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Tour Guiding Research

Insights, issues and implications.

• Betty Weiler and Rosemary Black
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• Language: English
• Publisher: Channel View Publications
• Copyright year: 2014
• Audience: College/higher education;
• Main content: 224
• Keywords: tour guide research ; visitor expectations ; guided tours ; tour guiding ; tour guide best practice ; tour guides as interpreters ; tour guiding research ; tourist guide ; interpretation
• Published: October 14, 2014
• ISBN: 9781845414696

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“Real Change Comes from Within!”: Towards a Symbiosis of Human and Digital Guides in the Museum

Extensive research on mobile guides for museums has explored the potential of technology to offer some of the services that have been traditionally provided by human guides, including guiding visitors in the museum space, providing information about the exhibits, and using more advanced interpretative approaches such as digital storytelling and gamified techniques. However, the majority of these approaches either ignores or tries to substitute entirely the role of the human guide. In this work, we present a user study with 10 experienced tour guides, currently working in the museum of modern art of the Basil & Elise Goulandris Foundation. Based on a three-phase procedure, the study is designed to empower professionals into envisaging their work in symbiosis with current technological developments. First, we attempt to identify existing challenges guides face and to capture their tacit knowledge in addressing emerging problems in guided tours. In the second and third stage, through a reflective and productive discussion, we employ a set of contemporary innovative digital applications as a starting point to elicit their views on their role in an envisaged symbiotic future of human-led hybrid digital experiences.

Investigating the Effects of Tour Guides Training on their Performance in Kenya

Pelatihan dan pendampingan english for tour guide pada program pendidikan kecakapan kerja 2021 di kabupaten situbondo.

The Employment Skills Education Program (PKK) is a government assistance program that aims to prepare human resources who are skilled, have character, are competitive, and have the ability to innovate. This is an aid to industry-based courses and training and entrepreneurial opportunities. Through the results of initial observations that have been made, graduated students of English Literature Faculty of Letters UNARS do not have special courses on skills as a tour guide. Through the English for Tour Guide Training program those who are interested in following the skills as a tour guide are included as participants in the 2021 PKK program and will be trained to have competence as a tour guide. PKM program participants who gain the skills to become tour guides will be very useful as their provision to find work. In collaboration with the AUSEI course institution as a service partner for PKM activities, it is hoped that later PKK program participants will have a competency certificate to work. This training and mentoring are carried out for approximately three months where students are given English language guidance and training that focuses on the English for Tour Guide material. During the training, students also had the opportunity to discuss and ask questions if they encountered problems during the training to reach the right solution. The expected outcome of this PKM activity is that students have special skills in English about English for Guides as evidenced by a certificate of competence.   Keywords: English, English for Tour Guide, PKK program.

Crowdsourcing Translation for Community-Based Tourism Empowerment in Thailand

English has not only become a lingua franca for global communication, but it also carries a symbolic power that influences local people and stakeholders in community-based tourism (CBT) in Thailand. Thai villagers encounter communicative challenges due to their limited English proficiency. Thai-English speaking tour guides are valued, as they provide translation services on behalf of CBT members whose interactions with foreign tourists are minimal and marginalized. Losses in translation regarding local wisdom and heritage are inevitably unavoidable. This chapter addresses a conceptual model of crowdsourcing translation for CBT. The study hopes that the sociolinguistic and cultural gaps can be bridged for the enhancement of other CBT communities. Crowdsourcing in the form of collaborative translation and volunteering translators' efforts can potentially provide an alternative lens for possible translation scenarios. Tourism operators and stakeholders can apply these practices to assist the local people to promote lesser-known tourist attractions in remote areas in Thailand.

The Use of ICT in Tourist and Educational Literary Routes

This chapter focuses on the use of ICT in literary routes and explores how technologies can influence the tour guides. It begins with a reflection on the key concept of literary routes (from both an educational and tourist perspective) and then considers the antecedents and components that define the guide. Finally, a survey of professionals and teachers with experience in the design and execution of literary routes is carried out in order to explore aspects such as (1) the actual use of ICT on the routes, (2) the synergies between the guide's skills and the use of ICT, and (3) to what extent the use of ICT leads to a change in the role of the guide.

