The first step in developing the actual paper is formulating a sociological problem. This is a complicated, subtle process that usually requires a whole lot of reading and thinking. It entails some question, logical dilemma or a critique of an existing theoretical argument. Here are some examples. Why are crime rates declining in American cities? Why are so many people (in the U.S. and other countries) joining fundamentalist religious movements, whereas liberal religious organizations are declining? Why do men and women become more different from each other when they become parents together? Why do violent gangs appear in the poorer parts of cities and towns and not others? In my own research, I have explored the following issue. If most white workers are hostile and racist to minority workers, why would workers of color ever not cross the picket line to work when a predominantly white union is holding a strike? In a well formulated question, the dilemma will be clear and the purpose for asking the question will be evident (i.e., the question of "so what?!" will be answered).

The next step is to formulate a thesis, or an answer to the question. This may take the form of some theoretical proposition or empirical hypothesis. It should be conceivably falsifiable or testable. Established scholarship should significantly inform the argument. (Don't forget that new ideas are very rare and that the onus is on you to find out who has formulated the idea previously.) Developing an argument sometimes entails several hypotheses, but most term papers will not have more than several and usually only a single central hypothesis. A sociological thesis (or hypothesis) should have an analytical causal argument. That is, you should assert that under certain conditions, a factor (or variable or set of variables) precipitates change in another factor. The nature and character of the relationship between the two factors should be evident. But, the argument should not be merely obvious (e.g., the number of years a person attends school is likely to increase the credentials of the person in question).

The next step depends on the nature of the project. A senior seminar paper or thesis would require a series of steps in which a methodological design is prepared for empirically testing the hypothesis. In a term paper, however, the research literature on the matter should be consulted to assess what other scholars have said that speaks to the argument. Then the utility of the thesis should be weighed in light of such available information. By the way, sociology majors should ideally be formulating topics (and doing background reading) for senior seminar in the spring and summer before their senior year. So keep in mind the topics that interest you as you proceed through various courses.

As to the actual paper, you must write preliminary outlines before you begin. You may depart from the plan as you write, but having some notion that each sentence and paragraph is part of a larger story is important. The outline should be related to the steps listed above. After an introduction to the topic, you should develop the problem, present the thesis, discuss the evidence, and then summarize and/or emphasize what is important in the conclusion.

Any serious paper will entail multiple drafts. Published articles often require as many as ten or more substantial drafts. Aspire to never have typos, grammatical errors, sloppy, vague or awkward statements. Proofreading numerous times really helps. Stay formal but avoid using complex sentences or big words when the same point can be made more simply. Among the common problems with which students struggle are consistency in terms of plural/singular and in terms of tense (i.e., past or present). Many confuse the use of "which" and "that" as well as "effect" and "affect". Unsubstantiated claims also plague many sociology papers. Try to provide evidence, examples, data and citations whenever appropriate. Avoid sexist language whenever possible. Always put page numbers in the paper. Avoid turning projects in late and offering clinched reasons for doing so (e.g., computer problems, illness, heavy workload, delay in interlibrary loan, etc.).

Scribner Library has abundant resources that can help you find information. The best of these are probably the books there, First Search (which has on-line indexes of journal articles in social science) and the reference librarians. Interlibrary loan is also very useful for obtaining materials not in our library, but remember that it takes several weeks so you must begin early. Use the library resources often. When choosing sources, always err on the side of the more scholarly (e.g., intellectual articles or books) as opposed to the popular or accessible (e.g., newspapers or course lectures). And include a bibliography as a matter of habit. Whenever you write, be sure to always have a dictionary, a thesaurus and a grammar guide.

These are just some suggestions that might be useful. There is a lot to learn about writing for inquisitive and assertive students, so feel free and obligated to pursue other sources of information. A person's writing ability is not innate. It is a matter of learned skills that can improve enormously with practice, experience, and discipline. Keep in mind that these suggestions have different degrees of applicability for short papers, term papers, research papers, senior seminar or senior theses. Remember, the capacity to read and write is a distinctively human characteristic. There is arguably nothing more ambitious or fulfilling for us to do.