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Writing and Research Center

In the Writing and Research Center, our goal is to help students through every step of the writing process. Writing specialists provide support focused on helping students build confidence and independence in completing their writing assignments.

Our services focus on providing instructional support at any point in the writing process ranging from pre-writing to revising a writing piece or citing sources. We also conduct instructional workshops on various topics related to writing.

In-Person and Remote Support Available

In-Person Assistance

During the fall and spring semesters, in-person writing support is available on the second floor of the Marvin Library Learning Commons while classes are in session as follows:

Monday – Wednesday: 8 a.m. – 8 p.m. Thursday: 9 a.m. – 8 p.m. Friday: 8 a.m. – 5 p.m. Saturday: 10 a.m. - 2 p.m. Sunday: Closed

Remote Assistance Remote writing support is available by appointment.

Current students who would like to connect to remote services, should complete the Request for Remote Tutoring form and we will send you an invitation to a Zoom tutoring session or schedule you an appointment.

Request for Remote Tutoring

For questions related to in-person and remote writing assistance, please contact Norina Dowd at [email protected]  or (518) 629-7055.

Online Evening Tutoring Available

Workshops Available

Get in touch.

Hours The Learning Centers are open during the Library building hours .

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Online Guide to Writing and Research

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• Online Guide to Writing

Welcome to the Online Guide.  If you want to learn helpful tips to improve your writing and you are ready to organize and streamline your writing process, the guide is full of useful information to assist in each step. Some key takeaways include how to

• write in a formal tone
• achieve a balance between your own writing and outside research
• prewrite the way that your brain processes information
• write introductions, thesis statements, topic sentences, body paragraphs, and conclusions
• adopt specific organizational techniques for research, argumentative, and other writing assignments
• maintain academic integrity and integrate research 
• assess your own writing and utilize the support available to you at the library and writing center

Chapters 1-8

Appendices a-d.

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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The Online Writing Lab at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

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The Purdue OWL® is committed to supporting  students, instructors, and writers by offering a wide range of resources that are developed and revised with them in mind. To do this, the OWL team is always exploring possibilties for a better design, allowing accessibility and user experience to guide our process. As the OWL undergoes some changes, we welcome your feedback and suggestions by email at any time.

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Gannon University Writing & Research Center: Home

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Make an Appointment

While walk-ins are accepted, the best way to ensure your paper is able to be read by one of our consultants is to make an appointment at  http://gannon.mywconline.com . Appointments may occur face-to-face at the center or online through Conceptboard. You can also schedule Humanities tutoring by using the "Limit to" drop-down menu.

Further questions? E-mail us at [email protected]  or check out the On-line Appointment page for more information.

• Step by Step Guide to Make an Appointment

Gannon University Writing & Research Center

Welcome to the Writing & Research Center!

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• Last Updated: Jul 2, 2023 12:29 PM
• URL: https://library.gannon.edu/WRC

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Odegaard Writing and Research Center (OWRC)

Odegaard writing & research center.

The Odegaard Writing & Research Center is open to all members of the University of Washington community. Schedule an appointment online to reserve your time.

The Research Help staff provide guidance with all stages of the research process, including defining a research question, exploring background information, narrowing or broadening a topic, finding appropriate sources, and identifying useful and credible information.

Writing tutors provide assistance with building and structuring a paper, developing a thesis, proofreading, and more.

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Write and Cite

• From Research to Writing
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Getting Started

Decoding the assignment, academic writing at the gsd, reading and notetaking.

• Grants and Fellowships

On this page you will find resources offering an overview of the writing process to help you begin your writing journey. This page focuses on best practices for academic writing and stages of the writing process, and it includes helpful guides for the types of writing you might encounter at the GSD. 

• Frances Loeb Library Homepage From the library homepage, you can access all kinds of resources and tools to help with your research.
• GSD Research Guides Start your research by utilizing our curated research guides.
• Manage Your Research Find GSD-approved tools to organize and store your research.
• Ask a Design Librarian If you have a research question and don't know who to ask, submit your question here and FLL library staff will find the answer.
• Research Consultations Meet with a GSD librarian to learn more about our collections, refine your research plan, and learn strategies for locating the sources you need.

Successful academic writing starts with identifying the explicit and implicit expectations of the assignment. If you don't understand the assignment, you may not only have trouble starting to write but might put effort into the wrong things. If you are still unsure how to proceed after following these steps, ask your instructor. And if you want support at any point in the writing process, including reading through the assignment, make an appointment with GSD's Writing Services at Frances Loeb Library.

Explicit Expectations

Look for these elements in the assignment prompt:

- Is it asking for outside research?

- Are there course texts or materials you will need to include?

- Is there an approximate length requirement?

- Which skills does it want you to demonstrate? Look for the verbs

• Compare or contrast

Implicit Expectations

Some expectations of the assignment may not be mentioned in the prompt, so give some thought to the context of the assignment to figure these out. 

- What kind of theoretical, practical, or disciplinary frameworks or procedures has the professor been modeling in class and assigning for homework? This writing assignment is probably in some way asking you to demonstrate understanding and proficiency in applying them.

- Who is your audience and what is the situation? You will adjust your use of industry terminology and the density of your writing depending on whether you are writing for your instructors or for a broader community. The assignment might not tell you that your writing will be persuasive or evaluative, but if you know your relationship to your audience, you can determine if you need to persuade them with evidence and analysis, help them make their own decision by providing pros and cons for a project, or energize them by helping them imagine the benefits and practicality of a design.

• Understanding Assignments UNC's Writing Center provides a detailed process for decoding assignments, including definitions of many key terms to watch for.
• Tips for Reading Assignment Prompts Harvard College Writing Center's brief overview of steps to take in understanding an assignment.
• Understanding Assignments Purdue OWL's succinct step-by-step guide for understanding assignment prompts.
• How to Read an Assignment Harvard College Writing Center's brief advice on what to do and avoid with examples.
• What is "Academic" Writing? This essay is useful for understanding style and method in academic writing.
• Harvard Faculty Explain Analytical Writing Faculty from Harvard College explain analytical writing in this project from the Harvard College Writing Center.
• Advice on Academic Writing This catalog of advice from the University of Toronto was created by writing instructors.
• Scholarly Pursuits (GSAS) This searchable booklet from Harvard GSAS is a comprehensive guide to writing dissertations, dissertation-fellowship applications, academic journal articles, and academic job documents.
• Strategies for Essay Writing This resource from Harvard College Writing Center offers strategies to begin a writing project.

