Paper Evaluation

How to aver a Scientific Paper BIOC/MCB 568 F completely 2010 John W. Little and Roy ParkerUniversity of genus Arizona screen to 568 home varlet Translation into Belorussian The chief(prenominal) economic consumption of a scientific melodic theme is to report cutting results, usu either(prenominal)y tryal, and to re new-made these results to forward agniseledge in the field. Papers atomic number 18 wizard of the or so signifi give the bouncet charges that we communicate with one an separate(prenominal). In gaining how to immortalise a root word, we postulation to start at the take d experiencening with a few preliminaries. We indeed address the main head manner of speaking that will enable you to encounter and valuate the bem mapping-up. . How atomic number 18 create verb everyy document organized? 2. How do I prep be to memorize a writing, particularly in an argona non so acquainted(predicate) to me? 3. What difficulties fuel I expect? 4. How do I run into and evaluatethe essences of the cover? 1. Organization of a root In most scientific journals, scientific written report follow a standard format. They atomic number 18 divide into some(prenominal) roles, and each partitioning serves a specific purpose in the raw(a)s report. We first describe the standard format, consequently some variations on that format. A root begins with a shortSummaryor mulct.Generally, it gives a sketch cathode-ray oscilloscope to the topic describes crypticly the study beginings of the typography and relates these findings to the field of study. As will be seen, this crystalline order is a same(p) that of the publisher as a whole. The neighboring office of the paper is theIntroduction. In more(prenominal)(prenominal) journals this role is non effrontery(p) a title. As its name implies, this section pre moves the background kip d consumeledge go to sleepledge necessary for the ref to empathise wherefo re the findings of the paper be an f atomic number 18 on the knowledge in the field.Typically, the Introduction describes first the accredited give in of knowledge in a specialized field consequently it focuses more specifically on a particular aspect, usually describing a finding or set of findings that led directly to the bet exposit in the paper. If the seeds argon testing a hypothesis, the source of that hypothesis is spelled out, findings ar given with which it is consistent, and one or more predictions atomic number 18 given. In m twain cover, one or several major finishings of the paper argon presented at the end of this section, so that the removeer knows the major answers to the questions yet posed.Papers more descriptive or comparative in nature whitethorn begin with an portal to an bea which interests the rootages, or the ingest for a broader selective communicateationbase. The next section of most cover is theMaterials and Methods. In some journals this section is the last one. Its purpose is to describe the solids utilize in the experiments and the methods by which the experiments were carried out. In principle, this definition should be exposit profuse to allow other exploreers to replicate the fetch.In perform, these interpretations ar frequently noblely compressed, and they practically refer back to fore dismissal papers by the powers. The tierce section is usuallyResults. This section describes the experiments and the reasons they were through with(p). Generally, the logic of the Results section follows directly from that of the Introduction. That is, the Introduction poses the questions addressed in the former(a) part of Results. beyond this point, the organization of Results differs from one paper to another. In some papers, the results are presented without big discussion, which is reserved for the undermentioned section.This is appropriate when the entropy in the early split do not convey to be interpreted extensively to understand why the later experiments were done. In other papers, results are given, and thusly they are interpreted, perhaps taken to exither with other findings not in the paper, so as to give the logical basis for later experiments. The fourth section is theDiscussion. This section serves several purposes. First, the teaching in the paper are interpreted that is, they are analyzed to show what the authors believe the data show.Any limitations to the explanations should be acknowledged, and incident should tidyly be separated from speculation. Second, the findings of the paper are cerebrate to other findings in the field. This serves to show how the findings contri single ife to knowledge, or correct the errors of previous work. As give tongue to, some of these logical arguments are lots found in the Results when it is necessary to clarify why later experiments were carried out. Although you cogency consider that in this case the discussion m aterial should be presented in the Introduction, more often you earth-closetnot grasp its signifi dis bafflece until the first part of Results is given.Finally, papers usually conduct a shortAcknowledgementssection, in which various contri onlyions of other workers are recognized, followed by aReferencelist giving references to papers and other kit and caboodle cited in the text. Papers besides contain severalFiguresand set backs. These contain data described in the paper. The figures and tables also take aim legends, whose purpose is to give lucubrate of the particular experiment or experiments sh confess on that point. Typically, if a procedure is used unaccompanied once in a paper, these flesh out are described in Materials and Methods, and the Figure or Table legend refers back to that description.If a procedure is used repeatedly, however, a divisorral description is given in Materials and Methods, and the details for a particular experiment are given in the Table or Figure legend. Variations on the organization of a paper In most scientific journals, the preceding(prenominal) format is followed. Occasionally, the Results and Discussion are combined, in cases in which the data need extensive discussion to allow the reader to follow the train of logic developed in the course of the explore. As tell, in some journals, Materials and Methods follows the Discussion. In certain older papers, the Summary was given at the end of the paper.The formats for two widely-read journals,ScienceandNature, differ markedly from the above lineation. These journals reach a wide audience, and many authors wish to publish in them accordingly, the space limitations on the papers are severe, and the prose is usually highly compressed. In both journals, there are no discrete sections, except for a short plagiarise and a reference list. InScience, the surcharge is equanimous inNature, the abstract also serves as a apprise introduction to the paper. Experimental de tails are usually given either in endnotes (forScience) or Figure and Table legends and a short Methods section (inNature).Authors often try to circumvent length limitations by governting as very much material as possible in these places. In addition, an increasingly ordinary practice is to put a substantial fraction of the little- of import material, and much of the methodological analysis, into supplementary Data