CAN TOUR GUIDES PROTECT THE MARINE AND COASTAL ENVIRONMENT FROM MASS TOURISM IMPACTS: SITUATION OF ANDAMAN OCEAN, THAILAND, PRE-COVID-19

This article studies the role of Thai guides in protecting marine and coastal environment against impacts from international tourism, in the Andaman Ocean, Thailand. This is a qualitative study with in-depth interviews of 26 licensed guides that were selected by using purposive and snowball sampling. Quantitative data were analyzed with descriptive statistics, and qualitative data from in-depth interviews and field notes were analyzed with qualitative data analysis. The results show that behaviors affecting marine and coastal environment mostly involve chasing and catching beautiful fish and/or marine animals (76.9%), feeding fish (73.1%), and collecting beautiful stones, rare shells, and/or coral reefs (73.1%). Guides act in the roles of educator, psychologist, entertainer, ambassador, and servant, and protect against impacts to the extent that they can. While some impacts can be avoided, others remain out of scope and control of the guides.

The Relationship between Self-efficacy and Emotional Intelligence (EI) among Tour Guides

Self-efficacy is a key determinant of successful performance and plays a critical role in affecting an individual’s motivation and behavior. It refers to individuals’ levels of confidence in their ability to execute a course of action or achieve specific performance outcomes. Emotional intelligence (EI), or the intelligent use of emotions, is being recognized as a significant factor at work, and it can be enhanced through proper EI training interventions. Therefore, this study uses self-evaluation to achieve a better understanding of how EI relates to the self-efficacy among tour guides, who significantly influence tourists’ impressions of a destination. Structural equation modeling (SEM) is used to examine significant relationships between these factors. The results found all EI variables, including Self-Emotion Appraisal, Others’ Emotion Appraisal, Regulation of Emotion, and Use of Emotion, are positively associated with self-efficiency. The results have practical implications, as the abilities of EI are improved through the proper interventions which in turn allow an individual to become more confident in successfully completing tasks when faced with challenging situations, resulting in an increase in one’s positive mindset.

English Language Variation of Tourist Guide: A Case Study of Indonesian Context

Individuals frequently speak English differently depending on their native language or the society they live in. A primary goal of our research is to learn more about the unique linguistic characteristics of the Indonesian people. This study aims to discover the language variation of English used by Indonesian tourist guides. Researchers used library and field research to perform the analysis. The researcher gathered data by recording, transcribing, and categorizing it in three separate processes. Furthermore, the researchers utilized a descriptive qualitative method to examine the usual linguistic features of English used by the tour guide. According to the findings of this study, the code choice of the three tour guides is relatively comparable. They used some particular lexical, namely actually, so, this is I and ‘and then’ In addition, they perform code-switching and code-mixing. Keywords: English, Language Variation, Tourist, Guide, Indonesia

A Study on the Precarious Work of Freelance Tour Guides

A historical review of illegal tour guiding in turkey.

The tour guiding profession was much abused in the past while illegal guiding took place, and remains much the same nowadays. With the use of official documents, this paper outlines issues concerning illegal tour guiding from the past to the present. Document analysis as a qualitative research method was applied in this study. Archival research was carried out, and unpublished documents were analysed to contribute to the literature and shed light on the roots of illegal tour guiding. Archival data was combined with travel guidebooks, official reports, and court files. Despite regulations, problems concerning tour guiding continue to exist to the present day. More than ever before, illegal tour guides employed by travel agencies have become a threat to the employment of licenced guides. The number of illegal tour guides proves that current measures remain incapable of prohibiting illegal guiding activities. Touting seems to be the longstanding main motivation for illegal guides. Unethical guiding practices affect the established image of the destination country. From a historical perspective and underlining issues such as touting through unpublished archived documents and official reports, this paper contributes a detailed understanding of the defective points concerning the travel industry.

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Praxis and challenges of Tour guides in Quirino province, Philippines

Article sidebar, main article content.

Purpose of the study : This study aims to determine the different tour guide practices and challenges in the Province of Quirino.

Methodology : This study uses the quantitative approach. Data collection techniques were interviews and questionnaires that were measured using a Likert scale. The questionnaire was distributed to 22 respondents who were tour guides of the different tourist destinations in the province. The data were analysed using SPSS with the Frequency Counts/ Percentage, Mean and F-test (ANOVA) as statistical tools.

Main Findings : The results of this study indicated most of the respondents are male. The tour guiding practices and the challenges in the province of Quirino is “Strongly Agree†when grouped by sex, age and ethnic affiliation. There is no significant difference on the tour guiding practices among the tour guides in the province of Quirino when grouped by sex and ethnic affiliation.

Implications: The ability of tour guides to provide exceptional service to tourists is crucial not just to the business's profitability, but also to the destination's reputation. As per recommended there should be an established system of on-gong training and assessment to maintain high standards in performance of tour guides. The provincial tourism should continue to improve their services especially more trainings and seminars will be given to the accredited tour guides in the province of Quirino. For a profession that was shifting to maintain its relevance in a world of apps and self-guided tours, this is another change that requires adaptation.