On this page you will find resources to help you on the "front end" of your writing journey. Most of these documents and sites focus on reading and notetaking strategies to help you build a research agenda and argument. Also included are a series of resources from the GSD and Harvard for productivity and time management. 

Questions to ask before you start reading:

1. how much time do i have for this text.

If you have more to read than you can realistically complete in the time you have, you will need to be strategic about how to proceed. Powering through as fast as you can for as long as you can will not be efficient or effective. 

2. What do I most need from this text?

Knowing your purpose will help you determine how long you should spend on any one part of that text. If you are reading for class or for research, or if you are reading for background information or to explore an argument, you will use different reading strategies.

3. How can I find what I need from this text?

Once you know what you need, there are strategies for finding it quickly, like pre-reading, skimming, and scanning.

Determining your purpose

Your purpose will become clearer if you first situate the text within a larger context.

Reading for Class

Your professor had a reason for assigning the text, so first try to understand their intention. The professor might tell you their reason or provide reading questions to direct you. You can also infer the purpose from headings and groupings in the syllabus and from how the professor has approached prior readings in past lectures. Looking ahead to how you might use the text in future assignments or projects will also help you decide how much time to spend and what to focus on.

Reading for Research

For independent research, you will first need to decide if a text is even worth reading. Plan ahead by knowing what you need, like background information, theoretical underpinnings, similar arguments to engage with critically, or images and data. Check the source's date and author(s) to determine its relevance and authority. Keep your research goals in mind and try to stay focused on your immediate goals. If you discover a text that interests you but is not for this project, make a note to come back to it later. However, a source that excites your interest and changes your research goals or argument can be worth following now so long as you still have time to make that change. 

Once you decide that a source is worth your time, you will apply your choice of reading strategy based on the type of information the text contains and how you plan to use it. For instance, if you want to use a graphic or obtain biographical information, a quick search would be enough. If you want to challenge the author’s argument, you will need to read more rigorously and slowly.

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Welcome To The Richard Wright Center for Writing, Rhetoric, and Research

Welcome to the Richard Wright Writing Center for Writing, Rhetoric, and Research at Jackson State University. Our mission is to provide an environment for intellectual engagement outside the classroom. At any stage of the creative and research processes, students and faculty have the opportunity to interact with trained tutors using technology as they develop written, oral, and visual representations of their ideas for an academic audience.

The Richard Wright Writing Center for Writing, Rhetoric, and Research offers a variety of services to students of all levels and disciplines. Our services include:

• One-on-one writing consultations: Our writing consultants work with students at any stage of the writing process, from brainstorming and outlining to revising and editing.
• Workshops and Writing groups: Our workshops and writing groups provide students with the opportunity to learn about different writing strategies and techniques in a supportive and collaborative environment.
• Writing resources: Our website and online resources offer a wealth of information on writing skills and strategies, as well as tips for academic writing, research, and citation.

We invite you to visit our website and explore the many resources and services we offer. If you have any questions or would like to schedule a consultation, please don’t hesitate to contact us.

Summer 2024

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DEDICATED TO YOU

Our writing consultants are trained to work with students on a wide range of writing projects, including:

• Academic papers and essays
• Research proposals and papers
• Personal statements and scholarship applications
• Lab reports and scientific papers
• Creative writing
• Business and technical writing

Our Richard Wright Writing Center for Writing, Rhetoric, and Research is open to all students and our services are provided free of charge. We offer both online and in-person consultations and we schedule appointments in advance or welcome walk-ins.

Our goal is to help students become more confident and proficient writers and to empower them to take ownership of their own learning and writing process. Whether you are struggling with a specific writing assignment or just want to improve your writing skills, we are here to help.

H. T. Sampson Library 1st Floor Digital Intellectual Commons

[email protected]

601.979.0694, 601.979.0989

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Odegaard Writing & Research Center

Online and In-Person Appointments Available

The mission of the Odegaard Writing and Research Center is to support the long-term development of writers and researchers across UW—undergraduate and graduate students, faculty, and staff—through high-quality, conversation-based peer learning.

In so doing, we aim to support writers and researchers as they situate their work within more visible and useful inquiry processes that can then be extended to other contexts and purposes, both within and beyond the University, in order to facilitate learning throughout their lives.

Please read our policies before making an appointment.

Registration is now open for the 2024 Dissertation Writing Intensive!

Learn more today

Check it out

Open Writing Circles

Welcome to the Writing Center

The writing and learning center is closed until summer session 1 begins on wednesday, may 15., sign up for our weekly newsletter by entering your email here.

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Take an inside look at the Writing Center: What Happens During A Writing Coaching Session

The Writing Center is a great place to get in depth help on essays and papers. I come to the Writing Center twice a week to get a jump start on essays so that I am not cramming at the last minute. It helps to get an extra set of eyes on your work. Blake Bozymski

Overcoming Procrastination:

• Don’t let your paper become overwhelming! Break your writing tasks up into the smallest possible chunks and tackle them one at a time.

Editing and Proofreading:

• Read your paper aloud, or get your computer to read it to you using text-to-speech. It’ll change your writing life.

Writing Concisely:

• Eliminate redundant words, delete unnecessary qualifiers, and reduce prepositional phrases.

The Importance of a Good Introduction:

• You never get a second chance to make a first impression. The opening paragraph of your paper will provide your readers with initial impressions of your argument, your writing style, and the overall quality of your work.

Featured Handouts

• Thesis Statements
• Essay Exams
• CVs and Resumes
• Transitions
• Semicolons, Colons, and Dashes
• Passive Voice
• Philosophy Papers
• Scientific Research Reports

Need additional help with your classes? Visit the UNC Learning Center.

Looking for help with your toughest classes, prepping for a big test, or better managing your time? The Learning Center offers academic coaching, study workshops, and useful online tools. Learn More About the Learning Center

Writing, Reading, and Speaking Center

Our full-time professional instructors work with Grinnell students to help them develop into confident and effective writers, readers, and speakers. We meet with students engaged in any writing, reading, or speaking project, for any class, in any discipline, at any point in their process. Whether they’re writing short essays or seminar papers, reading academic articles for the first time or organizing reading notes for a Mentored Academic Project, preparing research posters and presentations, or planning applications for graduate study, we can provide encouragement and constructive feedback.

Most of our work with students is in individual sessions : 40-minute one-on-one meetings in which we focus intensively on a single project and, in doing so, help students develop skills and strategies that they can apply to other projects and adapt to other contexts. For students who want ongoing, structured support, the Writing Center also offers  courses  in basic academic writing, advanced principles of writing, and oral communication.

