《The Craft of Research, Third Edition》是一本由Wayne C. Booth / Gregory G. Colo著作，University Of Chicago Press出版的Paperback图书，本书定价：USD 17.00，页数：336，特精心从网络上整理的一些读者的读后感，希望对大家能有帮助。

　　《The Craft of Research, Third Edition》精选点评：

　　●很好，浅显易懂，做研究报告的指导手册。不只是科研人员用，任何行业的人，都可以用。

　　●Scholarly Research and Writing课的教材

　　●略微死板但中规中矩的学术写作指南，第三部门完全是逻辑入门，第四部分又像修辞入门，可惜的是没有强调Becker的persona(写作人格/个性)，不得不感慨BMC对我的学术训练是多么完备和扎实。学术研究开始于一个现实的问题，带着自己的假设对现有文献进行快速阅读和索引追溯，寻找论据并建立初步的论点（论点必须是可反驳的），写明论点的逻辑依据且承认论点的局限（让步），明确自己的读者并撰写大纲后，安排自己的材料和图表，阐述自己的观点而不是自己的思考过程，开宗明义（问题、背景、目的、意义）、简洁明了（少用名词多用动词、不用长难句）、强调核心论点（开头中间结尾），多修改多修改多修改。说到底，研究应当是一个有趣的故事而非老套的文书，学者要有属于自己的人格和声音。Chris

　　●十分喜欢这个书 做研究的入门级 语言通俗易懂

　　●一本手把手教你从零开始做研究的手册，面向所有需要或有兴趣撰写研究报告的读者。虽然三位作者都是著名文学教授，但本书并没有针对文学研究过多展开。手册澄清了不少基础又重要的问题，比如研究的意义，怎样提出问题，如何合理安排文章的各个部分等等，为我解了不少疑惑。文字智慧、真挚、可爱，穿插有三位作者的学术小故事以鼓励后进，以及另两位作者在Booth去世后对老友的怀念文字。如今三位作者都已驾鹤西去，留给世间的是他们字里行间对知识与研究的热忱。

　　●我大一在全英班时的课本…

　　●Academic research is not for me.

　　●Follow-able methodology

　　●Quite,quite useful!!!

　　●经典写论文必读书目

　　《The Craft of Research, Third Edition》读后感(一)：经典之作

　　当时在论文写作课上, 老师推荐的书. 在国外挺经典的, 卖的也很火. 但奇怪在国内,这种书, 包括这本书, 却不怎么流行. 国内写论文可能这些用处不大, 但写给老外看的东西, 书里的东西都挺受用.

　　. WILLIAMS的另外一书STYLE也是写作的经典之作.

　　《The Craft of Research, Third Edition》读后感(二)：the craft of research

　　quot;Everything we've said about research reflects our belief that it is a profoundly social activity that connects you both to those who will use your research and to those who might benefit——from that use." 一本严谨细致的方法论著作，像老父亲一样的谆谆教诲。虽然有些地方过于繁复拖沓，但也因此格外完备，重点突出。 反应了作家组三人的某种理想主义气质，对于研究事业本身的信任，对于论文这种文体的信任，对于研究者们理性的信任，虽然字里行间也不是不能读出他们对研究界一些不乐观的现状的观察，但是他们的乐观仍然能透过整本书深深地打动读者。这个世界上很难有一种方法可以应用于每个人，但是任何一个领域的哪怕是最初级的研究者都可以资此书以成文。尽管我必须承认这本书在阅读过程中给我带来的折磨大于欢愉，我有一半时间在走神，但是这本书必将成为我未来的重要参考，幸好买了纸质版。。。。

　　:文笔晓畅，词汇简练，只需要高中英语储备就可以比较轻易地读下去。算是第一本完整读完的英文原著emmm居然不是小说。。。

　　《The Craft of Research, Third Edition》读后感(三)：读书笔记（持续更新）

　　不做点评，目的性地获取知识技能，提要钩玄之。

　　HOW TO USE THIS BOOK

　　The best way to deal with the complexity of research (and its anxiety) is to read this book twice. First skim it to see what lies before you (skip ahead when you feel confused or bored). Then as you begin your work, read carefully the chapters relevant to the task at hand. If you are wholly new to research, start rereading from the beginning. If you are in an intermediate course but not yet at home in your field, skim part I, then concentrate on the rest. If you consider yourself an experienced researcher, you will probably find chapter 4 and parts III and IV most useful.

　　In part I, we address what those of you undertaking your first project have to think about consciously: why readers expect you to write up your research in particular ways (chapter 1), and why you should think of your project not as solitary work but as a conversation with those whose work you read and then with those who will read yours (chapter 2).