that locoweed be accessed online. Many other journals also curb length limitations, which similarly lead to a need for conciseness. For ensample, theProceedings of the subject area Academy of Sciences(PNAS) has a six-varlet limitCellseverely edits many papers to shorten them, and has a short word limit in the abstract and so on.In response to the pinch to edit and do the paper concise, many authors choose to condense or, more typically, omit the logical connections that would pose the coalesce of the paper easy. In addition, much of the background that would fare the paper accessible to a wider audience is condensed or omitted, so that the less-informed reader has to bring up a check out word or previous papers to light up sense of what the issues are and why they are important. Finally, again, authors often circumvent scalawag limitations by putting crucial details into the Figure and Table legends, in particular when (as inPNAS) these are set in smaller type.Fortunately, the young widespread practice of putting less-critical material into online supplemental material has lessened the pressure to compress content so drastically, but it is unagitated a conundrum for older papers. suffer to outline 2. Reading a scientific paper Although it is tempting to read the paper straight done as you would do with most text, it is more efficient to organize the stylus you read. Generally, you first read the Abstract in order to understand the major points of the work.The extent of background assumed by different authors, and allowed b y the journal, also varies as just discussed. genius extremely useful enjoyment in indication a paper is to read the Title and the Abstract and, forwards going on, analyze in your mind what you know close to the topic. This serves several purposes. First, it clarifies whether you in fact know enough background to appreciate the paper. If not, you exponent choose to read the background in a inspection or textbook, as appropriate. Second, it refreshes your retentiveness round the topic. Third, and perhaps most importantly, it helps ou as the reader integrate the new information into your previous knowledge about the topic. That is, it is used as a part of the self-education carry out that any professional must put out throughout his/her career. If you are very beaten(prenominal) with the field, the Introduction discharge be skimmed or notwithstanding skipped. As stated above, the logical flow of most papers goes straight from the Introduction to Results accordingly, the paper should be read in that way as healthful, skipping Materials and Methods and referring back to this section as requisite to clarify what was actually done.A reader familiar with the field who is enkindle in a particular point given in the Abstract often skips directly to the relevant section of the Results, and from there to the Discussion for interpretation of the findings. This is just now easy to do if the paper is organized properly. Codewords Many papers contain shorthand phrases that we competency term codewords, since they pass connotations that are for the most part not explicit. In many papers, not all the experimental data are sh deliver, but referred to by (data not shown).This is often for reasons of space the practice is real when the authors pay documented their competence to do the experiments properly (usually in previous papers). Two other codewords are un create data and approach data. The former git either mean that the data are not of publishabl e fictional character or that the work is part of a larger story that will one day be published. The last mentioned way of life different things to different mess, but one connotation is that the experiment was done only once. Back to outline 3. Difficulties in reading a paperSeveral difficulties confront the reader, particularly one who is not familiar with the field. As discussed above, it whitethorn be necessary to bring yourself up to drive on before beginning a paper, no matter how well written it is. Be aware, however, that although some problems whitethorn lie in the reader, many are the fault of the economizer. whiz major problem is that many papers are sickly written. few scientists are poor writers. Many others do not enjoy writing, and do not take the cartridge holder or labour to secure that the prose is clear and logical.Also, the author is typically so familiar with the material that it is difficult to step back and see it from the point of view of a reade r not familiar with the topic and for whom the paper is just another of a large stack of papers that need to be read. heavy(a) writing has several consequences for the reader. First, the logical connections are often unexpended out. instead of consecrateing why an experiment was done, or what ideas were being tested, the experiment is merely described. Second, papers are often cluttered with a great fight of jargon.Third, the authors often do not tolerate a clear road-map through the paper gradient issues and fine points are given equal line of work time with the main logical thread, and the reader loses this thread. In break down writing, these side issues are relegated to Figure legends, Materials and Methods, or online Supplemental Material, or else clearly place as side issues, so as not to distract the reader. other major difficulty arises when the reader seeks to understand just what the experiment was. all(prenominal) in like manner often, authors refer back to previous papers these refer in turn to previous papers in a long chain. oftentimes that chain ends in a paper that describes several methods, and it is unclear which was used. Or the chain ends in a journal with severe space limitations, and the description is so compressed as to be unclear. More often, the descriptions are alone not well-written, so that it is ambiguous what was done. Other difficulties arise when the authors are noncrucial about their experiments if they firmly believe a particular model, they whitethorn not be open-minded about other possibilities. These whitethorn not be tested experimentally, and may as yet go unmentioned in the Discussion.Still another, think problem is that many authors do not clearly distinguish between fact and speculation, especially in the Discussion. This makes it difficult for the reader to know how well-established are the facts under discussion. One final problem arises from the sociology of science. Many authors are manque and w ish to publish in trendy journals. As a consequence, they misinform the importance of their findings, or put a speculation into the title in a way that makes it sound like a well-established finding.Another example of this approach is the Assertive Sentence Title, which presents a major conclusion of the paper as a declarative disapprobation (such(prenominal) as LexA is a repressor of therecAandlexA ingredients). This trend is becoming prevalent numerate at recent issues ofCellfor examples. Its not so bad when the assertive sentence is well-documented (as it was in the example given), but all too often the assertive sentence is nix more than a speculation, and the hasty reader may well conclude that the issue is colonised when it isnt.These last factors represent the