Writing Center instructors also collaborate with Grinnell faculty, helping them plan and sequence reading, writing, and speaking assignments to foster student learning and engagement. Upon request, we visit classes to co-teach writing-related lessons and facilitate discussions about writing and the writing process. Most summers, we offer workshops for faculty; past topics include designing writing and research assignments, responding to student writing, and teaching critical reading across the curriculum.

More information about resources for current students and faculty is available on our GrinnellShare site (secure login required).

Appointments

Looking for a time when you can visit? Use our online appointment system.

The Grinnell College Guide to Writing, Research, and Speaking

"... students will develop more completely as writers and, in turn, produce better writing if they think about academic writing as a process for acquiring, demonstrating, and producing knowledge."

Composed by and for students, The Grinnell College Guide to Writing, Research, and Speaking offers a Grinnell perspective on these vital skills.

Contact Information

C1410 Humanities & Social Studies Complex (HSSC) 1226 Park St Grinnell , IA 50112 United States

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Hacherl Research & Writing Studio

Schedule today's studio hours: 10am - 5pm, undergraduate services.

Email:  [email protected] Phone: 360-650-3219 Text: 360 797-5910

Request Accommodation

 2nd floor of Haggard Hall

• Work in the space, by yourself or with a group
• Use the collaborative area, or a quiet study room
• We come to you when you need assistance

Request an Appointment

Want to schedule a time to meet with a Studio Assistant? You can use our convenient online system to reserve an appointment, either in person or online. 

Linguistic Justice at the Studio

Learn More  about how we strive to support linguistic justice in the Research & Writing Studio.

Spanish Language Support

Spanish Speaking, Reading, and Writing support is available at the Studio when staff with Spanish proficiency are available, on the schedule below:

Starting April 8 th

Spring Schedule Coming Soon

• Sunday: 5-9pm    
• Monday:   10am-12pm  and 4-6pm
• Tuesday:  10am-12pm, 2pm-3pm, and 4pm-6pm  
• Wednesday: 10am-12pm
• Thursday:   10am-11am and 2pm-3pm
• Friday: 10-12pm and 1pm-3pm

Connect Online

Connect with us via Chat

• Video call options available
• Connect with a Studio Assistant in real time
• Get help with research & writing

Connect now!

Send Us a Draft

Send us a draft of your project

• Send us any part of your work online: an outline, a rough draft, a solid draft, or even just an idea!
• Get feedback within 48 hours
• Receive written or video feedback, depending on your  preference

Draft submissions closed for the quarter. Check back in Spring!

Studio partners

Connect with a Studio Assistant (SA) to be your ongoing partner on projects throughout the quarter!

We are no longer arranging Studio Partners for winter quarter. However, you are welcome to schedule one-off appointments with us, or to place a Studio Partner request for spring quarter.

• Studio Partners meet regularly with the same SA in one-on-one sessions to help with homework, projects, and more. 
• Partners are great for accountability and encouragement.
• Partners help you identify patterns and develop strategies for managing your coursework over time.

Request a studio partner

Graduate Studio

You can meet with a Graduate Research & Writing Assistant in-person or online. We're flexible with your busy schedule.

Join us for Drop-In!

The Hacherl Graduate Research and Writing Studio will be holding drop-in hours in hopes of reaching a larger population of students on campus. Graduate students are welcome to come to the hours for feedback and support on any step of the research or writing process. Thesis reviews, CV help, grant applications, and more! ISB Collaborative Space Wednesdays, 3:30-5:30pm Through June 5 th

The Kitto Graduate Student Hub

The Graduate School and Western Libraries collaborate with campus partners to provide workshops and events as a part of the Kitto Graduate Student Hub . Offerings support graduate student research and scholarship, academic success, wellbeing, and career readiness.  Do you have ideas for future workshops or events, or would you like to partner with us? Please contact [email protected] .  Learn More about Graduate Workshops & Events

Spring Quarter Workshops

The Graduate Studio facilitates regular workshops in the Kitto Graduate Student Hub, scheduled for Wednesdays from 12:30pm to 1:20pm for Spring Quarter. Drop-in during these workshops to explore topics of interest to graduate students with experienced subject matter experts!

Writing cover letters is no fun, but whether you’re applying for summer jobs or looking into next steps post graduation, they’ve got to happen. Join us for a drop-in working session so we can make the process a little easier together! This is a great time to brainstorm talking points, clarify your thoughts, receive edits on any part of the processes, or just have some accountability and support.

Facilitated by Brandon McWilliams and Shevell Thibou

Are you preparing to submit a research grant proposal this quarter? Maybe you would like to start discussing ideas and identifying a plan for a future funding opportunity? No matter where you are in the process, we are here to help! Join us for a 50-minute hands-on workshop where we will share strategies for composing a grant proposal and provide one-on-one time to meet you where you are in the research and writing process of your grant proposal.

Facilitated by Colter Lemons and Brandon McWilliams

Need help developing your problem statement? Working on locating sources for your kit review or annotated bibliography? No matter where you are in developing and executing your MIT capstone, we are here to collaborate! This working session is an opportunity for you to work independently or in collaboration with the Graduate Studio to advance your research and writing needs. 

Facilitated by Karina Avila and Shevell Thibou

Facilitated by Jasmine Welaye and Gabe Gossett

Studio Partners

Draft submissions closed for the quarter

About the Studio

Instructors, class services.

You can request many of our class services online! 

Class Visits & Studio Tours

Workshops & Instruction

Canvas & Syllabus Info

Explore online tutorials, or get information about the Studio and other library resources to add to your Canvas Course or your Syllabus

Self-Paced Online Tutorials

Course Design Support

The Hacherl Research & Writing Studio is where you can get support for research, reading, and writing across all subjects. 

We can help with...

• Brainstorming
• Thesis statements
• Reading and analyzing academic texts
• Finding and using sources
• Proofreading tips
• Organization and flow
• Cover letters, resumes, and applications
• Creative writing

No, but we'll help you learn revising and editing strategies.

The number one reason why we don’t edit papers is because it takes control of your own writing away from you. We’ve seen evidence to support that comments made on student papers have little impact on short-term outcomes and almost no impact on long-term skill acquisition. We are also conscious of how insisting that writing be “correct” according to socially-constructed rules is part of how dominant academic culture discriminates against other world Englishes and other value systems.

Another reason we don’t edit papers has to do with academic integrity. If we change your work, it no longer belongs to you. Instead, we help you learn strategies to make it easier to edit your own writing. 

