| name | research-craft |
| description | Systematic research methodology for formulating problems, building evidence-based arguments, and communicating findings in academic contexts. For scholarly writing, thesis development, and knowledge contribution. NOT for creative writing, journalistic reporting, or business analytics. |
| allowed-tools | Read |
| metadata | {"category":"Research & Analysis","tags":["research","craft"],"pairs-with":[{"skill":"research-analyst","reason":"Research craft provides the methodology that research analysis applies to specific domains"},{"skill":"technical-writer","reason":"Research findings are communicated through technical writing with proper citations"},{"skill":"munger-worldly-wisdom","reason":"Mental model frameworks complement systematic research methodology for deeper analysis"}]} |
Research Craft
Master the systematic process of formulating meaningful research problems, constructing evidence-based arguments, and communicating findings that contribute to scholarly conversations.
When to Use
✅ Use for: Academic research papers, thesis/dissertation work, scholarly article writing, literature reviews, evidence-based argumentation, knowledge synthesis, participating in disciplinary conversations
❌ NOT for: Creative writing, journalistic reporting, business case studies, technical documentation, marketing content, personal essays, opinion pieces
Core Process
Problem Formulation Decision Tree
START: Do you have a clear research problem?
├─ NO: Do you have a specific topic (not just broad subject)?
│ ├─ NO → Find specific topic within general interest area
│ └─ YES → Question topic systematically
│ └─ Ask "So what?" to test consequences
│ ├─ Readers won't care → Reframe problem from reader perspective
│ └─ Readers will care → Verify problem structure:
│ ├─ Condition (knowledge gap) stated?
│ ├─ Cost/consequence stated?
│ └─ Evidence type available?
│ ├─ ALL YES → PROCEED to argument building
│ └─ ANY NO → Revise problem formulation
└─ YES → Is problem practical or conceptual?
├─ PRACTICAL (tangible costs requiring action)
│ └─ Solution must be actionable
└─ CONCEPTUAL (understanding gap)
├─ Pure research → Solution improves understanding
└─ Applied research → Solution has practical consequences
Argument Construction Decision Tree
START: Building argument for research claim
├─ State CLAIM (answers research question)
├─ Develop REASONS (assertions from thinking)
│ └─ For each reason, do you have EVIDENCE (data from world)?
│ ├─ NO → Insufficient support; gather evidence or drop reason
│ └─ YES → Is evidence representative, accurate, sufficient?
│ ├─ NO → Cherry-picking risk; expand sample or qualify claim
│ └─ YES → Continue
├─ Anticipate reader objections
│ ├─ Plausible objections exist?
│ │ ├─ YES → ACKNOWLEDGE and RESPOND with subordinate argument
│ │ │ ├─ Can you refute? → Provide counter-evidence
│ │ │ ├─ Must concede? → Acknowledge limitation candidly
│ │ │ └─ Alternative view? → Show why yours is stronger
│ │ └─ NO → Proceed to warrants
│ └─ Will readers question reason-claim connection?
│ ├─ YES → STATE WARRANT (general principle)
│ └─ NO (expert audience) → Omit warrant
└─ Test complete argument
└─ Evidence comprises ~1/3 of section?
├─ NO: Too little → Data dump; too much → Add interpretation
└─ YES → ARGUMENT COMPLETE
Source Evaluation Decision Tree
START: Evaluating potential source
├─ Assess RELIABILITY
│ ├─ Peer-reviewed? → +reliability
│ ├─ Frequently cited? → +reliability
│ ├─ Reputable publisher? → +reliability
│ ├─ Author credentialed in domain? → +reliability
│ └─ Current for field? → Check temporal standards
├─ Classify SOURCE TYPE (relative to YOUR project)
│ ├─ Provides raw data on subject? → PRIMARY
│ ├─ Analyzes primary sources? → SECONDARY
│ └─ Synthesizes secondary sources? → TERTIARY
│ └─ Can you access more primary sources?
│ ├─ YES → Get closer to primary; chain is too long
│ └─ NO → Acknowledge limitation
├─ Evaluate EVIDENCE quality
│ ├─ Accurate? → Verify important claims
│ ├─ Precise? → Sufficient detail for replication?
│ ├─ Sufficient? → Sample size adequate?
│ ├─ Representative? → Generalizable?
