writing research in hindi

• वाह जिन्दगी !
• About the Author
• About Education Aacharya

Synopsis / शोध प्रारूपिका (लघु शोध व शोध के विद्यार्थियों हेतु)

किसी भी क्षेत्र में शोध करने से पूर्व मनोमष्तिष्क में एक तूफ़ान एक हलचल महसूस होती है, शोध परिक्षेत्र की तलाश प्रारम्भ होती है, विषय की तलाश से लेकर परिणति तक का आयाम मुखर होने लगता है और इसी मनोवेग वैचारिक तूफ़ान को शोध एक सृजनात्मक आयाम देता है एवं अस्तित्व में आता है शोध प्रोपोज़ल या शोध प्रारूपिका। हमारे शोधार्थियों में इसके लिए शब्द प्रचलन में है: —- Synopsis.

शोध को क्रमबद्ध वैज्ञानिक स्वरुप देने हेतु लघुशोध व शोध के विद्यार्थी सरलता से कार्य कर सहजता से इस परिणति तक ले जा सकते हैं, Synopsis के चरणों(Steps) को इस प्रकार क्रम दिया जा सकता है –

1. प्रस्तावना 2. आवश्यकता क्यों? 3. समस्या 4.उद्देश्य 5.परिकल्पना 6. प्रतिदर्श 7. शोध विधि 8. शोध उपकरण 9. प्रयुक्त सांख्यिकीय विधि 10. परिणाम, निष्कर्ष एवं सुझाव 11. प्रस्तावित रूपरेखा (शोध स्वरूपानुसार)

1. प्रस्तावना(Introduction)-

जिस तरह रत्नगर्भा पृथ्वी के गर्भ से प्राप्त अयस्क परिशोधन से शुद्ध धात्वीय स्वरुप प्राप्त करते हैं उसी प्रकार हमारे मस्तिष्क में उमड़ते-घुमड़ते तथ्य प्रगटन के लिए अपने परिशुद्ध स्वरुप को प्राप्त करने का प्रयास करते हैं और हम अपनी क्षमता के अनुसार उसे बोधगम्य बनाकर उसका प्रारम्भिक स्वरुप प्रस्तुत करते हैं जो मूलतः हमारे विषय से सम्बन्ध रखता है, शीर्षक से जुड़ाव का यह मुखड़ा, भूमिका या प्रस्तावना का स्वरुप लेता है इसके शब्द हमारी क्षमता अधिगम स्तर और प्रस्तुति कौशल के अनुसार अलग-अलग परिलक्षित होता है इसमें वह आलोक होता है जो हमारे शोध का उद्गार बनने की क्षमता रखता है।

2. आवश्यकता क्यों?(Importance)-

यह बिंदु विषय-वस्तु के महत्त्व को प्रतिपादित करता है और उस पर कार्य करने के औचित्य को सिद्ध करता है कि आखिर अमुक चर को या अमुक पात्र या विषय वस्तु को ही हमने अपने अध्ययन का आधार क्यों बनाया? हमें देश, काल, परिस्थितियों के आलोक में अपने विषय और उसी परिक्षेत्र पर कार्य करने की तीव्रता का परिचय कराना होता है इसे ऐसे शब्दों में लिखा जाना चाहिए कि पढ़ने वाला उसकी तीव्रता को महसूस कर सके और उसका मानस सहज रूप से आपके तर्कों का कायल हो जाए।

3. समस्या(Problem)-

यहाँ समस्या या समस्या कथन से आशय शोध के ‘शीर्षक’ से है। शीर्षक संक्षिप्त, सरल, सहज बोधगम्य व सार्थक भाव युक्त होना चाहिए अनावश्यक विस्तार या अत्यधिक कठिन शब्दों के प्रयोग से बचकर उसे अधिक पाठकों की बोधगम्यता परिधि में लाया जा सकता है यह शुद्ध व भाव स्पष्ट करने में समर्थ होना चाहिए। शोध स्वरूपानुसार इसका उपयुक्त चयन व शुद्ध निरूपण होना चाहिए।