In the physical space, you can sit anywhere you'd like. We have a lot of options; we've got tables and chairs, booths, couches, and quiet study rooms. You can move tables around or join them together if you're working in a group or you need more space. We also have a number of whiteboards you can use, style guides, and portable chargers.

A Studio Assistant will greet you and hand you a table tent. If you have questions or want someone to help you out with your project or homework, flip the table tent to the question mark, and someone will come to you. 

You can also use the space and not ask for help at all. It's a great place to study on your own!

Online, you can Send Us a Draft and receive feedback from a Studio Assistant within 48 hours. You can also use Chat and talk to someone in real time during open hours. Through chat, you can also ask for a video call if you prefer. 

Hacherl is pronounced HACK-er-el. One of the easiest ways to remember is that it rhymes with mackerel, the fish.

Work For Us

Faculty & staff - nominate a student.

Given that campus partners like you nominate some of our best Research & Writing Studio Assistants, we’re hoping to enlist you in identifying applicants for future staff. 

Learn more & Nominate a Student

Writing Center

• Staff Directory
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OSU Writing Center

Writing consultants provide support with any  type of writing project (class assignments, research papers, CVs/resumes, cover letters, job or scholarship applications, etc.) during any point in your writing process. We're excited to work with you on your next writing project! 

Undergrad Research & Writing Studio (the Studio)

Bring your writing or research project to the Undergrad Research & Writing Studio in the Valley Library and receive writing and research support from our peer writing consultants. No appointment is necessary and you can stay as long as you want.

Spring 2024 Hours

Monday - Thursday, 10 am - 6 pm Friday, 10 am - 4 pm

Written Feedback

Submit your writing (outline, freewrite, full draft, etc.) online for a written response from a peer writing consultant. Feedback can be provided at any stage of the writing process, and submissions typically receive a response by the end of the next business day (Sunday-Friday).

    Request Written Feedback

Visit our OWS webpage  for more information and FAQs.

Zoom Appointments

Schedule a 50-minute writing or research consultation via Zoom. Appointments can focus on general or specific writing and/or research support and grammar-related areas of your writing (syntax, usage, etc.).

Schedule Zoom Appointment

Workshops on Writing

The Writing Center is pleased to partner with the Academic Success Center to offer three writing-focused workshops this term.

Integrating Sources (Wednesday, April 17)

Integrating sources into your writing puts your ideas in conversation with previous writers and researchers. In this workshop, you'll learn differences between summary, paraphrase, and quotation. Together, we'll practice these three approaches and identify strategies for making effective decisions when integrating sources within your writing.

• 4/17 @ 2 p.m.: Register here

Personal Statement Strategies (Thursday, May 2)

Personal statements are an important part of graduate school applications and can often be stressful to draft. Join us as we introduce personal statements, talk through strategies for structure and content, and review a sample statement together. You’ll learn about strategies for drafting your own statement and resources to support your writing process.

• 5/2 @ 12 p.m.: Register here

The Writing Process & Time Management (Wednesday, May 8)

Writing is a process that takes time and energy—things which can be challenging during a busy term. Join us to think through steps of the writing process and discuss approaches to project and time management. Together, we’ll explore strategies and resources to support you in accomplishing your writing goals.

• 5/8 @ 3 p.m.: Register here
• Academic Success Center
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Contact Info

Writing Center 121 The Valley Library Oregon State University Corvallis, OR 97331 541-737-5640 [email protected]

Blackboard Calendar Locations Student Email Moodle my.WakeTech WebAdvisor

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Simulation and Game Development Research Guide

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Drop by or make an appointment to the, ilc  if you need help....

• understanding your learning style and the techniques that will help you study best.
• understanding an assignment or a text.
• brainstorming for an essay that you will write for class.
• understanding the rules of grammar.
• preparing for a test.
• understanding MLA, APA, or Chicago style.

Citation Resources-

• MLA Formatting and Style Guide (OWL at Purdue University) [opens in new window] The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material. This page will take you to the complete MLA guide as offered by Purdue.
• APA Formatting and Style Guide (OWL at Purdue University) [opens in new window] The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material. This page will take you to the complete APA style guide as offered by Purdue.
• UNC Writing Center Handouts (opens in new window) The UNC Writing Center provides a collection of handouts on topics including citation resources.
• MLA Works Cited Page - 8th Edition (Word document) This worksheet details how to create a works cited page using the 8th edition of the Modern Language Association (MLA) style.
• Last Updated: May 9, 2024 4:34 PM
• URL: https://researchguides.waketech.edu/SimulationandGameDevelopment

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The Writing and Speaking Center provides tutoring services to undergraduate students, graduate students, and faculty.

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We assist graduate students from across all disciplines through workshops, writing groups, and boot camps.

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The Writing Studies Minor offers an extended study of writing, speaking, and argument for students from all disciplines.

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Tutoring closed during spring break.

Writing Consultants will be closed from Monday 3/11 – Friday 3/15 (reopening Monday 3/18)

Writing Fellows and Speaking Fellows will be closed from Sunday 3/10 - Sunday 3/17 (reopening Monday 3/18)

Write-On will be closed from Thursday 3/7 – Sunday 3/17 (reopens Monday 3/18)

Make an appointment or review the tutors' drop-in hours .

2022 Undergraduate Writing Contest

Results for the  2022 Undergraduate Writing Contest  are here!

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We have tutoring hours almost every day! See our current hours by selecting Hours and Locations under the Tutoring tab on the main menu.

You can join our team. Apply for available positions, including tutors, teachers, and staff.

Arts, Sciences, and Engineering Food Pantry

The Food Pantry is a University of Rochester initiative dedicated to tackling the rising issue of student food insecurity on campus. Their mission is to meet the necessary food and personal care needs of our Arts, Science & Engineering undergraduate and graduate students so that they can focus on their college experience. To learn more about the Food Pantry, how it works, or how to donate items, please visit the link below.

Want more information about the Writing, Speaking, and Argument Program? Contact us .

Learn to Change the World

Nonie Lesaux Named HGSE Interim Dean

Professor of education and former academic dean will begin her role at the end of the academic year

Howard Gardner Named 2024 Convocation Speaker

Celebrated psychologist and originator of the theory of multiple intelligences will address HGSE graduates on May 22

Can School Counselors Help Students with "FAFSA Fiasco"?

Support for low-income prospective college students and their families more crucial than ever during troubled federal financial aid rollout   

A Place to Thrive

Explore how you can connect, grow, deepen your work, and expand your horizons at the Harvard Graduate School of Education.