　　In part II, we discuss how to frame and develop your project. We explain

　　• how to carve out a topic from an interest, then how to focus

　　and question it (chapter 3);

　　• how to transform those questions into a research problem (chapter 4);

　　• how to find sources to guide the search for answers (chapter 5);

　　• how to use those sources and think through what you find (chapter 6).

　　In part III, we discuss how to assemble a sound case in support of your claim. That includes

　　• an overview of the elements of a research argument (chapter 7);

　　• what counts as a significant claim (chapter 8);

　　• what count as good reasons and sound evidence (chapter 9);

　　• why and how you must acknowledge questions, objections, and alternatives and respond to them (chapter 10);

　　• how you justify the logic of your argument (chapter 11). In part IV, we lay out the steps in producing your report:

　　• how to plan and write a first draft (chapter 12);

　　• how to test and revise it (chapter 13);

　　• how to write an introduction and conclusion that convince readers that your report is worth their time (chapter 14);

　　• how to present complex quantitative evidence clearly and pointedly (chapter 15);

　　• how to edit your style to make it clear, direct, and readable (chapter 16).

　　In an afterword, “The Ethics of Research,” we reflect on a matter that goes beyond professional competence. Doing and reporting research is a social activity with an ethical dimension. We all know of recent scandals about the dishonest research of historians, scientists, stock analysts, and others, and we see plagiarism spreading among writers at all levels of achievement, from secondary school students to those at the top of their professions. Such events emphasize the importance of hard thinking about what constitutes ethical research and its reporting.

　　etween some of the chapters you will find “Quick Tips,” brief sections that complement the chapters. Some Quick Tips are checklists; some discuss additional considerations for advanced students; several address matters not raised in the chapters. But all add something new.

　　At the end of this book, there is a brief survey of recent work in the issues we address in this book, an essay aimed at those who teach research, and a bibliography of sources for beginning researchers and for those getting into particular fields.

　　《The Craft of Research, Third Edition》读后感(四)：How to make claims

　　reading report of The Daft of Research

　　20100120 (1th)

　　This is my reading report about the book titled The Daft of Research. It’s obvious that my former writing “says little more than here are some facts about my topic”(Booth, 2003 , p105). The authors remind readers to remember three questions for making claims: First, what kind of claims should I ask？ Second, is the claim specific enough？ Third, will it significant enough to need an argument supporting it？

　　These questions are principles of thumb because of their close relevance with the logic of research. Our claims are always used to address the research questions, and the arguments or sub-arguments are used to defend our claims. When we make claims, we should think about what the kind of the research question is. “The kind of problem you pose determines the kind of claim you make and the kind of argument you need to support it.”( Booth, 2003, p120). So the first question is about determining the kinds of claims we make. Claims can be divided into two kinds: practical claims and conceptual ones. Although scholars value conceptual claims more than practical ones in order to help people to understand things rather than to ask people to act, there is also relevance between them. However, the authors remind us to make clear about the kinds of the claims because they need different arguments. And we should no inflate the significance of conceptual claims by emphasizing the action. Instead, we can suggest a practical application of our conceptual claims in the conclusion parts.

　　The next step is to evaluate the claim to make it both specific and significant. In most of the cases, we can’t express clearly not because our language skills, but because we haven’t thought it through. So it’s important to keep the logic specific first. The authors suggest new learners to write more terms in our earlier versions to help us to think the claims over, and then we can condense the sentences with more concise words. According to the principle of Occam’ razor, we should only include the concepts which act as the themes of the arguments into our claims.

　　In order to make claims specific, the authors suggest us to write working claim with qualifying clause beginning with although or even though and to conclude working claim with because: (1) Although I acknowledge X, (2) I claim Y, (3) because of reason Z. This is very helpful. For example, I revise my former claim as following: although earlier research acknowledge of mass media and reference group’s impact on the spiral of silence, I claim reference group’s interplay with the mass media can also lead to a reversed spiral of silence, because of the interactions within and among the reference groups may lead to different opinions with that of the mass media, especially when media’s influence is weaker than that of the reference groups.

　　In addition, the authors’ suggestions of qualifying claims to enhance credibility by acknowledging limiting conditions and using hedges to limit certainty are also very helpful.

　　《The Craft of Research, Third Edition》读后感(五)：Summary of The Craft of Research

　　art 1: Research, Researchers, & Readers

　　Chap. 1 – Thinking in Print: The Uses of Research, Public & Private

　　What is Research？

　　Gathering information needed to answer a question

　　Who does research？

　　Most of us do (informal) research every day

　　Why do research？

　　Research by others determines most of what each of us believes about the world

　　Why write it up？

　　1. 2. 3.