public transaction side of a competitive field. This behavior is understandable, if not praise decorous. But when the authors take the reader as to what is firmly established and what is speculation, it is hard, especially for the novice, to know what is settled and what is not. A careful evaluation is necessary, as we now discuss. Back to outline 4. Evaluating a paper A thorough understanding and evaluation of a paper involves answering several questions a. Whatquestionsdoes the paper address? b. What are the mainconclusionsof the paper? . Whatevidence suffers those conclusions? d. Do the data actuallysupportthe conclusions? e. What is thequalityof the evidence? f. why are the conclusionsimportant? a. What questions does the paper address? before addressing this question, we need to be aware that research in biochemistry and molecular biota bottom be of several different types Type of research principal asked Descriptive What is there?What do we see? proportional How does it compare to other organisms? Are our findings universal? Analytical How does it work? What is the mechanism? Descriptiveresearch often takes place in the early stages of our understanding of a system. We p rovoket spring up hypotheses about how a system works, or what its interconnections are, until we know what is there.Typical descriptive approaches in molecular biology are DNA sequencing and DNA microarray approaches. In biochemistry, one could interpret x-ray crystallography as a descriptive endeavor. Comparativeresearch often takes place when we are postulation how general a finding is. Is it specific to my particular organism, or is it broadly applicable? A typical comparative approach would be comparing the sequence of a gene from one organism with that from the other organisms in which that gene is found. One example of this is the observation that the actin genes from gentlemans gentlemans and budding yeast are 89% identical and 96% similar.Analyticalresearch generally takes place when we know enough to begin formulating hypotheses about how a system works, about how the split are interconnected, and what the causal connections are. A typical analytical approach would be to formulate two (or more) alternative hypotheses about how a system operates. These hypotheses would all be consistent with current knowledge about the system. Ideally, the approach would devise a set of experiments todistinguish among these hypotheses. A classic example is the Meselson-Stahl experiment.Of course, many papers are a combination of these approaches. For instance, researchers might sequence a gene from their model organism compare its sequence to homologous genes from other organisms use this comparison to devise a hypothesis for the function of the gene harvesting and test this hypothesis by making a site-directed change in the gene and asking how that affects the phenotype of the organism and/or the biochemical function of the gene product. Being aware that not all papers ingest the alike approach can orient you towards recognizing the major questions that a paper addresses.What are these questions? In a well-written paper, as described above, the Introduction generally goes from the general to the specific, up to nowtual(prenominal)ly framing a question or set of questions. This is a faithful starting place. In addition, the results of experiments usually raise additive questions, which the authors may attempt to answer. These questions usually puzzle evident only in the Results section. Back to Evaluating a paper b. What are the main conclusions of the paper? This question can often be answered in a preliminary way by studying the abstract of the paper.Here the authors highlight what they think are the primaevalstone points. This is not enough, because abstracts often throw off severe space constraints, but it can serve as a starting point. Still, you need to read the paper with this question in mind. Back to Evaluating a paper c. What evidence supports those conclusions? Generally, you can get a pretty practiced idea about this from the Results section. The description of the findings points to the relevant tables and figures. This is easiest when there is one primary experiment to support a point.However, it is often the case that several different experiments or approaches combine to support a particular conclusion. For example, the first experiment might have several possible interpretations, and the later ones are radiation patterned to distinguish among these. In the holy person case, the Discussion begins with a section of the form Three lines of evidence provide support for the conclusion that First, Second, etc. However, difficulties can arise when the paper is mischievously written (see above). The authors often do not present a concise abridgment of this type, leaving you to make it yourself.A skeptic might argue that in such cases the logical structure of the argument is weak and is omitted on purpose In any case, you need to be sure that you understand the relationship between the data and the conclusions. Back to Evaluating a paper d. Do the data actually support the conclusions? One maj or advantage of doing this is that it helps you to evaluate whether the conclusion is sound. If we assume for the moment that the data are believable (see next section), it still might be the case that the data do not actually support the conclusion the authors wish to reach. on that point are at least two different shipway this can happen i. The logical connection between the data and the interpretation is not sound ii. There might be other interpretations that might be consistent with the data. One important aspect to control for is whether the authors take multiple approaches to answering a question. Do they have multiple lines of evidence, from different directions, supporting their conclusions? If there is only one line of evidence, it is more likely that it could be interpreted in a different way multiple approaches make the argument more persuasive.Another thing to look for is implicit or hidden assumptions used by the authors in interpreting their data. This can be hard to do, unless you understand the field tho just about. Back to Evaluating a paper e. What is the quality of that evidence? This is the hardest question to answer, for novices and experts alike. At the equal time, it is one of the most important skills to learn as a young scientist. It involves a major reorientation from being a relatively passive consumer of information and ideas to an active producer and critical justice of them. This is not easy and takes years to master.Beginning scientists often wonder, Who am I to question these authorities? After all the paper was published in a top journal, so the authors must have a high standing, and the work must have haved a critical analyze by experts. Unfortunately, thats not always the case. In any case, developing your energy to evaluate evidence is one of the hardest and most important aspects of learning to be a critical scientist and reader. How can you evaluate the evidence? First, you need to understand thoroughly the methods used in the experiments. Often these are described poorly or not at all (seeabove).The details are often