Originality: The study is original and novel, it explored the practices and challenges encountered by tour guides in our province.

Article Details

Authors retain the copyright without restrictions for their published content in this journal. IJTHR is a Sherpa Romeo Journal. 

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Jonathan N. Tariga, College of Hospitality Industry Management, Quirino State University, Diffun, Quirino, Philippines

Associate Professor

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Designing a Needs-Based English Syllabus for Tour Guides in Saudi Arabia

• Abuelgasim S. Mohammed Prince Sattam Bin Abdulaziz University
• Abdulaziz B. Sanosi Prince Sattam Bin Abdulaziz University

English for Specific Purposes (ESP) syllabuses based on students’ needs are assumed to be interesting and motivating to students as they maximise language learning. This is because they contribute to preparing students for specific targets in their prospective profession or academic study. This study aimed at revealing Saudi tour guides target needs for English language, determining whether an existing ESP syllabus taught to tourism students in a public Saudi university meets these needs, and proposing an English for Tour Guides (ETG) to address those needs. The study adopted the qualitative approach by using an interview with four tourism companies’ managers and document analysis. It draws on the results of the needs analysis (NA) reported by Aldosari et al. (2023) who investigated the target needs of about 50 Saudi tour guides for English. Results showed that the tour guides need speaking, listening, vocabulary, pronunciation, and grammar. Introducing oneself and others, greeting, giving directions/instructions, and informing are the most recurrent language functions. In addition, we found that the syllabus that is taught to tour guides in a Saudi university does not meet their needs for English language. The study concluded by proposing an ETG syllabus based on the reported needs.

Author Biographies

Abuelgasim s. mohammed, prince sattam bin abdulaziz university.

Department of English Language, College of Science & Humanities

Abdulaziz B. Sanosi, Prince Sattam Bin Abdulaziz University

Abdel Ghany, S., Y., M., & M. Abdel Latif. (2012). English language preparation of tourism and hospitality undergraduates in Egypt: Does it meet their future workplace requirements? Journal of Hospitality, Leisure, Sport & Tourism Education, 11(2), 93 – 100. https://doi.org/10.1016/j.jhlste.2012.05.001

Aldosari, A., Aldosari, B., Aldosari, M., Alenezi, M., Alajmi, R, Alsamaeel, R & Sanosi, A. (2023). English language for tourism sector in the light of Saudi Vision 2030: A needs analysis approach. [Graduation project], Prince Sattam bin Abdulaziz University, Al-Kharj.

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Nguyen, D., T., & P., Modehiran. (2023). English for tour operators and tour guides: Learning needs from stakeholders’ voices. The Scholar: Human Science, 15(2), 207 – 217. https://doi.org/10.14456/shserj.2023.47

Nunan, D. (1988). Syllabus design. Oxford University Press.

Richards, J. (2017). Curriculum design in language teaching (2nd ed.). Cambridge University Press.

Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.

Sadri, C. (1997). Needs-based syllabus design for students of English in Hungarian technical universities. ASP la revue du GERAS, 15(18), 1-12. https://doi.org/10.4000/asp.3168

Yassi, A. & K., S., IP., Hum. (2018). Syllabus design of English language teaching. Prenadamedia Gro

Zahedpisheh, N., Z., B., & N., Saffari. (2017). English for tourism and hospitality purposes (ETP). English Language Teaching, 10(9), 86 - 94. http://doi.org/10.5539/elt.v10n9p86

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The Fashionable Tour : or, The First American Tourist Guidebook

Offering advice for visiting Sarasota Springs and other sights, Gideon Davison combined the travel narrative and road book to create a new type of travel guide.

In 1822, Gideon Davison, a printer in Sarasota Springs, New York, published The Fashionable Tour: or, A Trip to the Springs, Niagara, Quebeck, and Boston, in the Summer of 1821. It’s been called the first American tourist guidebook. Davison “ proved highly influential ,” writes historian Will B. Mackintosh, with his “particular combination of geographical facts and figures, landscape description, brief historical sketches, and practical route information in distance charts and timetables.”

Davison himself wrote that he wrote and published the guide “that it might serve the purpose of a small pocket volume of references, such facts only have been collected as will render it more particularly interesting to the tourist.” The guide’s geographical genesis is significant: Sarasota Springs developed into the largest mineral springs resort in the US, especially booming after the Saratoga and Schenectady Railroad connected the resort into the nation’s growing rail network in 1832.

