TY - JOUR AU - Hatziolou, Elizabeth AU - Sofiou, Stamatia PY - 2020/03/05 Y2 - 2024/03/29 TI - TEACHING HOW TO WRITE A RESEARCH PAPER JF - The Modern Higher Education Review JA - edreview VL - IS - 4 SE - CONTINUING PROFESSIONAL EDUCATION: THEORY AND PRACTICE DO - 10.28925/2518-7635.2019.4.2 UR - https://edreview.kubg.edu.ua/index.php/edreview/article/view/72 SP - 17-26 AB - <p>The article aims at&nbsp;offering help to&nbsp;lecturers that want to&nbsp;teach their students how to&nbsp;write an&nbsp;acceptable research paper. As&nbsp;grammar and/or syntax can contribute to&nbsp;writing correct sentences but cannot aid students in&nbsp;developing a&nbsp;well-written research paper, lecturers should teach their students how to&nbsp;acquire important skills that will help them to&nbsp;compose a&nbsp;correct research paper. Such skills involve the&nbsp;acquisition of&nbsp;the&nbsp;ability to&nbsp;develop paragraphs, a&nbsp;series of&nbsp;sentences developing one topic, and&nbsp;the&nbsp;composition of&nbsp;a&nbsp;paper through a&nbsp;series of&nbsp;paragraphs that develop several related topics. Paragraphs need to&nbsp;include unity, coherence, transition, reasons – to&nbsp;accept the&nbsp;arguments in&nbsp;the&nbsp;research paper – and&nbsp;some examples in&nbsp;order to&nbsp;give the&nbsp;reasons in&nbsp;the&nbsp;research paper more validity. While long paragraphs can make the&nbsp;reader tired, many short paragraphs can become monotonous and&nbsp;boring. In&nbsp;other words, the&nbsp;length of&nbsp;paragraphs in&nbsp;a&nbsp;research paper is&nbsp;important. So is&nbsp;a&nbsp;closing, a&nbsp;summary sentence for&nbsp;the&nbsp;end of&nbsp;the&nbsp;development of&nbsp;the&nbsp;topic sentence, signalling that the&nbsp;writer is&nbsp;ready to&nbsp;move on&nbsp;to another idea and&nbsp;lists of&nbsp;details, like illustrations, examples, contrast, comparison, cause and&nbsp;effect and&nbsp;a&nbsp;combination of&nbsp;methods. The&nbsp;purpose of&nbsp;the&nbsp;research paper is&nbsp;considered to&nbsp;be&nbsp;of&nbsp;utmost importance and&nbsp;corresponds to&nbsp;one of&nbsp;the&nbsp;four main types of&nbsp;writing, including explanation, argument or&nbsp;mixtures, depending on&nbsp;the&nbsp;title and&nbsp;the&nbsp;central idea. Limiting the&nbsp;subject by&nbsp;providing an&nbsp;outline is&nbsp;helpful in&nbsp;organizing the&nbsp;student’s thoughts and&nbsp;avoiding overlapping. The&nbsp;inclusion of&nbsp;citations and&nbsp;a&nbsp;bibliography are obligatory for&nbsp;diligence in&nbsp;fulfilling the&nbsp;requirements of&nbsp;the&nbsp;university or&nbsp;college.</p> ER -