missing, but more importantly the authors usually assume that the reader has a general knowledge of common methods in the field (such as immunoblotting, cloning, communicable methods, or DNase I footprinting). If you lack this knowledge, as discussedaboveyou have to make the extra move to inform yourself about the basic methodology before you can evaluate the data. Sometimes you have to trace back the details of the methods if they are important. The increasing availability of journals on the Web has made this easier by obviating the need to find a hard-copy issue,e. . in the subroutine library. A door-to-door listing of journalsrelevant to this course, developed by the Science Library, allows access to most of the listed volumes from any computer at the University asecond listat the Arizona Health Sciences Library includes some other journals, again from University computers . Second,you need to know thelimitationsof the methodology. Every method has limitations, and if the experiments are not done aright they cant be interpreted. For instance, an immunoblot is not a very quantitative method.Moreover, in a certain range of protein the betoken increases (that is, the signal is at least roughly linear), but above a certain aggregate of protein the signal no longer increases. Therefore, to use this method correctly one need a standard curve that shows that the experimental lanes are in a linear range. Often, the authors will not show this standard curve, but they should state that such curves were done. If you dont see such an assertion, it could of course result from bad writing, but it might also not have been done. If it wasnt done, a dark fate might mean there is this much protein or an indefinite amount more.Third, importantly, you need to distinguish between what the data show and what the authorssaythey show. The latter is really an interpretat ion on the authors part, though it is generally not stated to be an interpretation. Papers usually state something like the data in Fig. x show that . This is the authors interpretation of the data. Do you interpret it the selfsame(prenominal) way? You need to look carefully at the data to ensure that they really do show what the authors say they do. You can only do this effectively if you understand the methods and their limitations.Fourth, it is often helpful to look at the accepted journal, or its electronic counterpart, instead of a photocopy. Particularly for half-tone figures such as photos of gels or autoradiograms, the contrast is distorted, usually increased, by photocopying, so that the data are misrepresented. Fifth, you should ask if the proper controls are present. Controls tell us that nature is behaving the way we expect it to under the conditions of the experiment (seeherefor more details). If the controls are missing, it is harder to be overconfident that the re sults really show what is happening in the experiment.You should try to develop the habit of asking where are the controls? and looking for them. Back to Evaluating a paper f. why are the conclusions important? Do the conclusions make a significant advance in our knowledge? Do they lead to new insights, or even new research directions? Again, answering these questions requires that you understand the field relatively well. Back to Evaluating a paper Back to outline Back to 568 home page pic BIOC/MCB 568 University of Arizona http//www. biochem. arizona. edu/classes/bioc568/bioc568. htm Last modified August 18, 2010All contents procure 2010. All rights reserved. How to check out a scientific paper? Contents hide 1Why me? 2Am I a suitable reader? 3How does the reexamination process work? 4How do I start? 5What to look for? 6How to put it in words? 7What to recommend? 8How to approach a revision? 9Ive done all this work what do I get out of it? 10Further reading ed itWhy me?You may be impress that you may be asked as a peer- proofreader for an authorative journal when you yourself are still a PhD-student and with a particular(a) number of published articles. This does not make you an inappropriate reader. You may have been found in several ways 1. When submitting a paper, you will often be asked to fill out signature details and areas of expertise and/or keywords. Journal editor programs can screen the journal database for potential commentators with research expertise matching that of the paper. 2. You could have been requested as a subscriber by the submitting authors 3.You could have been suggested as a refresher by another polisher (when declining an invitation to check up on a paper, one is usually asked to suggest an alternative freshener) or an editor may know you personally. 4. You could have been found based on previous articles youve published that were referenced in the submitted ms, or simply found on pubmed. editAm I a suitable reviewer? If you seriously question your ability to review the multiple sclerosis, you should decline the review invitation. This may be because you are not familiar with the subject, because you are biased towards the submitted work (e. g. ecause of personal relations with the authors, or because the paper is highly competitive with your own work), or just because you feel too inexperienced. However, in the latter case, you may consider accepting the review and asking a more experienced colleague to assist you with the review. Also, it is an excellent way to learn how to peer-review an article by first assisting colleague in their reviews. revel always keep confidentiality in mind. Contact the editor if you have any questions. editHow does the review process work? 1. The editor and ultimately column wit conciliate on the fate of the disseminated sclerosis. . After a holograph is assign to an editor, it is read by the editor and he or she decides if the paper is sent out for peer-review. Occasionally, a triage review is commissioned, where an external reviewer is asked for an opinion if the paper should be sent out for full review. 3. subscribers are invited and foregather an abstract of the multiple sclerosis. Usually, 2 or more reviewers are sought. 4. After acceptance of the invitation for review, reviewers receive the full ms. If a reviewer then discovers that he or she is not suitable afterward all, the invitation for review can still be declined. 5.The reviewers write their reviews. Usually, this consists of a) filling out a form with scores (for novelty, technical excellence, correctness of disseminated multiple sclerosis preparation, etcetera), b) comments to the authors, and c) comments to the editor. Typically, an advice regarding general precedence for publication and/or acceptance is asked for, which is blind to the authors. 6. After the editor has received the reviewer comments, he may decide to commission another reviewe r, particularly if reviewer opinions are contradictory or if there is a need for specific expertise, e. g. additional review by a statistical expert. . After all reviews have been completed, the editor and editorial board decide to either a. accept the hologram, b. accept the manuscript after ( low) revision, c. obviate the article, but invite to revise the manuscript, or d. reject the manuscript. 