But where did Davison get the idea for a combination of features that still mark tourist guidebooks and their digital offspring nearly two centuries later? Mackintosh points to two sources: travel narratives of the eighteenth and early nineteenth centuries and “road books” designed to assist travelers getting places before the advent of standardized routes and signs.

Travel narratives were first person accounts of travel, but many authors of these works “invited readers to replicate their journeys and their experiences.” They also often made an effort to “develop codes to help such readers on the road.” Mariana Starke’s 1802 Travels in Italy , for instance, used exclamation points to rate places, an influential forebear of the rating systems still used by tourist guidebooks and restaurant guides .

With his subtitle, Davison was consciously emulating travel narratives, a popular genre in the US. He wrote as if the tour he was detailing took place during “the summer of 1821.” But unlike travel narrative authors, he kept himself out of the story. Readers weren’t supposed to vicariously travel with him, they were supposed to use his information to travel themselves. And by adding the details of “directions, distances, timetables, and fares,” he tapped into the road book tradition.

“Road books were small, portable, frequently updated volumes designed to assist travelers with the basic tasks of navigation over unfamiliar roads,” explains Mackintosh. Containing itineraries and, often, maps, road books dated to the seventeenth century in Great Britain. After 1750, “the genre exploded in size, scope, and popularity there.” Several authors and publishers, some of them British immigrants to the US, tried to replicate that British popularity.

But road books largely failed to take hold in the US. Britain may have been “Great,” but it wasn’t very big, especially in comparison to a nation expanding across North America. With a much better road system and stronger publishing industry, road books fit well with travelers in England, Wales, and Scotland. The US simply didn’t have a national road system: roads “were profoundly local in orientation.” Notes Mackintosh, American travel was “highly improvisational” into the early nineteenth century.

“The economic structure of early national print made the production of a useful road book exceeding difficult [in the US],” he writes, “and the underdeveloped road network of the era meant that even those that were produced were of limited utility to actual travelers.”

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The idea of the road book was a good one, though. By the 1810s, both US roads and publishers were in better shape for producing road books, but the market was changing. Travelers now wanted more than just way-finding guides.

Davison’s combination of way-finding with practical information about services/amenities and costs thereof, along with social, historical, and geographical information, actually wasn’t a big seller in its first, pamphlet-like edition. But it soon caught on. It “was regularly reissued in ever-expanding editions for the next twenty years,” Mackintosh writes. The Fashionable Tour sparked a host of imitators and a long-lived genre.

Teaching Tips

Explore pedagogical approaches: a special issue of CEA Critic offers substantive discussions about teaching travel literature, including an introductory essay by Scott Christianson and Julia M. Gergits and Syrine C. Hout’s article, “ Reading Travel Writing in Two Theme-Based Graduate Seminars .”

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Understanding ecosystems for a sustainable future, search form.

Visitors: The SERC campus is open Monday-Saturday, 8:00am-5:30pm. We're closed Sundays and federal holidays. Please do a health self-check before arriving, and stay home if feeling sick. Read Plan Your Visit for information on where to park, updated maps and hours, safety, and more.

Our trails are closed due to downed debris from a recent storm. For your safety, please do not hike the trails until further notice. We appreciate your patience while we work to clear the debris.

In the event of a government shutdown, SERC will remain OPEN for our normal Monday - Saturday hours through at least Saturday, October 7, by using prior year funds. Visit si.edu for updates.

The Woodlawn History Center is open Friday and Saturday, 10:00am - 2:00pm. Read Plan Your Visit for information on where to park, updated maps, safety, and more.

• Strategic Goals
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A group walking tour led by SERC Docents (Credit: Charlene Osman)

Group walking tours now scheduling fall 2024.

Your group can experience an insider’s view of SERC on a free outdoor walking tour led by one of our volunteer docents. You will walk along the waterfront, cross marsh boardwalks and hike on paths through the forest while learning about SERC’s cutting-edge research projects on climate change and coastal ecosystems. We may also be able to tailor a special tour to your group’s interests. In addition, we offer accessibility tours in your vehicle for those with mobility disabilities. The minimum group size is 8 people.

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SERC docents can present in-depth virtual tours either remotely using Zoom or, if your organization is local, at your site. These presentations will show you the SERC facility and highlight our cutting-edge research on climate change and other issues related to the coastal zone. We can also do shorter informative talks at your events or meetings to introduce SERC and highlight specific projects.