Degree Programs

Through a rich suite of courses and co-curricular experiences, along with the mentorship of exceptional faculty, a degree from Harvard Graduate School of Education prepares you to make a difference in education today.

Residential Master’s in Education

Immersive campus experience for aspiring and established educators, leaders, and innovators, with five distinct programs to choose from and rich opportunities to personalize your study and deepen your interests.

Online Master's in Education Leadership

Part-time, career-embedded program, delivered online, for experienced educators looking to advance their leadership in higher education or pre-K–12.

Doctor of Education Leadership

Preparing transformative leaders to have the capacity to guide complex organizations, navigate political environments, and create systemic change in the field of education.

Doctor of Philosophy in Education 

Training cutting-edge researchers who work across disciplines, generate knowledge, and translate discoveries into transformative policy and practice.

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Ideas and Impact

From world-class research to innovative ideas, our community of students, faculty, and alumni are transforming education today.

Royal, Wippman Named Presidents-in-Residence

In its first year as a fully endowed program, the Judith Block McLaughlin Presidents-in-Residence program welcomes two new members.

Um... Where Is Everybody?

Families may be the key to ending chronic absenteeism, a pandemic-era problem that has only gotten worse

Phase Two: The Reach

Reach Every Reader on its impact and the project’s next phase

Faculty in the Media

With deep knowledge of the education field, HGSE faculty members influence current conversations in the media, giving educators and students a much-needed voice for positive change.

"Every child has the right to read well. Every child has the right to access their full potential. This society is driven by perfectionism and has been very narrow-minded when it comes to children who learn differently, including learning disabilities."

• Studieninteressierte
• Studierende
• Beschäftigte
• Weiterbildung
• Alle Studiengänge
• ALMA Portal
• Exzellenzstrategie
• Personensuche (EPV)
• Studierendensekretariat
• Universitätsbibliothek
• Vorlesungsverzeichnis
• Webmail Uni Tübingen
• Zentrale Studienberatung

We're Hiring!

The rwc is looking for new tutors.

If you love helping other students with their writing process and would like to be part of a supportive and inspiring team, becoming a tutor at the Research and Writing Center may be the way to go. Simply fill out the  application form  and send it, together with the required documents, to Shawn Raisig by Monday, June 10, 2024. 

Research and Writing Center

"students helping students".

We offer both in-person appointments and online appointments. To check our opening hours and make an appointment, please use our scheduling system WCOnline . WCOnline is also used for conducting online appointments. 

For information on how to make online appointments, please refer to this page .

IELTS Exam Preparation: Free IELTS Tips, 2024

• elektrostal'

Take IELTS test in or nearby Elektrostal'

There is no IELTS test center listed for Elektrostal' but you may be able to take your test in an alternative test center nearby. Please choose an appropriate test center that is closer to you or is most suitable for your test depending upon location or availability of test.

Closest test centers are:

Make sure to prepare for the IELTS exam using our Free IELTS practice tests .

Moscow, Russia

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• Zheleznodorozhnyy
• Orekhovo-Zuyevo
• Sergiyev Posad
• Podol'sk
• Novo-Peredelkino
• Ryazan'

An Overview of the IELTS

The International English Language Testing System (IELTS) is designed to measure English proficiency for educational, vocational and immigration purposes. The IELTS measures an individual's ability to communicate in English across four areas of language: listening , reading , writing and speaking . The IELTS is administered jointly by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment at over 1,100 test centres and 140 countries. These test centres supervise the local administration of the test and recruit, train and monitor IELTS examiners.

IELTS tests are available on 48 fixed dates each year, usually Saturdays and sometimes Thursdays, and may be offered up to four times a month at any test centre, including Elektrostal' depending on local needs. Go to IELTS test locations to find a test centre in or nearby Elektrostal' and to check for upcoming test dates at your test centre.

Test results are available online 13 days after your test date. You can either receive your Test Report Form by post or collect it from the Test Centre. You will normally only receive one copy of the Test Report Form, though you may ask for a second copy if you are applying to the UK or Canada for immigration purposes - be sure to specify this when you register for IELTS. You may ask for up to 5 copies of your Test Report Form to be sent directly to other organisations, such as universities.

There are no restrictions on re-sitting the IELTS. However, you would need to allow sufficient time to complete the registration procedures again and find a suitable test date.

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The reading, writing and listening practice tests on this website have been designed to resemble the format of the IELTS test as closely as possible. They are not, however, real IELTS tests; they are designed to practise exam technique to help students to face the IELTS test with confidence and to perform to the best of their ability.

While using this site, you agree to have read and accepted our terms of use, cookie and privacy policy.

Eleven Faculty Members Named Faculty Success Fellows for 2024

Wilmore Webley, senior vice provost for equity and inclusion, has announced that  11 faculty members have been selected to participate in the National Center for Faculty Development and Diversity (NCFDD) Summer 2024 Faculty Success Program (FSP), a 10-week online program designed to help non-tenure track, tenure-track and tenured faculty develop skills to increase research and writing productivity while maintaining a healthy work-life balance.

The Faculty Success Fellows were recommended by their departments and colleges based on a holistic assessment of the needs of the candidate and the potential impact on their career trajectory, especially as it relates to tenure, promotion or continuing contract for lecturers.

Fellows receive funding through a cost-sharing model between the department, college and the Office of the Provost to defray the costs of the NCFDD Faculty Success Program, which provides mentorship, feedback and support throughout the year. 

The 2024 Faculty Success Fellows are: 

• Andreas Buttenschoen , assistant professor, mathematics and statistics, College of Natural Sciences 
• Katrina Calhoun , assistant professor, educational policy, Research and Administration, College of Education
• Bruno Castro da Silva , assistant professor, computer science, Manning College of Information and Computer Sciences 
• Manasa Kandula , assistant professor, physics, College of Natural Sciences
• Lulu Kang , associate professor, mathematics and statistics, College of Natural Sciences 
• Donghyun Kim , assistant professor, computer science, Manning College of Information and Computer Sciences 
• David Moorman , associate professor, psychological and brain sciences, College of Natural Sciences 
• Munkaila Musah , assistant professor, environmental conservation, College of Natural Sciences 
• Adam O’Neill , assistant professor, computer science, Manning College of Information and Computer Sciences 
• Theo Schall , assistant professor, health policy and Management, School of Public Health and Health Sciences 
• Kelsey Whipple , assistant professor, journalism, College of Social and Behavioral Sciences

UMass Amherst is an institutional member of the NCFDD, and membership with the NCFDD is available to all faculty at no cost. As members, individuals receive access to resources such as monthly webinars, multi-week courses, a discussion forum for peer mentoring and problem solving, writing challenges and access to the NCFDD member library, which includes past webinar materials, referrals and readings. The center also offers professional development training and intensive mentoring programs.