8. card that an editor will generally reserve the right to edit your reviewer comments to the author. Over-enthusiastic compliments may be removed if the editor eventually decides to reject the paper. Also, you may see that your comments the editor are also passed on to the authors if the editor feels this is appropriate. 9.If a manuscript is resubmitted after revision, it is usually resent to the master key reviewers. editHow do I start? Before reading the manuscript, make sure you know the aims and scope of the journal. Read the manuscript and supplementary files for a first time, wi thout spend too much time on details. Consider reading additional literature, such as relating articles by the same authors. Then re-read the manuscript in detail and try to follow the line of thought of the authors. Identify the hypothesis, key findings and rate if the (discussion of) the results adequately reflects back on the original hypothesis.Critically value the methods and representation of data in the text, tables and figures. Draft a review. Re-read the manuscript and re-read you review. editWhat to look for? Visit the journals website, where criteria for reviewers are commonly supplied. Also, see if there is a score-sheet as this will also tell you what the editors would like you to look for. As a general check-list, consider the following points (taken from the BMJ website) Is the paper important? Is the work original? Does the work add enough to what is already in the literature? Is there a clear message? Does the paper read well and make sense? Is this journal th e right place for this paper? Scientific reliability Abstract/ thickset does it reflect accurately what the paper says? Research question is it clearly defined and appropriately answered? Overall design of study is it adequate? Participants studied are they dequately described and their conditions defined? Methods are they adequately described? For randomised trials CONSORT Ethical? Results does it answer the research question? Credible? Well presented? Usefulness of tables and figures?Is the quality considerably enough? Can some eliminated? Is the data correct in the tables? Interpretation and conclusions are they warranted by and sufficiently derived from/focused on the data? Message clear? References are they up to date and relevant? Any glaring omissions? editHow to put it in words? As a reviewer, it is your task to objectively assess the strengths and weaknesses in a manuscript, provide structural criticism and list suggestions for improvement. It may help to organize your reviewer comments to the author as follows a brief summary of the findings in the article.This helps organize your own grasp on the data in the article. Also, it helps the attendant editor and editorial board to understand the content of the manuscript. Finally, it shows the author that you have read and understood the manuscript. consider giving a general comment on the article on e. g. novelty and boilersuit impression of the data and manuscript preparation. -list major comments. Number them for clarity. Major comments are comments, questions and/or suggestions that are in your view essential points that need to be appropriately addressed for the manuscript to become acceptable for publication. list minor comments such as typographic errors or suggestions for additional non-essential data to be included. Also keep in mind Be kind. Even a bad paper has generally required substantial investment of time and effort by the authors. Do not be tempted by the reviewer an onymousity to make unkind remarks. Be fair. Try to be objectively critical. Do not hesitate to identify flaws in the manuscript, but keep center field for balancing criticism with potential strengths of the manuscript, technical limitations and the nature of the journal. If you give criticism, also give a motivation, including literature references if applicable.Be concise. Be action-able. Providing practical suggestions for textual changes or additional experiments helps convey what you think would improve the manuscript disclose than simple criticism. editWhat to recommend? You give advice to the editor regarding the manuscript and this advice generally includes an advice on how the paper should be handled. It is a mis imaginationion that reviewers decide if a paper is accepted the editor and editorial board ultimately decide. This also means that it is essential to refrain from including an advice on acceptance or rejection of a paper in the review comments that are provided.Ed itors may edit your comments if you imply acceptance or rejection. Consider recommending a major revision if you feel the paper would become acceptable for publication if your suggestions are adequately addressed. If you feel that the manuscript would be insufficient for publication even after revision, e. g. based on limited novelty, rejection would be more appropriate. editHow to approach a revision? If a manuscript is returned to the authors with the invitation to resubmit after revision, you will commonly be asked to review the rewrite manuscript and author correspondence with replies to your comments.However, this is at the editors discretion. If you receive a revised manuscript, focus on the response to your own review and in principle limit yourself to the points you previously raised. See if the authors have satisfactorily addressed your comments. Check with your original comments to see if the authors have included all the points you raised. It is not good practice if you come up with new criticisms regarding points that you could have identified during your first assessment of the manuscript. Also, try to finish your re-evaluation with some priority as this is customary with resubmissions and will prevent excessive delay of anuscript publication. If you had numbered your major comments and had provided action-able suggestions, you will now appreciate the importance of doing so. editIve done all this work what do I get out of it? Writing a good review takes costly time. However, there are several reasons why every researcher should write peer-reviews. First, for you as a researcher, you will find that dynamic in the reviewing process will increase the quality of your own work and likelihood of getting your articles accepted. Youre given an insiders view of the reviewing process.Also, going through the process of peer-reviewing a manuscript and reading other reviewers comments, will help you critically assess your own manuscript more effectively. Seco nd, for you as a researcher, building a enshroud disc of journals that request your services as a reviewer may be a component of your curriculum vitae. Also, a track record of good reviews will enhance your reputations with the editors. Third, as a reviewer, youre given an early peak at novel unpublished data. This brings a major office and breaching confidentiality to scoop a submitting author would be a serious offence.However, it may give an incentive to (re)direct your experiments so that you have a head-start after eventual publication of the manuscript youre reviewing. Fourth, writing a review means you are participating in the social culture of research. You are lot the editor that invited you. You are making peer-review possible