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Limitations in Research – A Simplified Guide with Examples

Limitations are flaws and shortcomings of your study. It is very important that you discuss the limitations of your study in the discussion section of your research paper. In this blog, we provide tips for presenting study limitations in your paper along with some real-world examples.

1. Should I Report the Limitations of My Work?

Most studies will have some form of limitation. So be honest and don’t hide your limitations. You have to tell your readers how your limitations might influence the outcomes and conclusions of your research.  In reality, your readers and reviewers will be impressed with your paper if you are upfront about your limitations. 

2. Examples

Let’s look at some examples. We have selected a variety of examples from different research topics.

2.1. Limitations Example 1

Following example is from a Medical research paper.

✔ The authors talk about the limitations and emphasis the importance of reconfirming the findings in a much larger study Study design and small sample size are important limitations. This could have led to an overestimation of the effect. Future research should reconfirm these findings by conducting larger-scale studies. _   Limitation s  _   How it might affect the results?   _   How to fix the limitation?

The authors are saying that the main limitations of the study are the small sample size and weak study design. Then they explain how this might have affected their results. They are saying that it is possible that they are overestimating the actual effect they are measuring. Then finally they are telling the readers that more studies with larger sample sizes should be conducted to reconfirm the findings.

As you can see, the authors are clearly explaining three things here: (1) What is the limitation? (2) How it might affect the study outcomes? and (3) What should be done to address the limitation?

2.2. Limitations Example 2

Following example is from an Engineering research paper.

✔ The authors are acknowledging the limitations and warning readers against generalizing the research findings However, some study limitations should be acknowledged. The experiments do not fully consider the problems that can appear in real situations. Hence, caution should be taken with generalizing the findings and applying them to real-life situations. _   Acknowledging limitations   _   Explaining the limitation   _   How it might affect the results?

The authors acknowledge that their study has some limitations. Then they explain what the limitations are. They are saying that their experiments do not consider all problems that might occur in real-life situations. Then they explain how this might affect their research outcomes. They are saying that readers should be careful when generalizing the results to practical real-world situations, because there is a possibility that the methods might fail.

2.3. Limitations Example 3

It is important to remember not to end your paper with limitations. Finish your paper on a positive note by telling your readers about the benefits of your research and possible future directions. In the following example, right after listing the limitations, the authors proceed to talk about the positive aspects of the work.

✔ The authors finish their paper on a positive note by talking about the benefits of their work and possible future work With this limited study, it is not known whether this finding can be applied to all clinical scenarios. Notwithstanding these limitations, this study has proven that Ultrasound can potentially serve as a more efficient alternative to X-rays in diagnosis. Future directions include studying the effects of different ultrasound pulsing schemes on pain relief. Another interesting direction would be to consider applications in nonhuman primates. _   Limitations   _   Benefits of the work   _   Possible future directions

The authors are saying that their experiments were somewhat limited and are not sure if their findings apply to the wider clinical practice. Then the authors highlight the benefits of their research. The authors say that their study has proven that ultrasound can be used instead of X-rays for diagnosis of certain types of diseases. Then they are explaining how future research can extend this work further. The authors are suggesting that it will be interesting to explore if ultrasound can be used for the treatment of chronic pain. And they are also suggesting that future studies can explore treating certain types of animal diseases with ultrasound. This is a very good example of how to finish the discussion section of your paper on a positive note.

Limitations are a vital component of the discussion section of your research paper. Remember, every study has limitations. There is no such thing as a perfect study. One of the major mistakes beginner writers make is hiding the limitations in the paper. Don’t do this, reviewers will reject your paper. Explain clearly how your limitations might have impacted your results, and provide ideas to mitigate them in the future. For further reading, please refer to our blogs on handling negative results and advanced tactics to address study limitations.

If you have any questions, please drop a comment below, and we will answer as soon as possible. We also recommend you to refer to our other blogs on  academic writing tools ,   academic writing resources ,  academic writing phrases  and  research paper examples  which are relevant to the topic discussed in this blog. 

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College tour season is about to kick off. Here are 10 tips from college tour guides to have a successful campus visit.

• As spring starts, colleges around the country welcome parents and students to campus for tours. 
• College tour guides want people to arrive on time, ask the right questions, and have fun.
• They also recommend students take the tour on their own, without their parents.

Spring break is right around the corner, and for many high school students and their parents, that means many will be hitting the road to tour colleges around the country.

To make the most of your visit, Business Insider spoke with college students and tour guides. They know the campuses like the back of their hands, and they know how to walk backward.

Here are the dos and don'ts of college tours from student guides.

