I am in the fortunate position, this year, of teaching a short course to early career researchers and postgraduate students on writing an article for publication. I will write more about this another time, but it seems to me, from research I am doing and practical work I have done with these writer-researchers, that much is expected where too little support is given. By support I specifically mean constructive, formative spaces where they can write, obtain feedback, get formal input and guidance from experienced researchers, and work on finding their own voices.
Over the course of a few posts, I will be writing about different parts of paper writing to create part of this space here, focusing on writing in the social sciences for the most part. This post tackles part one of any paper (after the title and abstract): the introduction.
Introductions are, to my mind, a tricky section to get right. Too short and you may leave your readers wondering what they are reading and why; too long and you’ve got more detail than you need. A good introduction needs to do three main things: scope the field you are writing into and outline the debate/conversation/area of study you are contributing to; indicate what your contribution is going to be; and give your readers a sense of where the paper will be taking them as you make this contribution clear (an outline). This sounds really simple, but a good introduction that grabs your readers’ attention, and draws them in so that they want to keep reading, can take a while to craft.
A useful image to have in mind when planning your introduction is that of a funnel (left). You need to start off answering for your reader these questions: at a broader level, what area of research is this paper connected to? What debate/conversation/issue are you connecting with? For example, if you are writing a paper about student engagement in a specific course through a new method of assessment, you would need to start by introducing your reader to pertinent issues in the area of student engagement in learning in higher education – what helps or hinders it, what the point of student engagement and learning research is, and so on.
But then you need to bring this in a bit – narrow in a little more on which aspect of this larger area of study you are interested in – student engagement in learning through assessment. You would focus on this, briefly setting out (with relevant references) how student engagement and assessment have been connected in research, but also pointing out gaps or areas that have been under-considered thus far.
Then you can really narrow in on your paper: what is the argument this paper will make, contributing to this area of research, and this particular gap or under-considered part of it? Here you can also set out, for your reader, what shape or form the paper will take, so that they know where they are going. You may be arguing that involving students in creating and assessing tasks, rather than simply completing set tasks and being assessed, is more conducive to their engagement in learning. Thus, you conducted a study in which you set up this kind of activity, and tracked students’ engagement and experience in some way. This paper will be reporting on that, and arguing that students should be more engaged in creating learning activities, rather than only doing them. This structure should assist you in creating a clear, coherent and focused starting point for your paper.
It’s hard to say how long introductions should be – the shape an introduction takes sometimes depends on the field in which one is writing, and sometimes on the length and purpose of the paper. Generally, though, for a 6000-7000 word paper, the introduction should be about 10% of this (600-700 words). But, one could (as I have seen done) include the literature review in the introduction as an extended contextual framing of the conversation/debate/field of research one is contributing to, and in this case it will be longer (albeit with sub-headings to make it less dense and more readerly). Look carefully at papers in your field, and in the journals you want to publish in, and see what they are doing. Try to follow the dominant examples, as this is more likely to be well received by editors and reader.
My advice, if you struggle with introductions, is to write a first draft quite methodically, part by part. Use the funnel and focus on the three areas you need to cover. Give yourself roughly 10% of the total length of your paper, or 10% of your page length. So, for a 6000 word/12 page paper, you would have a 600 or so word/one to one and a half page introduction. You don’t need to be too stressed if you are over or under this – the main point is that you have adequately set out the metaphorical space in which the paper is being written, as outlined above. If you find yourself going way over this guiding limit, you may need to consider that you are trying to do too much in this one section. Stop and ask for feedback if you get stuck, and ask for input around the three focus areas.
In a doctoral thesis, I would say that you write the introduction last, when you know what you want to introduce. But a thesis and a paper are quite different in this respect. I think it’s useful and necessary to craft a strong draft of the introduction first in paper writing, because you need to create a clear boundary to stay within. One paper = one good, well-made argument. You need to set out, for yourself as the writer, what you want to say, why you want to say it, and how you will go about saying it so that you don’t go too far off track, and end up with too many arguments, and too much extraneous writing and detail. Although you can and probably will revise it later on, a strong introduction will provide a solid foundation for the rest of the paper.