More information about the NCFDD and the FSP, including a link to activate NCFDD membership, can be found on the Faculty Development and Diversity website .

The MacMillan Center

Biography after empire symposium.

Biography After Empire will bring together scholars to explore the uses of biography in postcolonial literary studies. This two-day workshop is an essential opportunity for scholars working on biography and life writing projects. It will allow scholars to share draft chapters from their ongoing research and exchange ideas for the proposed edited volume, Biography After Empire: Artists and Intellectuals in the Postcolonial World.

This workshop rethinks the genre of biography from postcolonial literary contexts. Colonial rule brought disparate philosophical conceptions of the individual self into contact, radically altering ideas about which lives should be remembered, and what forms that remembrance might take. The workshop will give contributors the opportunity to read one another’s work-in-progress and will address topics including but not limited to: archival research and source materials, interviews, methods for reconstructing individual lives, colonial education and literary bildung, local and international reception, and canonization in the twentieth and twenty-first centuries.

Organized by Stephanie Newell, Bhakti Shringarpure, and Lily Saint.

Job Postings

Find employment opportunities with legislatures, states and public policy organizations.

Posted May 9, 2024

Pew Charitable Trusts

Principal Associate, Fiscal and Economic Policy, State Fiscal Health

Washington, D.C.

Competitive

Senior Associate, Fiscal and Economic Policy

Anchorage Legislature

Alaska Legislative Ethics Committee Administrator

Anchorage, Ala.

Range: $3,169.50 to $3,753.75 bi-weekly

Posted May 6, 2024

Legislative Council Service

New Mexico Legislative Council Service Director

Santa Fe, N.M.

$114,000 to $221,000 p/year

Washington State Senate

Budget Fellows

Hybrid/Olympia, Wash.

The current salary is $6,615 per month.

Posted May 3, 2024

Maryland General Assembly, Department of Legislative Services

Legislative Assistant, Office of Policy Analysis

Annapolis, Md.

Range: $40,000 - $50,000 commensurate with experience.

Full Time (On-site)

May 31, 2024

Responsibilities

Principal Duties

 We are recruiting for legislative assistants to work on a nonpartisan basis in the Fiscal and Policy Notes and Legislation functional areas.

• A Legislative Assistant provides administrative support to the staff in their respective function.
• Duties involve providing administrative and secretarial support to the Office of Policy Analysis.
• Specific duties include tracking legislation, and editing, formatting, proofreading, and distributing correspondence, reports, and workgroup assignments.

Qualifications

• Two years of general clerical or administrative support experience.
• Proficient in Microsoft Suite.
• Effective communication skills, including strong grammar and customer service skills.
• Ability to set priorities, plan, and organize.
• Ability to perform accurate work in a timely manner and coordinate multiple tasks and projects in a fast-paced environment.
• Ability to work independently, in teams, and sometimes under extreme time pressures.
• Availability for extended work hours, including late night and weekend work, during the 90-day legislative session (January-April). Standard office hours during the legislative interim (May- December).
• Ability to lift things up to 50 pounds.

Work Environment

Employees of the Department of Legislative Services function on a nonpartisan basis and by law may not engage in partisan political activity at any time at the federal, state, or local level. The department offers a diverse and collegial environment for persons motivated to provide nonpartisan support to Maryland’s legislative and policymaking process. NOTE: An exercise assessing basic skills is part of the interview process.

Benefits can be found on the website .

About the Organization

About the Maryland General Assembly .

How to Apply

Email Resume and Cover Letter to [email protected] and include code 05-24. The cover letter should state the reasons for interest in the position, any relevant experience, and availability to begin work.

Contact NCSL

For more information on this topic, use this form to reach NCSL staff.

• What is your role? Legislator Legislative Staff Other
• Is this a press or media inquiry? No Yes
• Admin Email

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Stockham, ovalle earn nsf graduate research fellowships.

5 days ago · 2 min read

Stockham, Ovalle earn NSF Graduate Research Fellowships

Two University of Nebraska–Lincoln graduate students have been offered 2024 Graduate Research Fellowships from the National Science Foundation.

The program, the oldest graduate fellowship of its kind, helps ensure the vitality of the human resource base of science and engineering in the United States and reinforces its diversity. The program recognizes and supports outstanding graduate students in NSF-supported science, technology, engineering and mathematics disciplines who are pursuing research-based master’s and doctoral degrees at accredited U.S. institutions. The fellowship provides the student with a $37,000 stipend and $12,000 cost of education allowance for each of three years, as well as access to opportunities for professional development.

The university’s 2024 award recipients are below.

Sophia Stockham , of Wauseon, Ohio, is pursuing a doctoral degree in political science under the guidance of Alice Kang. She earned a bachelor’s degree in political science and communication from Bowling Green State University. Her research interests lie in human rights, with a focus on women’s representation. Stockham received the NSF funding to support her work on the passage of informed consent laws for pelvic exams. She is passionate about advocating for greater representation of women in government and health care policy.

Xavier Ovalle (he/they) is a master’s student in the Hebets Lab in the School of Biological Sciences, under the mentorship of Eileen Hebets. He was born and raised in Tampa, Florida, and is a first-generation American and college graduate. They earned their bachelor’s degree in biology at Centre College in Danville, Kentucky. Ovalle has researched different invertebrate groups, most prominently the semi-aquatic spider Trechalea extensa in Costa Rica. He tracked the spiders to map their home ranges and investigate their sensitivity to stimuli due to ecotourism. At Nebraska, they are interested in quantifying and understanding the associated associated costs and benefits of the color-changing process in the crab spider Misumenoides formosipes . Ovalle will use the NSF funding to continue this research.

Zeenat Ahmed , a doctoral student in political science, received an honorable mention.

At Nebraska, the Office of Graduate Studies is available to help graduate students preparing fellowship applications. For more information, students and faculty may contact Lisa Rohde at [email protected] .

