You were introduced to the concept of evidence-based writing in Unit 2 through a short video on Duke Universitys MEAL Plan for writing. Scholarly writing is evidence-based writing, and part of the "meat" of the MEAL Plan is writing that includes evidence. Its foundation lies in what you learn as a researcher while reviewing pertinent literature, and then it extends into how you design your research project and later into how you write up your study findings. Evidence-based writing depicts what you have learned by using formal academic language to communicate your original thoughts about your study topic while also connecting those thoughts with the results of both the literature review and the analysis of the data collected in the research.
argues that solid academic writing is founded on the concept of the paragraph. In the MEAL plan, each paragraph of academic writing is built upon a main idea (M), supported by evidence (E) plus analysis (A), and ends by linking (L) back to the larger argument or claim being made, as shown in the main idea or topic sentence of the paragraph. For example, when generating the chapters of a dissertation, evidence can consist of what is known from relevant literature or what is later learned through data collection and analysis. In both cases, presenting evidence in a clear, straightforward, logical, focused, and articulate manner is the hallmark of quality academic writing.
In your Primary Post of 500700 words, discuss the following:
Establish what evidence-based writing is according to a peer-reviewed source accessible through the CTU Library or Google Scholar.
Share an example of how you have employed evidence-based writing in the past, and reflect on how you will do so in the future.
Defend your rationale of the importance of evidence-based writing as it relates to your doctoral research.
Evidence-Based Writing: A Foundation for Scholarly Research
Understanding Evidence-Based Writing
Evidence-based writing is a critical component of scholarly communication, ensuring that arguments and claims are supported by credible research and data. According to a peer-reviewed article by Booth, Colomb, and Williams (2008), evidence-based writing incorporates rigorous research methodologies to substantiate claims made in academic discourse. The authors argue that effective scholarly writing not only conveys original thoughts but also systematically integrates evidence from existing literature and empirical findings to reinforce the validity of those thoughts. This approach not only enhances the credibility of the writing but also fosters a deeper understanding of the subject matter among readers.
In essence, evidence-based writing is grounded in the principle that knowledge should be constructed on a robust foundation of empirical evidence, thereby enabling scholars to contribute meaningful insights to their fields. This practice necessitates a critical engagement with literature, ensuring that writers synthesize relevant studies while articulating their own perspectives.
Personal Experience with Evidence-Based Writing
In my previous academic work, I employed evidence-based writing extensively in my master's thesis, which focused on the impact of social media on adolescent mental health. I began by conducting a comprehensive literature review, identifying key studies that highlighted both positive and negative effects of social media on young people's psychological well-being.
For instance, I referenced research by Twenge et al. (2018), which provided compelling data linking increased social media use with rising rates of anxiety and depression among adolescents. In my analysis, I synthesized this evidence and articulated how these trends could be attributed to factors such as cyberbullying and social comparison.
Moving forward, I plan to apply the same rigorous approach to my doctoral research. By consistently utilizing the MEAL Plan framework—establishing a main idea, supporting it with evidence, analyzing that evidence, and linking back to my overarching thesis—I will ensure that my writing remains focused and impactful. This structured approach will not only enhance the clarity of my arguments but also foster a comprehensive understanding among my readers.
The Importance of Evidence-Based Writing in Doctoral Research
The significance of evidence-based writing in doctoral research cannot be overstated. First and foremost, it establishes credibility and authority. In the academic realm, scholars are expected to engage with existing literature critically and contribute new knowledge. Evidence-based writing allows researchers to present their findings within the context of established research, demonstrating their understanding of the field and their capacity to build upon it.
Moreover, evidence-based writing enhances the rigor of research by encouraging transparency and reproducibility. When researchers provide detailed accounts of their methodologies and support their claims with data, they pave the way for future studies to replicate or challenge their findings. This form of scholarly dialogue is essential for advancing knowledge in any discipline.
Additionally, evidence-based writing promotes ethical scholarship. By accurately citing sources and presenting empirical data, researchers honor the contributions of others while positioning their work within a broader academic conversation. This practice not only upholds academic integrity but also fosters collaboration and mutual respect among scholars.
In conclusion,
evidence-based writing is an indispensable aspect of scholarly communication that strengthens arguments, enhances credibility, and promotes ethical scholarship. As I embark on my doctoral journey, I am committed to employing evidence-based writing not only as a tool for conveying my research findings but also as a means of contributing meaningfully to advancements in my field.
References
Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research (3rd ed.). University of Chicago Press.
Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms in adolescents: 2012-2015. Psychological Science, 29(3), 1-10. https://doi.org/10.1177/0956797617740800