│ └─ Authoritative? → Within author's expertise?
└─ USAGE decision
├─ Quote? → Exact words matter for analysis
├─ Paraphrase? → Specific ideas in your words
└─ Summarize? → General overview sufficient
Revision Decision Tree
START: Draft complete, begin revision (TOP-DOWN only)
├─ LEVEL 1: FRAME (Introduction/Conclusion)
│ ├─ Introduction has Context→Problem→Response?
│ │ ├─ NO → Restructure using three-step pattern
│ │ └─ YES → Problem framed from reader perspective?
│ │ ├─ NO → Rewrite emphasizing costs to readers
│ │ └─ YES → Continue
│ └─ Conclusion has Main Point→New Significance→Future Research?
│ ├─ NO → Add missing elements
│ └─ YES → Proceed to Level 2
├─ LEVEL 2: ARGUMENT STRUCTURE
│ ├─ 4-5 key concepts run throughout paper?
│ │ ├─ NO → Identify concepts; track through all sections
│ │ └─ YES → Continue
│ └─ Main claim clearly supported by reasons?
│ ├─ NO → Revise logical architecture
│ └─ YES → Proceed to Level 3
├─ LEVEL 3: SECTION ORGANIZATION
│ ├─ Each section has point sentence (beginning or end)?
│ │ ├─ NO → Add or clarify point sentences
│ │ └─ YES → Continue
│ ├─ Evidence comprises ~1/3 of each section?
│ │ ├─ NO → Adjust evidence/interpretation ratio
│ │ └─ YES → Continue
│ └─ Ordering principle clear (simple→complex, familiar→unfamiliar)?
│ ├─ NO → Reorganize sections logically
│ └─ YES → Proceed to Level 4
├─ LEVEL 4: PARAGRAPH STRUCTURE
│ ├─ Each paragraph advances single point?
│ │ ├─ NO → Split or merge paragraphs
│ │ └─ YES → Continue
│ └─ Transitions guide readers between paragraphs?
│ ├─ NO → Add connective tissue
│ └─ YES → Proceed to Level 5
└─ LEVEL 5: SENTENCE CLARITY
├─ Subjects = main characters?
├─ Verbs = crucial actions (not nominalizations)?
└─ Hedges appropriately qualify certainty?
├─ ALL YES → REVISION COMPLETE
└─ ANY NO → Fix sentence-level issues
Anti-Patterns
Data Dump
Novice approach: Accumulates information without guiding question, creating pastiche of vaguely related facts. Presents evidence excessively without interpretation.
Expert approach: Formulates clear research question before gathering evidence. Balances evidence (~1/3 of section) with reasons and interpretation showing how evidence supports claims.
Timeline to mastery: Internalized after 2-3 major research projects where early aimless collection causes crisis, forcing recognition that questions must precede answers.
Warrant-Based Factual Claims
Novice approach: Supports factual claims with elaborate reasoning and logical principles alone, without presenting hard evidence from the world.
Expert approach: Distinguishes sharply between reasons (assertions from thinking) and evidence (data from world). Bases reasons on evidence, never evidence on reasons. Reserves warrant-heavy arguments for conceptual claims only.
Timeline to mastery: Requires shift from high school essay mode (where reasoning suffices) to research mode (where data is king). Typically 1-2 semesters of feedback cycles.
Arrogant Certainty
Novice approach: States claims with absolute confidence using "all," "never," "always," "proves." Hides weaknesses hoping readers won't notice. Thinks forceful = credible.
Expert approach: Paradoxically strengthens arguments by modestly acknowledging limitations. Uses hedges appropriately. States claims precisely matching what evidence supports. Recognizes that candid acknowledgment builds ethos.
Timeline to mastery: Counter-intuitive reversal that clicks when first experiencing how acknowledged limitations increase rather than decrease reader trust. Often requires seeing own overreaching claims rejected.
Patch Writing
Novice approach: Stitches together source passages with minimal connecting sentences. Organizes paper following major source's structure. Demonstrates knowledge acquisition without original synthesis.
Expert approach: Uses sources to engage ongoing conversations through agreement, disagreement, or extension. Develops independent organizational structure. Shows what you can DO with information, not just that you found it.
Timeline to mastery: Requires role reversal from student-as-examiner to researcher-as-expert. Typically emerges when first making genuine discovery that contradicts or extends existing literature.