for the submitting author and ultimately, you are change the continuing process of keeping a high quality aim of science. Finally, invited editorial comments are often commissioned to reviewers that provided a good track record of peer reviews and showed profound insight in he reviewed manuscript. editFurther reading http//www. people. vcu. edu/aslee/referee. htm http//www. medscape. com/viewarticle/409692_3 Uniform requirements for manuscripts submitted to biomedical journals. International Committee of Medical Journal Editors. JAMA. 1997 bollix 19277(11)927-34 Downloadable from e. g. here HomeAboutContactContributeFeedback Log in / create account ? Research Topics ? Learning Resources ? Dutch Investigators ? Dutch Publications ? clinical Trials ? Practical PhD guide ? Useful links pic ? Online forum pic ? Agenda ? externalize/Courses ? Newsletters ? Spotlights ? Photo Gallery ? Jobs/Trainees Top of Form picpicpic Bottom of Form support by pic pic pic ? About NIER ? Disclaimers ? Views 5,040 ? Modified 1353, 26 January 2009. ? Hosted by Xentax first come forthance come offing a holograph for Publication Allen S.Lee Professor, Department of Information Systems lofty Scholar, Information Systems Research Institute School of Business Virginia Commonwealth University http//www. eople. vcu. edu/aslee/ produce as an invited note in Journal of Operations Management tidy sum 13, Number 1 (July 1995), pp. 7-92. If you copy, download, or circulate this paper, please simply inform the author (atemailprotected mit. edu) that you are doing so. This paper is based on remarks that the author prompt for presentation at the New Faculty Workshop held at the 23rdAnnual come across of the Decision Sciences Institute in Miami Beach, Florida, November 22, 1991. pic Abstract This paper offers suggestions about how to review a manuscript submitted for publication in the fields of management information systems, organisational studies, operations management, and management in general. Rationales for the suggestions and illustrative sample comments are provided. pic Contents Abstract movement 1 Start out with your own summary of the manuscript. accomplish 2Let the editor and author know what your expertise does, and does not, cover. deed 3 Give action-able advice. Action 4 incline the authors by arguing from their own assumptions and example. Action 5 win both (1) your general, overall reaction and (2) a list of specific, numbered point-by-point comments. Action 6 proclivity the manuscripts strengths. Action 7 Quote, give the page number, or otherwise explicitly locate the parts of the manuscript to which you are referring. Action 8 Offer comments on tables, figures, and diagrams. Action 9 Be kind. Action 10 Be frank, in a tactful way, about your own emotional reaction. Action 11 Do some of your own library research. Action 12 If rejecting the manuscript, suggest what future research efforts might examine. Action 13 If recommending a revision, spell out alternative scenarios for how the revision could be done. Action 14 Provide citations or a bibliography. Action 15 Date your review. Why Review? Conclusion pic As manage ment researchers, we regard the behavior of managers, systems professionals, and other organizational participants to be a manifestation of the determine that they hold as members of their organization and their profession. In the same way, we may regard our own behaviors, as reviewers of manuscripts in the double blind reviewing process, to be a manifestation of the values that we hold as members of the community of scholars. As an author and editor, I have seen our community manifest the best and the worst of human values in the anonymous reviews offered on manuscripts submitted for publication.Some reviewers rise to the creator and give extensive help, even though the anonymous reviewing process promises them nothing in return for their efforts. Other reviewers hide behind the anonymity of the reviewing process, religious offering contradict remarks that they would not have the courage to voice in public. My adjacent purpose is to offer suggestions, based on the revie ws I have seen as an author and editor, about how to provide useful, kind, constructive, and responsible reviews of manuscripts submitted for publication. I offer these suggestions to my colleagues who review manuscripts submitted for publication in research journals in management information systems, organizational studies, operations management, and other fields of management. 1. Suggestions for Reviewing a Manuscript For many of the suggestions below, I offer sample comments to illustrate my points. I have based these comments on actual reviews. 1. 1 Start out with Your sustain Summary of the Manuscript As a reviewer for a manuscript, I was surprised, upon concomitantly receiving the associate editors own review, to see that he began with a summary of the manuscript.After all, an author knows what his or her own manuscript is about, so why summarize it? Apparently, at least in this case, the summary was provided for the benefit of the major(postnominal) editor, not necessarily the author. The associate editors review was, I realized, as much a recommendation to the senior editor as it was an explanation to the authors. Because a reviewers review is, in the same way, a recommendation to an editor, I have come to believe that a summary of the manuscript being considered is no less useful in the reviewers review. I now believe that an opening summary may also be useful to the manuscripts author and to the reviewer himself or herself.For the author, how effectively the reviewers summary does or does not capture the gist of the manuscript may serve as one measure of how effectively the manuscript communicates its message. For the reviewer, the very exercise of theme a summary encourages and virtually assures a thorough reading of the manuscript. first step summaries are also useful to the editor when the manuscript is controversial. Occasionally, as an editor, I have wondered if the different reviewers assigned to a controversial manusc ript have actually been sent the same manuscript. An opening summary of the manuscript, presented from the reviewers own perspective, would be a big help to the editor when he or she is trying to reach a decision on a manuscript that evokes controversial reactions. Some illustrative sample comments are This paper represents a major effort to test two competing theories about user satisfaction with electronic mail The methodology of the paper consists of The data were poised from two field sites The major finding was that The contributions to theory and practice would come on to be This manuscript pursues two somewhat conflicting goals. It attempts to, while it also tries to. The authors do a good job of the first one, but their manipulation of the second one raises more questions than it answers. 