1. Get there with no time to spare, but don't be late

You won't get points for arriving early, so try to arrive on time. But if you do happen to arrive late , there's no need to worry.

"If something comes up and you are late, ask your guide what you missed once the tour finishes," Skyler Kawecki-Muonio, a senior at Sarah Lawrence College, told BI. "They will happily fill you in."

2. Dress to impress, but don't sacrifice comfort

It's important to look nice, but you don't have to don a jacket and tie. Tour-goers should put their best foot forward with a sturdy pair of walking shoes , and don't forget to dress for the weather.

"At Fairleigh Dickinson, tours go out rain or shine, so make sure to wear clothes that will keep you warm," Emily Bone, class of '25, said.

3. Don't forget to sign in, but skip the CV

Most schools have a check-in desk where you'll receive a campus map and other literature. But don't bother furnishing schools with your portfolio.

"Students can leave their resumes at home," Henry Millar, a senior at William & Mary, said. "Tour guides generally do not have any sway in the admissions process whatsoever, so feel free to save the paper."

4. Pay attention on the tour, but do it solo if possible

Some schools offer the option of letting parents and kids take separate tours, which has advantages.

"Get excited about your child's potential future in college, but give them some space to see what they think of that school on their own," Nathan Weisbrod, a junior at Wesleyan University, told BI.

Students can comfortably ask questions without a parent present and compare notes afterward.

5. Ask all your questions, but avoid personal interrogations

This is the time to inquire about any aspect of campus life , and don't feel shy about speaking up.

"Tour guides love getting questions because it allows us to cater the tour, especially in small groups, toward the needs and interests of the families on that specific tour," Halle Spataro, class of '24 at Bucknell University, said.

But some topics are off-limits, so don't ask your tour guide about their SAT/ACT scores or what they wrote about in their essay.

6. Speak up, but let the student take the lead

Parents may be tempted to raise their hand again and again, but this tour is about the student, so there should be space to let them shine.

"Try to take the backseat — or the passenger seat — but refrain from driving all of your child's interactions," Julian Jacklin, class of '25 at Reed College, said. "Students who feel they can own that experience usually ask the most questions and engage with the tour more."

7. Say thanks, but don't leave with questions unanswered

Maybe your guide didn't hear you, or your kid was reluctant to speak up. You can still get the information you want before leaving.

"There's a lot of information students are getting that day and a lot of excitement with being in a new place, which can make people forget to ask certain questions," Lorenzo Mars, a junior at Pepperdine University, said.

Therefore, get your tour guide's email address so that you can follow up afterward.

8. You may know exactly what school is right, but keep an open mind

Don't be surprised if a city-living kid is suddenly intrigued by a small-town setting.

"The college search and college experience are all about getting to know yourself better and growing, so on a tour, students have to trust themselves and their judgment of the 'world' they've just stepped into," Thomas Elias, class of '24 at University of Scranton, said.

9. Take in as much as you can, but remember to have fun

Sure, preparing for the next four years can be scary and stressful. But it's also an exciting milestone, so enjoy the ride.

"These tours serve as great opportunities to learn more about colleges — along with their cities, culture, and people," Connor Gee, a sophomore at the University of Mississippi, said. "Have fun with it!"

10. Weigh the pros and cons of the school, but don't stop there

Your tour may be over, but you can still learn other ways to immerse yourself in college life .

"See if the school offers additional experiences, like eating in the cafeteria or attending a class," Emily Balda, class of '24 at Seton Hall University, said. "Consider it 'food for thought.'"

If you enjoyed this story, be sure to follow Business Insider on Microsoft Start.

Get science-backed answers as you write with Paperpal's Research feature

Academic Editing: How to Self-Edit Academic Text With Paperpal 

Academia thrives on the exchange of ideas. Researchers toil away, conducting groundbreaking experiments, formulating intricate theories, and constructing compelling arguments. But these discoveries remain hidden gems unless effectively communicated. This is where academic editing steps in, empowering researchers to share their brilliance with a wider audience. 

Table of Contents

• Academic writing & editing: Struggles for non-native English speakers 
• Grammar and Mechanics 
• Sentence Structure and Clarity 
• Word Choice and Conventions 
• Language and Consistency checks 
• Journal submission readiness checks 
• A final check to avoid accidental plagiarism 

Despite its undeniable importance, the editing stage often presents a significant hurdle for many academics. Editing their own work can be a hurdle for researchers and Ph.D. students. Between tight deadlines, juggling expertise in their field with grammar rules, and maintaining objectivity about their research, the process can feel overwhelming. In the case of non-native English speakers, ensuring clear, concise communication of complex ideas in English can be a time-consuming struggle.  