Related Links

• Graduate Studies at Nebraska
• NSF Graduate Research Fellowship
• National Science Foundation
• Stophia Stockham
• Xavier Ovalle
• Zeenat Ahmed
• Political Science
• biological sciences
• Arts and Sciences
• Graduate Studies
• student success

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• Published: 06 May 2024

APOE4 homozygozity represents a distinct genetic form of Alzheimer’s disease

• Juan Fortea   ORCID: orcid.org/0000-0002-1340-638X 1 , 2 , 3   na1 ,
• Jordi Pegueroles   ORCID: orcid.org/0000-0002-3554-2446 1 , 2 ,
• Daniel Alcolea   ORCID: orcid.org/0000-0002-3819-3245 1 , 2 ,
• Olivia Belbin   ORCID: orcid.org/0000-0002-6109-6371 1 , 2 ,
• Oriol Dols-Icardo   ORCID: orcid.org/0000-0003-2656-8748 1 , 2 ,
• Lídia Vaqué-Alcázar 1 , 4 ,
• Laura Videla   ORCID: orcid.org/0000-0002-9748-8465 1 , 2 , 3 ,
• Juan Domingo Gispert 5 , 6 , 7 , 8 , 9 ,
• Marc Suárez-Calvet   ORCID: orcid.org/0000-0002-2993-569X 5 , 6 , 7 , 8 , 9 ,
• Sterling C. Johnson   ORCID: orcid.org/0000-0002-8501-545X 10 ,
• Reisa Sperling   ORCID: orcid.org/0000-0003-1535-6133 11 ,
• Alexandre Bejanin   ORCID: orcid.org/0000-0002-9958-0951 1 , 2 ,
• Alberto Lleó   ORCID: orcid.org/0000-0002-2568-5478 1 , 2 &
• Víctor Montal   ORCID: orcid.org/0000-0002-5714-9282 1 , 2 , 12   na1  

Nature Medicine ( 2024 ) Cite this article

10k Accesses

4065 Altmetric

Metrics details

• Alzheimer's disease
• Predictive markers

This study aimed to evaluate the impact of APOE4 homozygosity on Alzheimer’s disease (AD) by examining its clinical, pathological and biomarker changes to see whether APOE4 homozygotes constitute a distinct, genetically determined form of AD. Data from the National Alzheimer’s Coordinating Center and five large cohorts with AD biomarkers were analyzed. The analysis included 3,297 individuals for the pathological study and 10,039 for the clinical study. Findings revealed that almost all APOE4 homozygotes exhibited AD pathology and had significantly higher levels of AD biomarkers from age 55 compared to APOE3 homozygotes. By age 65, nearly all had abnormal amyloid levels in cerebrospinal fluid, and 75% had positive amyloid scans, with the prevalence of these markers increasing with age, indicating near-full penetrance of AD biology in APOE4 homozygotes. The age of symptom onset was earlier in APOE4 homozygotes at 65.1, with a narrower 95% prediction interval than APOE3 homozygotes. The predictability of symptom onset and the sequence of biomarker changes in APOE4 homozygotes mirrored those in autosomal dominant AD and Down syndrome. However, in the dementia stage, there were no differences in amyloid or tau positron emission tomography across haplotypes, despite earlier clinical and biomarker changes. The study concludes that APOE4 homozygotes represent a genetic form of AD, suggesting the need for individualized prevention strategies, clinical trials and treatments.

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Apolipoprotein E and Alzheimer disease: pathobiology and targeting strategies

Data availability.

Access to tabular data from ADNI ( https://adni.loni.usc.edu/ ), OASIS ( https://oasis-brains.org/ ), A4 ( https://ida.loni.usc.edu/collaboration/access/appLicense.jsp ) and NACC ( https://naccdata.org/ ) can be requested online, as publicly available databases. All requests will be reviewed by each studyʼs scientific board. Concrete inquiries to access the WRAP ( https://wrap.wisc.edu/data-requests-2/ ) and ALFA + ( https://www.barcelonabeta.org/en/alfa-study/about-the-alfa-study ) cohort data can be directed to each study team for concept approval and feasibility consultation. Requests will be reviewed to verify whether the request is subject to any intellectual property.

Code availability

All statistical analyses and raw figures were generated using R (v.4.2.2). We used the open-sourced R packages of ggplot2 (v.3.4.3), dplyr (v.1.1.3), ggstream (v.0.1.0), ggpubr (v.0.6), ggstatsplot (v.0.12), Rmisc (v.1.5.1), survival (v.3.5), survminer (v.0.4.9), gtsummary (v.1.7), epitools (v.0.5) and statsExpression (v.1.5.1). Rscripts to replicate our findings can be found at https://gitlab.com/vmontalb/apoe4-asdad (ref. 32 ). For neuroimaging analyses, we used Free Surfer (v.6.0) and ANTs (v.2.4.0).

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Acknowledgements

We acknowledge the contributions of several consortia that provided data for this study. We extend our appreciation to the NACC, the Alzheimer’s Disease Neuroimaging Initiative, The A4 Study, the ALFA Study, the Wisconsin Register for Alzheimer’s Prevention and the OASIS3 Project. Without their dedication to advancing Alzheimer’s disease research and their commitment to data sharing, this study would not have been possible. We also thank all the participants and investigators involved in these consortia for their tireless efforts and invaluable contributions to the field. We also thank the institutions that funded this study, the Fondo de Investigaciones Sanitario, Carlos III Health Institute, the Centro de Investigación Biomédica en Red sobre Enfermedades Neurodegenerativas and the Generalitat de Catalunya and La Caixa Foundation, as well as the NIH, Horizon 2020 and the Alzheimer’s Association, which was crucial for this research. Funding: National Institute on Aging. This study was supported by the Fondo de Investigaciones Sanitario, Carlos III Health Institute (INT21/00073, PI20/01473 and PI23/01786 to J.F., CP20/00038, PI22/00307 to A.B., PI22/00456 to M.S.-C., PI18/00435 to D.A., PI20/01330 to A.L.) and the Centro de Investigación Biomédica en Red sobre Enfermedades Neurodegenerativas Program 1, partly jointly funded by Fondo Europeo de Desarrollo Regional, Unión Europea, Una Manera de Hacer Europa. This work was also supported by the National Institutes of Health grants (R01 AG056850; R21 AG056974, R01 AG061566, R01 AG081394 and R61AG066543 to J.F., S10 OD025245, P30 AG062715, U54 HD090256, UL1 TR002373, P01 AG036694 and P50 AG005134 to R.S.; R01 AG027161, R01 AG021155, R01 AG037639, R01 AG054059; P50 AG033514 and P30 AG062715 to S.J.) and ADNI (U01 AG024904), the Department de Salut de la Generalitat de Catalunya, Pla Estratègic de Recerca I Innovació en Salut (SLT006/17/00119 to J.F.; SLT002/16/00408 to A.L.) and the A4 Study (R01 AG063689, U24 AG057437 to R.A.S). It was also supported by Fundación Tatiana Pérez de Guzmán el Bueno (IIBSP-DOW-2020-151 o J.F.) and Horizon 2020–Research and Innovation Framework Programme from the European Union (H2020-SC1-BHC-2018-2020 to J.F.; 948677 and 847648 to M.S.-C.). La Caixa Foundation (LCF/PR/GN17/50300004 to M.S.-C.) and EIT Digital (Grant 2021 to J.D.G.) also supported this work. The Alzheimer Association also participated in the funding of this work (AARG-22-923680 to A.B.) and A4/LEARN Study AA15-338729 to R.A.S.). O.D.-I. receives funding from the Alzheimer’s Association (AARF-22-924456) and the Jerome Lejeune Foundation postdoctoral fellowship.