1. Let the Editor and Author cut What Your Expertise Does, and Does Not, Cover By stating where you have expertise and, no less important, where you lack expertise, you will be helping the editor and author in their job of interpreting and weighing your comments. Reviewers, in voluntarily identifying where their expertise may be lacking with regard to the manuscript being reviewed, might even gain additional credibility for their claims about where they do have expertise. I read the paper from two perspectives 1) someone who has employed the same methodology that the authors are using and 2) someone who is not familiar at all with the substantive area that the authors are investigating. My criticisms and suggestions are offered all in all from the first perspective. For the reader, such as myself, who is unfamiliar with concepts X, Y, and Z, the authors present no helpful explanation of these concepts or justification for their inclusion in the study in the first place Another problem I had is that, probably like most of the people who read this journal, I am not deeply read in all three of the research fields that the authors draw upon. I cannot jurist how well this paper builds on past research. 1. 3 Give Action-able Advice Advice stated in the form of do-able tasks is mutually advantageous to the author and the reviewer in the event that the editor asks for a revision.For the author, the advised actions point to a intractable target where he or she may aim the revision. For the reviewer, the advised actions (as pass on interpreted by the editor) may serve as the criteria on which to say the revision. In contrast, a reviewer who offers vague generalities, and no action-able advice, in his or her first review would have no real handle with which to clear or disapprove the revision such a reviewer might very well find a revision re move to refuge him or her. If my concerns can be addressed successfully in a revision, then I believe the paper should be published. I have four major concerns.They are Therefore, I recommend rejection, but would be willing to review a revised version if (1) a nd (2) The following suggestions are provided to improve the weaknesses pointed out above Clearly state the objectives, contributions, and limitations of the study. Provide a definition of what you mean by Organizational Support System and use it consistently throughout the paper. Using this definition, narrow down the literature review. 1. lead the Authors by Arguing fromTheir Own Assumptions and Framework A reviewer can always take issue with a manuscripts assumptions and framework. However, disaccording with the assumptions is not always an effective reviewing strategy because, strictly speaking, all assumptions are unreasonable for what they assume away. An alternative strategy is to accept the manuscripts assumptions (if only for the sake of argument) and then to point out any shortcomings in the manuscript by examining the consequences that follow from these assumptions. (Indeed, if the assumptions lead to no objectionable consequences, then the assumptions might not be bad assumptions in the first place. By shape the review in terms of the authors own framework, the reviewer might then be more likely to convince the authors by courting and affirming the authors, instead than by disputing the authors. On the first page, the paper says that it will do the following The rest of the paper, however, does not follow through adequately on what it promised to do. In particular, according to the standards of the research framework that the authors themselves have chosen, the following things still need to be done or need to be done better Still, there is much potential value in what the paper initially proposed and I encourage the authors to flesh out the papers ideas more thoroughly.Along these lines, my suggestions are If the reviewer wishes to suggest a different framework and set of assumptions to the authors, this suggestion would be more convincing after the reviewer has demonstrated that he or she has given due consideration to the authors original framework, rather than dismissing it outright. 1. 5Provide Both (1) Your General, Overall Reaction and (2) a List of Specific, Numbered Point-by-Point Comments As an author, I have received some reviews consisting entirely of numbered, point-by-point comments that give the impression that the reviewer was simply typing up his or her review as he or she was reading my manuscript linearly, sentence-by-sentence, turning it page-by-page.Whereas such a review might be detailed and even exhaustive, I have found that such reviews sometimes negatively remark me on matters that I actually address satisfactorily later in the manuscript. These reviewers do a good job of analyzing the words in my manuscript, but they appear to put no effort into discerning what I meant by these words. My impression has been that these reviewers considered the reviewing job to be a burden and just cute to get it over. I have found that if there is no literary argument of an overall reaction from the reviewer, I am sometimes left question about what the reviewer really means. In fact, in this situation, I sometimes wonder if the reviewer himself knows what he means.For these reasons, I believe that a general, overall reaction or overview from the reviewer is needed as much as his or her specific, point-by-point comments. However, there is at least one occasion in which a linear, sentence-by-sentence, and page-by-page reading might be useful. When I am a reviewer, I will occasionally amend my review by page number through the manuscript once more and enumerating, point-by-point, any comments which I had plan to make when I first read the manuscript, but which somehow did not make their way into the main body of my review. Numbering the major points in a review is helpful to the editor and author.For instance, an editor could then handily say to the author, Pay particular attendance to points 2, 3, and 5 by Reviewer 1. 1. 6List the Manuscri pts Strengths Perhaps the most demoralising review I have ever seen is one that began with the single-sentence paragraph, There are several problems with this paper, and followed with a numbered, blow-by-blow listing of all the alleged problems in the manuscript. An accompanying listing of the manuscripts strengths would have made the review more palatable (and hence convincing) to the author. A listing of the manuscripts strengths takes on added importance when the reviewers recommendation is that the manuscript should be rejected. Is there really nothing in the manuscript that would make it worthy of a revision? Making up a list of the manuscripts strengths would help make sure that no stone is left unturned. The major asset of this manuscript is that it presents a new approach toThis, in turn, raises interesting general issues such as (1)(2)(3) Major strengths. The objective of this paper is of high interest and use to IS managers. The authors are exceptionally clear about how this study builds on past studies. The methodology, while new to IS, is clearly explained. 1. 7 Quote, Give the Page Number, or Otherwise Explicitly Locate the split of the Manuscript to Which You Are Referring This will pinpoint what you find difficult to understand, what you protest with, or exactly what you believe needs to be changed. Moreover, if the author should disagree with your assessment, then the author may respond precisely to your objection. In the third paragraph on page 9, it is not clear to me that the authors understand the concept of construct validity. On page 3, in the literature review section, the paper says, only 12 percent of the past studies examined the same factors we will be examining in this study. Exactly which studies were these? I do not distrust your statement, but I would like to be able to evaluate it for myself. On page 2, why does the prior research necessarily suggest that we need to study this topic, as you claim? 