Cherry-Picking Evidence
Novice approach: Uses one or two convenient examples appearing representative but actually anecdotal. Presents only supporting evidence, ignoring contradictory data. Hopes unrepresentativeness goes unnoticed.
Expert approach: Demonstrates representativeness through adequate samples. Acknowledges contradictory evidence and explains why interpretation remains valid, or candidly admits limitations. Recognizes arguments are only as strong as weakest evidence.
Timeline to mastery: Internalized after first experience having reviewer demolish argument by citing contradictory evidence you knew existed but ignored. Painful but permanent lesson.
Student-Teacher Dynamic
Novice approach: Writes to demonstrate knowledge to teacher-as-examiner. Explains what assignment asked for. Uses phrases like "In this paper I will show..." Treats research as proving you did the work.
Expert approach: Positions self as expert sharing findings with interested peers. Reverses roles so researcher is authority with something new. Readers are colleagues who care about discoveries, not examiners grading performance.
Timeline to mastery: Critical threshold crossed when making first genuine contribution—discovering something even instructor doesn't know. Often coincides with first conference presentation or publication.
Mental Models & Shibboleths
"Research is conversation spanning millennia"
True researchers recognize they're joining ongoing dialogue, not discovering from scratch. They trace bibliographic trails backward (what sources cite) and forward (what cites sources), understanding each contribution responds to previous voices while anticipating future responses.
Shibboleth usage: "I'm following the bibliographic trail from Smith's primary sources" (expert) vs. "I found five sources on my topic" (novice).
"Evidence is bedrock; reasons are built structures"
Evidence must be found in the world and made visible to readers—it stands alone. Reasons are assertions thought up by minds that require their own foundation. We base reasons on evidence, never evidence on reasons.
Shibboleth usage: "My reason needs stronger evidence" (expert) vs. "My evidence shows that..." when citing an assertion (novice confusing terms).
"Thickening arguments through acknowledgment"
Strong arguments aren't thin straight lines from claim to evidence—they're thickened by acknowledging objections, alternative views, and limitations. Paradoxically, acknowledging what you don't know makes claims about what you do know more credible.
Shibboleth usage: "I need to thicken this section by acknowledging the Copenhagen interpretation" (expert understanding ethos) vs. "I won't mention that counterexample" (novice thinking concealment = strength).
"Research as zigzagging through fog"
Research doesn't follow linear path from topic→thesis→notes→draft. It's recursive, uncertain, messy—searching for something you won't recognize until you see it. Plans guide but don't constrain.
Shibboleth usage: "My problem shifted as I discovered..." (expert accepting non-linearity) vs. "I can't start writing until I know exactly what I'll say" (novice expecting false certainty).
"Primary/secondary sources are relative, not absolute"
Source classification depends on YOUR research project, not inherent properties. Same source can be primary for one study, secondary for another. Key question: How many steps removed from phenomena you're studying?
Shibboleth usage: "For my purposes, this is a primary source because..." (expert understanding relativity) vs. "This is a secondary source" (novice treating as fixed category).
"Problem significance measured by reader's cost, not researcher's interest"
The worst response isn't "I disagree" but "I don't care." Problems must be framed from reader's perspective showing consequences THEY care about, not just explaining your curiosity.
Shibboleth usage: "Readers in my field care about this because..." (expert framing) vs. "I'm interested in this topic because..." (novice framing).
Temporal Knowledge
19th century: Primary/secondary source distinction originated with historians establishing evidence reliability; later became standard across disciplines as research professionalized.
Early experimental science (~1700s): Researchers relied on witnesses to attest experimental accuracy before standardized methodologies emerged as modern replacement for verification.
Pre-Internet era (pre-1990s): Citation indexing required hours/days with printed indexes. Card catalogs were standard. Bibliographic trail-following was laborious physical process.
Contemporary era (post-2000): Online databases make citation indexing instant, but information overload and unmonitored Internet content paradoxically make libraries and expert curation MORE essential, not less. Google ubiquity creates false confidence in research reliability.
Field-specific temporal standards: Currency requirements vary dramatically—molecular biology may require sources from last 2-3 years, while history may heavily cite centuries-old primary sources. Recognize your field's temporal norms.
References
- Source: The Craft of Research (4th edition) by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald
