superficially rewrite AI outputs, effectively scrubbing away the traces of AI (like its overuse of the words "commendable," "meticulously" and "intricate").

The second problem is that banning generative AI outright prevents us from realizing these technologies' benefits. Used well, generative AI can boost academic productivity by streamlining the writing process. In this way, it could help further human knowledge. Ideally, we should try to reap these benefits while avoiding the problems.

The problem is poor quality control, not AI

The most serious problem with AI is the risk of introducing unnoticed errors, leading to sloppy scholarship. Instead of banning AI, we should try to ensure that mistaken, implausible or biased claims cannot make it onto the academic record.

After all, humans can also produce writing with serious errors, and mechanisms such as peer review often fail to prevent its publication.

We need to get better at ensuring academic papers are free from serious mistakes, regardless of whether these mistakes are caused by careless use of AI or sloppy human scholarship. Not only is this more achievable than policing AI usage, it will improve the standards of academic research as a whole.

This would be (as ChatGPT might say) a commendable and meticulously intricate solution.

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• Published: 06 May 2024

APOE4 homozygozity represents a distinct genetic form of Alzheimer’s disease

• Juan Fortea   ORCID: orcid.org/0000-0002-1340-638X 1 , 2 , 3   na1 ,
• Jordi Pegueroles   ORCID: orcid.org/0000-0002-3554-2446 1 , 2 ,
• Daniel Alcolea   ORCID: orcid.org/0000-0002-3819-3245 1 , 2 ,
• Olivia Belbin   ORCID: orcid.org/0000-0002-6109-6371 1 , 2 ,
• Oriol Dols-Icardo   ORCID: orcid.org/0000-0003-2656-8748 1 , 2 ,
• Lídia Vaqué-Alcázar 1 , 4 ,
• Laura Videla   ORCID: orcid.org/0000-0002-9748-8465 1 , 2 , 3 ,
• Juan Domingo Gispert 5 , 6 , 7 , 8 , 9 ,
• Marc Suárez-Calvet   ORCID: orcid.org/0000-0002-2993-569X 5 , 6 , 7 , 8 , 9 ,
• Sterling C. Johnson   ORCID: orcid.org/0000-0002-8501-545X 10 ,
• Reisa Sperling   ORCID: orcid.org/0000-0003-1535-6133 11 ,
• Alexandre Bejanin   ORCID: orcid.org/0000-0002-9958-0951 1 , 2 ,
• Alberto Lleó   ORCID: orcid.org/0000-0002-2568-5478 1 , 2 &
• Víctor Montal   ORCID: orcid.org/0000-0002-5714-9282 1 , 2 , 12   na1  

Nature Medicine ( 2024 ) Cite this article

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• Alzheimer's disease
• Predictive markers

This study aimed to evaluate the impact of APOE4 homozygosity on Alzheimer’s disease (AD) by examining its clinical, pathological and biomarker changes to see whether APOE4 homozygotes constitute a distinct, genetically determined form of AD. Data from the National Alzheimer’s Coordinating Center and five large cohorts with AD biomarkers were analyzed. The analysis included 3,297 individuals for the pathological study and 10,039 for the clinical study. Findings revealed that almost all APOE4 homozygotes exhibited AD pathology and had significantly higher levels of AD biomarkers from age 55 compared to APOE3 homozygotes. By age 65, nearly all had abnormal amyloid levels in cerebrospinal fluid, and 75% had positive amyloid scans, with the prevalence of these markers increasing with age, indicating near-full penetrance of AD biology in APOE4 homozygotes. The age of symptom onset was earlier in APOE4 homozygotes at 65.1, with a narrower 95% prediction interval than APOE3 homozygotes. The predictability of symptom onset and the sequence of biomarker changes in APOE4 homozygotes mirrored those in autosomal dominant AD and Down syndrome. However, in the dementia stage, there were no differences in amyloid or tau positron emission tomography across haplotypes, despite earlier clinical and biomarker changes. The study concludes that APOE4 homozygotes represent a genetic form of AD, suggesting the need for individualized prevention strategies, clinical trials and treatments.

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Dynamics of cognitive variability with age and its genetic underpinning in NIHR BioResource Genes and Cognition cohort participants

The Amyloid-β Pathway in Alzheimer’s Disease

Data availability.

Access to tabular data from ADNI ( https://adni.loni.usc.edu/ ), OASIS ( https://oasis-brains.org/ ), A4 ( https://ida.loni.usc.edu/collaboration/access/appLicense.jsp ) and NACC ( https://naccdata.org/ ) can be requested online, as publicly available databases. All requests will be reviewed by each studyʼs scientific board. Concrete inquiries to access the WRAP ( https://wrap.wisc.edu/data-requests-2/ ) and ALFA + ( https://www.barcelonabeta.org/en/alfa-study/about-the-alfa-study ) cohort data can be directed to each study team for concept approval and feasibility consultation. Requests will be reviewed to verify whether the request is subject to any intellectual property.

Code availability

All statistical analyses and raw figures were generated using R (v.4.2.2). We used the open-sourced R packages of ggplot2 (v.3.4.3), dplyr (v.1.1.3), ggstream (v.0.1.0), ggpubr (v.0.6), ggstatsplot (v.0.12), Rmisc (v.1.5.1), survival (v.3.5), survminer (v.0.4.9), gtsummary (v.1.7), epitools (v.0.5) and statsExpression (v.1.5.1). Rscripts to replicate our findings can be found at https://gitlab.com/vmontalb/apoe4-asdad (ref. 32 ). For neuroimaging analyses, we used Free Surfer (v.6.0) and ANTs (v.2.4.0).

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Acknowledgements

We acknowledge the contributions of several consortia that provided data for this study. We extend our appreciation to the NACC, the Alzheimer’s Disease Neuroimaging Initiative, The A4 Study, the ALFA Study, the Wisconsin Register for Alzheimer’s Prevention and the OASIS3 Project. Without their dedication to advancing Alzheimer’s disease research and their commitment to data sharing, this study would not have been possible. We also thank all the participants and investigators involved in these consortia for their tireless efforts and invaluable contributions to the field. We also thank the institutions that funded this study, the Fondo de Investigaciones Sanitario, Carlos III Health Institute, the Centro de Investigación Biomédica en Red sobre Enfermedades Neurodegenerativas and the Generalitat de Catalunya and La Caixa Foundation, as well as the NIH, Horizon 2020 and the Alzheimer’s Association, which was crucial for this research. Funding: National Institute on Aging. This study was supported by the Fondo de Investigaciones Sanitario, Carlos III Health Institute (INT21/00073, PI20/01473 and PI23/01786 to J.F., CP20/00038, PI22/00307 to A.B., PI22/00456 to M.S.-C., PI18/00435 to D.A., PI20/01330 to A.L.) and the Centro de Investigación Biomédica en Red sobre Enfermedades Neurodegenerativas Program 1, partly jointly funded by Fondo Europeo de Desarrollo Regional, Unión Europea, Una Manera de Hacer Europa. This work was also supported by the National Institutes of Health grants (R01 AG056850; R21 AG056974, R01 AG061566, R01 AG081394 and R61AG066543 to J.F., S10 OD025245, P30 AG062715, U54 HD090256, UL1 TR002373, P01 AG036694 and P50 AG005134 to R.S.; R01 AG027161, R01 AG021155, R01 AG037639, R01 AG054059; P50 AG033514 and P30 AG062715 to S.J.) and ADNI (U01 AG024904), the Department de Salut de la Generalitat de Catalunya, Pla Estratègic de Recerca I Innovació en Salut (SLT006/17/00119 to J.F.; SLT002/16/00408 to A.L.) and the A4 Study (R01 AG063689, U24 AG057437 to R.A.S). It was also supported by Fundación Tatiana Pérez de Guzmán el Bueno (IIBSP-DOW-2020-151 o J.F.) and Horizon 2020–Research and Innovation Framework Programme from the European Union (H2020-SC1-BHC-2018-2020 to J.F.; 948677 and 847648 to M.S.-C.). La Caixa Foundation (LCF/PR/GN17/50300004 to M.S.-C.) and EIT Digital (Grant 2021 to J.D.G.) also supported this work. The Alzheimer Association also participated in the funding of this work (AARG-22-923680 to A.B.) and A4/LEARN Study AA15-338729 to R.A.S.). O.D.-I. receives funding from the Alzheimer’s Association (AARF-22-924456) and the Jerome Lejeune Foundation postdoctoral fellowship.

Author information

These authors contributed equally: Juan Fortea, Víctor Montal.