　　Why turn 1. 2.

　　To remember

　　To understand

　　To gain perspective

　　it into a formal paper？ (and learn new rules for presenting the information？) It will give you new ways of thinking

　　ince it is more demanding to write for other, your

　　ideas and connections among them will be clearer

　　Chap. 2 – Connecting with Your Readers: (Re-)Creating Your Self and Your Audience

　　Conversations among researchers:

　　1. Research papers and “term” papers are conversations

　　2. You must be aware of your audience

　　3. What type of relationship do you want with them？

　　4. You get to create a “role” for yourself and your reader

　　Think about your readers:

　　1. We know things about them:

　　- they have their own interests and preconceived ideas

　　2. Is your question is a “live” issue in your community or readers？

　　3. Where do your readers stand in respect to your answer？

　　4. What do you expect of your readers:

　　- accept new knowledge

　　- change beliefs

　　- perform an action

　　Writers and their common problems:

　　1. Experts have the same problems as novices, but are better

　　equipped

　　2. Be aware uncertainties will arise

　　3. Master your topic by writing about it along the way

　　4. Control the complexities of your task

　　5. Count on your teacher to understand your struggles

　　6. Keep at it

　　art 2: Asking Questions, Finding Answers

　　Three keys for working in groups:

　　1. Talk together a lot

　　2. Agree to disagree, then to agree

　　3. Organize yourself into a team with a leader

　　Three strategies for working in groups:

　　1. Divide, delegate, & conquer

　　2. Write side-by-side

　　3. Take turns

　　Chap. 3 – From Topics to Questions

　　The process of choosing what to research:

　　1. Interests:

　　2. Topics:

　　3. Questions：

　　4. Problems:

　　Choose an interest in a broad subject area Narrow the interest to a plausible topic Question that topic from several points of view

　　Define a rationale for your project

　　Each step requires getting more specific. There are four perspectives on research topics that can help you narrow your interest to a research question:

　　1. Identify the parts and whole of your topic and questions 2. Trace the history and changes of your topic

　　3. Identify its categories and characteristics

　　4. Determine its value

　　Making the case for the significance of a research question:

　　1. Name your topic

　　2. Suggest a question

　　3. Motivate the question

　　Chap. 4 - From Questions to Problems

　　2

　　The research cycle:

　　ractical problems lead to research problems, and the answers are intended to help solve the practical problems.

　　ractical problems:

　　1. originate in the world

　　2. Are based on some cost to society

　　3. Are solved by taking action in the real world

　　Research problems:

　　1. originate in your mind

　　2. Are based on incomplete knowledge or flawed understanding

　　3. Are solved by gathering useful information

　　Applied Research:

　　1. The rationale for the research defines what you wish to DO

　　2. The consequences of the research are tangible

　　3. The research is “applied” because knowledge gained will be

　　applied to solve an immediate practical problem

　　“Pure” Research:

　　1. The rationale for the research defines what you wish to KNOW

　　2. The consequences of the research are conceptual

　　3. The research is “pure” because knowledge is pursued for its own

　　ake

　　Chap. 5 - From Questions to Sources

　　Three types of sources:

　　rimary Secondar y

　　Tertiary

　　Materials that you are directly writing about; data Books and articles in which others report their research

　　ooks and articles that describe or synthesize the research of others

　　OTE: Your instructor disagrees with the above categories. Scholars in communication and most other social sciences generally agree on the following dichotomy:

　　rimary Secondar y

　　First-hand reports of research (e.g., journal articles) Second-hand reports of the research of others (e.g., textbooks)

　　Chap. 6 – Using Sources

　　Using secondary sources:

　　1. One good source is worth more than dozens of mediocre sources

　　2. One accurate summary of a good source is worth more than the

　　ource itself

　　3. Read critically:

　　1. Evaluate your sources

　　2. Take full notes

　　3. Get complete bibliographical information

　　4. Get attributions right

　　5. Get the context right

　　6. Get help – ask others to review your ideas and writing

　　art 3: Making a Claim and Supporting It

　　Chap. 7 - Making Good Arguments

　　4 components: Claims

　　Evidence Warrants Qualification s

　　what the reader is asked to accept (believe) why

　　why the evidence is (necessary &) sufficient limits on the claims

　　Qualifications - (pay me now or pay me later)

　　• can qualify in the hypotheses

　　• can qualify after evidence doesn’t fully support the hypotheses

　　Chap. 8 - Claims and Evidence

　　Anticipate the “So What？!” question

　　The nature of claims - must be . . . (or readers will dismiss . . .)

　　• substantive

　　• contestable (non-intuitive, requires convincing)

　　• specific

　　The nature of evidence - must be . . . (or readers will dismiss . . .)