Author information

These authors contributed equally: Juan Fortea, Víctor Montal.

Authors and Affiliations

Sant Pau Memory Unit, Hospital de la Santa Creu i Sant Pau - Biomedical Research Institute Sant Pau, Barcelona, Spain

Juan Fortea, Jordi Pegueroles, Daniel Alcolea, Olivia Belbin, Oriol Dols-Icardo, Lídia Vaqué-Alcázar, Laura Videla, Alexandre Bejanin, Alberto Lleó & Víctor Montal

Centro de Investigación Biomédica en Red de Enfermedades Neurodegenerativas. CIBERNED, Barcelona, Spain

Juan Fortea, Jordi Pegueroles, Daniel Alcolea, Olivia Belbin, Oriol Dols-Icardo, Laura Videla, Alexandre Bejanin, Alberto Lleó & Víctor Montal

Barcelona Down Medical Center, Fundació Catalana Síndrome de Down, Barcelona, Spain

Juan Fortea & Laura Videla

Department of Medicine, Faculty of Medicine and Health Sciences, Institute of Neurosciences, University of Barcelona, Barcelona, Spain

Lídia Vaqué-Alcázar

Barcelonaβeta Brain Research Center (BBRC), Pasqual Maragall Foundation, Barcelona, Spain

Juan Domingo Gispert & Marc Suárez-Calvet

Neurosciences Programme, IMIM - Hospital del Mar Medical Research Institute, Barcelona, Spain

Department of Medicine and Life Sciences, Universitat Pompeu Fabra, Barcelona, Spain

Centro de Investigación Biomédica en Red Bioingeniería, Biomateriales y Nanomedicina. Instituto de Salud carlos III, Madrid, Spain

Centro Nacional de Investigaciones Cardiovasculares (CNIC), Madrid, Spain

Wisconsin Alzheimer’s Disease Research Center, University of Wisconsin-Madison School of Medicine and Public Health, Madison, WI, USA

Sterling C. Johnson

Brigham and Women’s Hospital Massachusetts General Hospital, Harvard Medical School, Boston, MA, USA

Reisa Sperling

Barcelona Supercomputing Center, Barcelona, Spain

Víctor Montal

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Contributions

J.F. and V.M. conceptualized the research project and drafted the initial manuscript. V.M., J.P. and J.F. conducted data analysis, interpreted statistical findings and created visual representations of the data. O.B. and O.D.-I. provided valuable insights into the genetics of APOE. L.V., A.B. and L.V.-A. meticulously reviewed and edited the manuscript for clarity, accuracy and coherence. J.D.G., M.S.-C., S.J. and R.S. played pivotal roles in data acquisition and securing funding. A.L. and D.A. contributed to the study design, offering guidance and feedback on statistical analyses, and provided critical review of the paper. All authors carefully reviewed the manuscript, offering pertinent feedback that enhanced the study’s quality, and ultimately approved the final version.

Corresponding authors

Correspondence to Juan Fortea or Víctor Montal .

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Competing interests.

S.C.J. has served at scientific advisory boards for ALZPath, Enigma and Roche Diagnostics. M.S.-C. has given lectures in symposia sponsored by Almirall, Eli Lilly, Novo Nordisk, Roche Diagnostics and Roche Farma, received consultancy fees (paid to the institution) from Roche Diagnostics and served on advisory boards of Roche Diagnostics and Grifols. He was granted a project and is a site investigator of a clinical trial (funded to the institution) by Roche Diagnostics. In-kind support for research (to the institution) was received from ADx Neurosciences, Alamar Biosciences, Avid Radiopharmaceuticals, Eli Lilly, Fujirebio, Janssen Research & Development and Roche Diagnostics. J.D.G. has served as consultant for Roche Diagnostics, receives research funding from Hoffmann–La Roche, Roche Diagnostics and GE Healthcare, has given lectures in symposia sponsored by Biogen, Philips Nederlands, Esteve and Life Molecular Imaging and serves on an advisory board for Prothena Biosciences. R.S. has received personal consulting fees from Abbvie, AC Immune, Acumen, Alector, Bristol Myers Squibb, Janssen, Genentech, Ionis and Vaxxinity outside the submitted work. O.B. reported receiving personal fees from Adx NeuroSciences outside the submitted work. D.A. reported receiving personal fees for advisory board services and/or speaker honoraria from Fujirebio-Europe, Roche, Nutricia, Krka Farmacéutica and Esteve, outside the submitted work. A.L. has served as a consultant or on advisory boards for Almirall, Fujirebio-Europe, Grifols, Eisai, Lilly, Novartis, Roche, Biogen and Nutricia, outside the submitted work. J.F. reported receiving personal fees for service on the advisory boards, adjudication committees or speaker honoraria from AC Immune, Adamed, Alzheon, Biogen, Eisai, Esteve, Fujirebio, Ionis, Laboratorios Carnot, Life Molecular Imaging, Lilly, Lundbeck, Perha, Roche and outside the submitted work. O.B., D.A., A.L. and J.F. report holding a patent for markers of synaptopathy in neurodegenerative disease (licensed to Adx, EPI8382175.0). The remaining authors declare no competing interests.

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Supplementary Methods, Results, Bibliography, Figs. 1–7 and Tables 1–3.

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Fortea, J., Pegueroles, J., Alcolea, D. et al. APOE4 homozygozity represents a distinct genetic form of Alzheimer’s disease. Nat Med (2024). https://doi.org/10.1038/s41591-024-02931-w

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Received : 03 November 2023

Accepted : 19 March 2024

Published : 06 May 2024

DOI : https://doi.org/10.1038/s41591-024-02931-w

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