In this article, we explore the challenges of academic editing for native and non-native speakers and understand how Paperpal, the AI academic writing and editing assistant can solve them.  

Academic writing & editing: Struggles for non-native English speakers

A survey was conducted on 900 researchers 1 , primarily in the environmental sciences to understand the importance of addressing language barriers and ensure fair opportunities in research and academia. Its insights noted that non-native English speakers took twice as much time to write a paper, compared to their native speaking counterparts and the frequency of paper rejections they faced due to language related issues were 2.6 times higher. These differences led to lower opportunities such as fewer conference invitations and lower acceptance rates for top positions. 

Taking this challenge into consideration, we asked our participants from our recent webinar – How to Use Paperpal’s AI Academic Editing to Write and Edit Like a Pro, to share their motivations behind using AI academic editing tools to quickly perfect an essay or research paper. 19.37% of them mentioned that they’re not confident writing in English as a non-native speaker and 18.92% of them were comfortable in English but wanted to make it sound academically correct.  

Today, we have AI translation and writing tools to assist in academic writing, but most of them can’t keep up with academic writing conventions. For example, translating foreign text into academic English often leads to losing context in theory, which doubles the editing effort required. Most AI writing tools write in conversational English, which cannot work at the university level and beyond. This article highlights how Paperpal, an AI academic writing assistant for scientific writing in academia makes academic editing stress-free for beginners. 

15 ways Paperpal makes academic editing a breeze

Paperpal’s mission is clear: to empower researchers of all backgrounds to excel in academic writing. We address the challenges faced by both non-native and native speakers. For non-native speakers, Paperpal builds confidence in academic English. For native speakers, it bridges the gap from conversational to academic writing. Ultimately, Paperpal aims to democratize academic writing, making it accessible and effective for all. 

To achieve this, Paperpal leverages the power of AI. Trained on a massive dataset encompassing 2.5 million+ professional editor hours and 1300+ fields of study, Paperpal understands the nuances of academic writing across disciplines, from economics to scientific research. It’s not just about fixing grammar; Paperpal delves deeper. By drawing on 21+ years of STM expertise, it offers insights into precise word choice, patient-focused language, and real-time editing practices employed by reviewers. 

Building on this foundation, Paperpal analyzes your work through the lens of an academic editing checklist, providing feedback across 15 domains of academic editing:  

Grammar and Mechanics

• Tense usage/voice 
• Article usage 
• Singular/plural usage 
• Subject-verb agreement 
• Punctuation: commas, hyphens 

Sentence Structure and Clarity

• Parallelism 
• Modifiers 
• Comparisons 
• Dummy subject 
• Wordiness 

Word Choice and Conventions

• Confused words, collocations 
• Patient-first language 
• Abbreviations 
• Formal usage/contractions 
• Numbers and units 

Also Read: How to Find the Right Academic Editor and Proofreading Partner  

How to use Paperpal for academic editing: A step-by-step guide

Here’s a step-by-step process to edit your content with Paperpal’s academic editing capabilities.  

Install the Word Add-in or signup/login via web to use Paperpal’s academic editing capabilities. Set your language preferences to British or American English to receive customized suggestions and choose your editing mode. Paperpal offers two editing modes – Extensive and Essential that help you edit depending on editing needs.   

• Extensive mode offers comprehensive feedback on all aspects of your writing beyond grammar, clarity, conciseness etc. including rephrases, suitable for thorough revisions.  
• Essential mode focuses on key suggestions like actual errors to correct grammar and improve readability. 

Once the setup is done, here’s an overview of how to leverage Paperpal for academic editing.  

Language and Consistency checks

One of Paperpal’s standout academic editing features is its ability to identify and correct language inconsistencies throughout your document. From punctuation corrections, including hyphenation and comma usage, to ensuring consistency in writing style and terminology, Paperpal provides continuous suggestions for clarity and correctness.  

You can easily accept or reject changes with a simple click, streamlining the editing process and ensuring the integrity of your writing. To access this feature, navigate to “ Edit ” on the right-hand pane and select the “ Language ” tab or “ Consistency ” tab as per your requirement. 

Some of the editing elements in the Language and Consistency feature involve: 

• Punctuation Corrections: Hyphenation , Comma / Run – ons    
• Academic Word Choice: Collocations, Patient-first language, Formal usage, Subject-verb agreement, Noun numbers 
• Sentence Structure and Clarity: Parallelism, Modifiers 
• Clarity and Conciseness Improvements: Dummy subject, Wordiness/Redundancy, Removing redundancy and filler phrases 
• Consistency and Style Check: Maintaining consistency in writing style i.e. American/British English, terminology, and formatting for coherence and flow in academic writing. 