　　• accurate

　　• at right level of detail (precision)

　　• sufficient

　　• representative (properly generalizable)

　　• authoritative (methods, literature citations, constructs, etc.)

　　• perspicuity (clear; plainly understood due to clarity of presentation; the proper level of

　　detail/explanation)

　　Evidence is esp. Important because readers predisposed to reject your claims will question your evidence carefully.

　　OUTLINE YOUR ARGUMENT !

　　Chap. 9 - Warrants

　　Warrants:

　　• ifXthenY

　　Warrants - 3 criteria:

　　• describe the (general kind of) evidence

　　• describe the general kind of claim that follows

　　• describe the connection (cause/effect, correlation, intervening)

　　Clear thinking required !!!

　　• false warrants

　　• unclear warrants

　　• inappropriate warrants

　　• inapplicable warrants

　　Chap. 10 - Qualifications

　　e Reasonable! (In your claims)

　　• anticipate and address objections

　　• concede (if you can’t rebut)

　　• stipulate limiting conditions

　　• limit the scope and certainty of claims & evidence

　　art 4: Preparing to Draft, Drafting, & Revising Chap. 11 - Pre-Drafting and Drafting

　　It’s easy to put off writing. But if you write as you go (as you read, organize, and plan) starting the

　　first draft 1. 2. 3. 4. 5. 6.

　　is much easier. You know you are ready to start the first draft if you have thought about: Your major research question

　　A possible answer

　　A body of evidence to support the answer

　　The major warrants

　　The objections you will have to rebut The objections you cannot rebut

　　A plan for drafting:

　　1. Write out your main point, then determine where to put it (typically, the last sentence of your

　　introduction)

　　2. Formulate a “working” introduction (but plan to write a final version of the introduction LAST!)

　　3. Follow the intro with the information needed for readers to understand the rest of the paper

　　4. Rework your outline. Try different approaches. Reliable approaches include:

　　• old to new

　　• shorter & simpler to longer & more complex

　　• uncontested to more contested

　　5. Some people write “quick & dirty” drafts, others need to write “slow & clean,” perfecting the paper sentence by sentence. Quick & dirty writing has several advantages:

　　1. Going with the flow; getting ideas down as you think of them (not stopping to fix spelling and sentence structure)

　　2. When the flow stops, you have other tasks to do

　　itfalls to avoid at all costs:

　　1. Straightforward plagiarism of words (quote the source!)

　　2. Straightforward plagiarism of ideas (cite the source!)

　　3. Indirect plagiarism of words (changing a few words is still

　　lagiarism!)

　　4. Become aware you are plagiarizing. One test:

　　• if your eyes are on the source work, not your paper or computer screen, as you type - you are probably plagiarizing

　　The biggest difference between good and poor writing is the attitude about the first draft:

　　• poor writers see the first draft as a triumph – they are near the end!

　　• Good writers see the first draft as a sketch – now comes the equally important work of refining the

　　aper

　　Chap. 12 - Communicating Evidence Visually

　　o summary is provided here since it requires accompanying examples. Please see the text.

　　Chap. 13 - Revising Your Organization and Argument

　　Again, keep the reader in mind.

　　More important than punctuation and spelling is the big picture:

　　• how well do the major elements fit together？

　　• Does it tell a complete story？

　　Four steps in analyzing and revising the organization of the paper:

　　1. Identify sentences that clearly summarize your introduction, conclusion, and main claim

　　2. Identify the major sections of the paper and the “main point” sentences for each

　　3. Identify in the introduction your central concepts and be sure you’ve focused on them

　　throughout

　　4. Step back to examine the overall shape of your paper

　　Revising your argument:

　　1. Identify your argument

　　2. Evaluate the quality of your argument

　　• Is the evidence clearly connected to your claim？

　　• Have you qualified your argument？

　　• Do you provide reasons and anticipate objections？

　　• What warrants have you left unexpressed？

　　(What else must the readers believe before they accept your claims？)

　　6

　　Chap. 14 - Revising Style: Telling Your Story Clearly

　　Three principles of clear writing:

　　1. Stories and grammars (advice about making sentence subjects the main

　　“characters” in your paper, avoid “nominalizing” verbs, etc.)

　　2. Old before new (present new information after familiar information)

　　3. Complexity last (present simple information before complex information)

　　Chap. 15 - Introductions

　　The structure of a good introduction:

　　1. Provide context for your ideas

　　2. State the problem

　　• Incomplete knowledge about some topic

　　• The consequences of that incomplete knowledge

　　3. Provide a solution or response too the problem

　　• This is your main point and main claim