1. Offer Comments on Tables, Figures, and Diagrams Because tables, figures, and diagrams often appear at the end of the manuscript, they often do not receive the attention they deserve. However, I believe that reviewing an illustration can be equivalent to reviewing a thousand words. Because illustrations are often overlooked in reviews, a detailed comment about an illustration might favorably impress the author and editor, suggesting to them that the reviewer is especially conscientious. Also, suggesting a new table, figure, or diagram may encourage the author to sharpen his or her argument. Table 6 makes no sense to me.The labels along the vertical axis are mentioned nowhere in the text. I dont understand the reason for including Figure 4. What is the relevancy of the number of X broken down into three categories? 1. 9Be Kind There are tactful ways to express negative criticisms. For example, if you are unsure what the contribution of the manuscript is, sa yWhats new? instead of So what? I believe that if the criticism cannot be stated in a kind and constructive way, then the criticism might not be worth stating at all.Also, unkind remarks in a review that is otherwise valid may create difficulties for the editor who would like to persuade the author that the review does have merit. 1. 10Be Frank, in a Tactful Way, about Your Own Emotional Reaction Some reviews tend to be dry. As an author and editor, I find that any hint or explicit statement about the reviewers feelings will help me to interpret what he or she means. I had a hard time making a recommendation on this manuscript . . . The paper is nicely written and competent, but dull. It is hard to get randy about the findings. I am very excited about this paper.At a recent conference a colleague and I were on a panel where we debated similar points 1. 11 Do Some of Your Own Library Research In my experience as an author and editor, I tend to give an extra measur e of credibility to reviewers who have done some library or other research for their review. This effort makes the review appear sincere and convincing. A quotation from a book or article that the reviewer has looked up can be impressive. On page 14, I was intrigued by the papers quotation of Carlson, so I decided to look up Carlsons article. My interpretation of Carlsons article is. . . 1. 12If Rejecting the Manuscript, Suggest What Future Research Efforts Might Examine Our own behavior as reviewers in the double blind review process reveals our individual values, which may include adversarial values and collegial values. Rejecting a manuscript and offering only the reasons for rejection reveals a person who has no contribution to make to the overall community of scholars.Rejecting a manuscript, but also offering suggestions about what the author could pursue instead or pursue differently in future research, reveals a person who is integrated into the community of schola rs and seeks to foster its growth. 1. 13If Recommending a Revision, Spell Out Alternative Scenarios for How the Revision Could be make Simply saying this paper needs a good re-write is not, by itself, helpful, especially if it is true. Often, there is more than one way to revise a manuscript. Suggest two or more scenarios, mention what you believe to be the advantages or disadvantages of each one, and leave the choice up to the author. 1. 4Provide Citations or a Bibliography A citation that the author finds helpful can be as valuable as a thousand or more words in the rest of the review. 1. 15Date Your Review As an author and editor, I do not appreciate late reviews. Once, I noticed that a colleague of min e prominently displayed the current date at the top of a review that he was about to send in.He said that the date would let the authors of the manuscript know that, if the overall cycle time on their manuscript was excessive, he was not the cause. I also s uspect that a date on a review can function as an incentive for subsequent participants in the review process to act on the manuscript promptly. 2. Why Review? I see four benefits to engaging in the effort of reviewing a manuscript submitted for publication. Benefits to the Reviewer in the Short crusadeTypically, a reviewer will receive the reviews by the other reviewers and the editor. Doing a review therefore confers an insiders view of the reviewing process.The reactions of the other reviewers and the editor all contain potential lessons for ones own manuscripts to be submitted for publication. In reviewing manuscripts, one also gains access to invaluable bibliographies. Access to these bibliographies is sufficient justification, in itself, to find the time to participate in the reviewing process. Benefits to the Reviewer in the Long RunGood reviewers are hard to find. A track record of good reviews will enhance ones reputation with editors, who may then serve (if n eed be) as job contacts or outside reviewers in ones tenure, promotion, and re-appointment process.In this regard, ones performance in his or her review of a manuscript can be compared to ones performance in a job interview. Good reviews can benefit ones career. Benefits to OthersNumerous people have helped me emit my career as an university teacher and researcher. When they ask me to review a manuscript for which they are the editor or track chair, I regard their request as an opportunity for me to return some of the help they have given me. In our research culture, doing a review of a manuscript is a socially significant gesture. Benefits to Ones Own School of conceptAs an author, I often have the experience in which reviewers, dirty to and ignorant of the research traditions that I embrace, misreview my submission.Therefore, whenever I find that I am a reviewer for a submission that falls in my own school of thought, I expend extra efforts to give it a careful, const ructive review. Realizing that the refereeing process is political, I will do my best to be supportive and affirmingly critical, drawing attention to any major significant points in the submission and delineating in explicit, constructive, and action-able ways how the authors research can be improved. As a result, the editor would, if necessary, have some ammo with which to neutralize any hostile and ignorant reviews and thereby to justify a positive editorial decision on this submission. 3. Conclusion No review of a manuscript must incorporate all the features I have described above.I am also confident that there are additional useful features I have not yet encountered. I have identified these features based on my own experience as a member of the management research community. I encourage my colleagues to do the same. Do actual instances of good reviews follow from rules for how to review a manuscript for publication, or do rules for ho