Journal submission readiness checks

In addition to its editing capabilities, Paperpal offers tools for collaborative editing and manuscript preparation for journal submission. 

Utilizing track changes for collaborative editing  

• Reviewing and managing suggested edits: Helps you to review and manage suggestions ensuring transparency throughout the editing process. 
• Maintaining a record of edits: Keeps a record of editing decisions, to track back changes if necessary while editing.  

Optimizing manuscript readiness for journal submission

• Submission-readiness checks: Paperpal enables you to upload manuscripts for comprehensive checks, ensuring that your documents are submission-ready and compliant with journal guidelines. To access this feature, navigate to Checks on the right-side panel and click on the Journal Submission Check option. Upload your manuscript to optimize it with Paperpal’s comprehensive checks. 

A final check to avoid accidental plagiarism

A similarity score measures how closely a piece of writing resembles existing literature. Often, researchers draw from previous studies, but improper citation or overreliance on existing material when compiling content from various sources can potentially lead to high similarity scores and accidental plagiarism.   

To address this, Paperpal offers an online plagiarism checker which enables you to check up to 7,000 words monthly for plagiarism. It is designed to analyze your writing and compare it against a vast database of existing texts, identifying similarities between your work and existing sources.  

It flags any passages that may be too similar and prevent serious consequences of unintentional plagiarism. With its user-friendly interface and accurate detection capabilities, it ensures the creation of original, high-quality work. Check your paper for plagiarism here .  

While Paperpal leverages powerful AI technology, it’s not here to replace your brilliance. Unlike some generative AI tools, Paperpal doesn’t write your paper for you. Instead, it acts as your supportive academic editing partner, highlighting areas for improvement and suggesting ways to elevate your writing. This ensures your work remains original and upholds the highest standards of academic integrity. Paperpal empowers you to take control of the editing process, providing the tools and insights to make your research truly shine. So, consider Paperpal not as a replacement, but as a valuable ally on your path to academic success. 

References  

• The manifold costs of being a non-native English speaker in science https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.3002184  

Paperpal is a comprehensive AI writing toolkit that helps students and researchers achieve 2x the writing in half the time. It leverages 21+ years of STM experience and insights from millions of research articles to provide in-depth academic writing, language editing, and submission readiness support to help you write better, faster.  

Get accurate academic translations, rewriting support, grammar checks, vocabulary suggestions, and generative AI assistance that delivers human precision at machine speed. Try for free or upgrade to Paperpal Prime starting at US$19 a month to access premium features, including consistency, plagiarism, and 30+ submission readiness checks to help you succeed.  

Experience the future of academic writing – Sign up to Paperpal and start writing for free!  

Related Reads:

• Differences Between Editing and Proofreading
• Paraphrasing in Academic Writing: Answering Top Author Queries
• 4 Types of Transition Words for Research Papers 
• How to Paraphrase Research Papers Effectively

4 Ways Paperpal Encourages Responsible Writing with AI

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JETLaw The Vanderbilt Journal of Entertainment and Technology Law

Golf’s civil war: the antitrust lessons to learn from the pga tour’s rivalry with liv golf.

Posted by berryht1 on Monday, May 6, 2024 in Issue 3 , Notes , Volume 26 .

Nick Vandeventer | 26 Vand. J. Ent. & Tech. L. 585 (2024)

The regulation of professional sports leagues under the Sherman Act presents a unique and, up to this point, unsolved problem. Increased regulation of the United States’ beloved sports is not something that many US citizens would necessarily welcome. And yet, courts are consistently confronted with the dilemma of checking competition “off the field” while attempting to leave unaffected the competition “on the field.” In doing so, courts must reconcile the principles and objectives of the Sherman Act (the Act) with the restraints necessary for the success of sports as an enterprise. While mirroring some of the aspects of traditional trade and business usually subject to the Sherman Act, the inescapable fact is that sports leagues are unique entities and, as such, require different perspectives in the application of governing law.

Using a now-resolved lawsuit filed against the PGA Tour as a case study, this Note explores the application of the Sherman Act to professional sports leagues and how the results have led to an inconsistent, noncommittal string of decisions, leaving the state of the law in flux. Furthermore, this Note addresses the proposition of a more consistent application of the Sherman Act and its intricacies, comparing economically grounded goals of preserving “on the field” competition with the Act’s inherent goals of promoting a competitive “off the field” marketplace.

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