Authors and Affiliations

Sant Pau Memory Unit, Hospital de la Santa Creu i Sant Pau - Biomedical Research Institute Sant Pau, Barcelona, Spain

Juan Fortea, Jordi Pegueroles, Daniel Alcolea, Olivia Belbin, Oriol Dols-Icardo, Lídia Vaqué-Alcázar, Laura Videla, Alexandre Bejanin, Alberto Lleó & Víctor Montal

Centro de Investigación Biomédica en Red de Enfermedades Neurodegenerativas. CIBERNED, Barcelona, Spain

Juan Fortea, Jordi Pegueroles, Daniel Alcolea, Olivia Belbin, Oriol Dols-Icardo, Laura Videla, Alexandre Bejanin, Alberto Lleó & Víctor Montal

Barcelona Down Medical Center, Fundació Catalana Síndrome de Down, Barcelona, Spain

Juan Fortea & Laura Videla

Department of Medicine, Faculty of Medicine and Health Sciences, Institute of Neurosciences, University of Barcelona, Barcelona, Spain

Lídia Vaqué-Alcázar

Barcelonaβeta Brain Research Center (BBRC), Pasqual Maragall Foundation, Barcelona, Spain

Juan Domingo Gispert & Marc Suárez-Calvet

Neurosciences Programme, IMIM - Hospital del Mar Medical Research Institute, Barcelona, Spain

Department of Medicine and Life Sciences, Universitat Pompeu Fabra, Barcelona, Spain

Centro de Investigación Biomédica en Red Bioingeniería, Biomateriales y Nanomedicina. Instituto de Salud carlos III, Madrid, Spain

Centro Nacional de Investigaciones Cardiovasculares (CNIC), Madrid, Spain

Wisconsin Alzheimer’s Disease Research Center, University of Wisconsin-Madison School of Medicine and Public Health, Madison, WI, USA

Sterling C. Johnson

Brigham and Women’s Hospital Massachusetts General Hospital, Harvard Medical School, Boston, MA, USA

Reisa Sperling

Barcelona Supercomputing Center, Barcelona, Spain

Víctor Montal

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Contributions

J.F. and V.M. conceptualized the research project and drafted the initial manuscript. V.M., J.P. and J.F. conducted data analysis, interpreted statistical findings and created visual representations of the data. O.B. and O.D.-I. provided valuable insights into the genetics of APOE. L.V., A.B. and L.V.-A. meticulously reviewed and edited the manuscript for clarity, accuracy and coherence. J.D.G., M.S.-C., S.J. and R.S. played pivotal roles in data acquisition and securing funding. A.L. and D.A. contributed to the study design, offering guidance and feedback on statistical analyses, and provided critical review of the paper. All authors carefully reviewed the manuscript, offering pertinent feedback that enhanced the study’s quality, and ultimately approved the final version.

Corresponding authors

Correspondence to Juan Fortea or Víctor Montal .

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Competing interests.

S.C.J. has served at scientific advisory boards for ALZPath, Enigma and Roche Diagnostics. M.S.-C. has given lectures in symposia sponsored by Almirall, Eli Lilly, Novo Nordisk, Roche Diagnostics and Roche Farma, received consultancy fees (paid to the institution) from Roche Diagnostics and served on advisory boards of Roche Diagnostics and Grifols. He was granted a project and is a site investigator of a clinical trial (funded to the institution) by Roche Diagnostics. In-kind support for research (to the institution) was received from ADx Neurosciences, Alamar Biosciences, Avid Radiopharmaceuticals, Eli Lilly, Fujirebio, Janssen Research & Development and Roche Diagnostics. J.D.G. has served as consultant for Roche Diagnostics, receives research funding from Hoffmann–La Roche, Roche Diagnostics and GE Healthcare, has given lectures in symposia sponsored by Biogen, Philips Nederlands, Esteve and Life Molecular Imaging and serves on an advisory board for Prothena Biosciences. R.S. has received personal consulting fees from Abbvie, AC Immune, Acumen, Alector, Bristol Myers Squibb, Janssen, Genentech, Ionis and Vaxxinity outside the submitted work. O.B. reported receiving personal fees from Adx NeuroSciences outside the submitted work. D.A. reported receiving personal fees for advisory board services and/or speaker honoraria from Fujirebio-Europe, Roche, Nutricia, Krka Farmacéutica and Esteve, outside the submitted work. A.L. has served as a consultant or on advisory boards for Almirall, Fujirebio-Europe, Grifols, Eisai, Lilly, Novartis, Roche, Biogen and Nutricia, outside the submitted work. J.F. reported receiving personal fees for service on the advisory boards, adjudication committees or speaker honoraria from AC Immune, Adamed, Alzheon, Biogen, Eisai, Esteve, Fujirebio, Ionis, Laboratorios Carnot, Life Molecular Imaging, Lilly, Lundbeck, Perha, Roche and outside the submitted work. O.B., D.A., A.L. and J.F. report holding a patent for markers of synaptopathy in neurodegenerative disease (licensed to Adx, EPI8382175.0). The remaining authors declare no competing interests.

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Fortea, J., Pegueroles, J., Alcolea, D. et al. APOE4 homozygozity represents a distinct genetic form of Alzheimer’s disease. Nat Med (2024). https://doi.org/10.1038/s41591-024-02931-w

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Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

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Top reviews from the United States

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