4. उद्देश्य(Objectives)-

उद्देश्य बहुत सधे शब्दों में बिन्दुवार दिए जाने चाहिए। तुलनात्मक अध्ययन में निर्धारित चर के आधार पर न्यादर्श के प्रत्येक वर्ग का दुसरे से तुलनात्मक अध्ययन करना, उद्देश्य का अभीप्सित होगा यह शोधानुसार क्रमिक रूप से व्यवस्थित किए जा सकते हैं।

5. परिकल्पनाएं(Hypothesis)-

परिकल्पनाओं का स्वरुप शोध के स्वरुप पर अवलम्बित होता है। सकारात्मक, नकारात्मक और शून्य परिकल्पना अस्तित्व में है लेकिन शोध हेतु शून्य परिकल्पना सर्वाधिक उत्तम रहती है, इसको भी क्रमवार तुलना के स्वरुप के आधार पर व्यवस्थित करते हैं। यदि ग्रुप ‘A’ और ग्रुप ‘B’ के लड़कों की ‘कम्प्यूटर के प्रति भय’ के आधार पर तुलना करनी हो तो इसे इस प्रकार लिखेंगे :

ग्रुप ‘A’ और ग्रुप ‘B’ के लड़कों में कम्प्यूटर के प्रति भय के आधार पर कोई सार्थक अन्तर नहीं है।

6. प्रतिदर्श(Sample)-

प्रतिदर्श या न्यादर्श शोध की प्रतिनिधिकारी जनसंख्या होती है यह समस्या के स्वरुप, शोधार्थी की क्षमता, समय व साधनों द्वारा निर्धारित होती है। शोध हेतु चयनित जनसंख्या का शोध स्वरूपानुसार विभिन्न वर्गों में वितरण कर लेते हैं जिससे परस्पर तुलना सुगम हो जाती है यह भी परिकल्पना निर्धारण में सहायक होती है।

7. शोध विधि(Research Method)-

इसका निर्धारण शोध शीर्षक के स्वरुप पर अवलम्बित होता है हिस्टॉरिकल रिसर्च या सर्वेक्षण आधारित शोध Synopsis के पूरे स्वरुप को प्रभावित करते हैं। शोध विधि, शोध की दिशा तय करने में सक्षम है।

8. शोध उपकरण(Research Tools)-

शोध स्वरूपानुसार ही इसकी आवश्यकता होती है कुछ प्रामाणिक शोध उपकरण मौजूद हैं एवं कभी आवश्यकता अनुसार खुद भी स्व आवाश्यक्तानुसार शोध उपकरण विकसित करना होता है। वर्णनात्मक शोध प्रबन्ध में इसकी आवश्यकता नहीं होती।

9. प्रयुक्त सांख्यिकीय विधि(Used Statistical Method)-

जिन शोध के प्राप्य समंक होते हैं उनसे किसी निष्कर्ष तक पहुँचने में शोध की प्रवृत्ति के अनुसार सांख्यिकी का प्रयोग करना होता है यहां केवल प्रयुक्त सूत्र एवं उसमे प्रयुक्त अक्षर का आशय लिखना समीचीन होगा।

10. परिणाम, निष्कर्ष एवं सुझाव(Result, Outcome & Suggestion)-

इस भाग में केवल इतना लिखना पर्याप्त होगा कि ‘प्रदत्तों का सांख्यकीय विश्लेषण से प्राप्त परिणामों के आधार पर निष्कर्ष निकाला जायेगा एवं भविष्य हेतु सुझाव सुनिश्चित किए जाएंगे।

11. प्रस्तावित रूपरेखा (शोध स्वरूपानुसार)(Proposed Framework)-

• सम्बन्धित साहित्य का अध्ययन
• अध्ययन की योजना का प्रारूप
• आकङों का विश्लेषण एवं विवेचन
• शोध निष्कर्ष एवं सुझाव

जहां सांख्यिकीय विश्लेषण आवश्यक नहीं है उन वर्णनात्मक, ऐतिहासिक या विवेकनात्मक शोध में चतुर्थ अध्याय आवश्यकतानुसार परिवर्तनीय होगा।

Share this:

• Click to share on Twitter (Opens in new window)
• Click to share on Facebook (Opens in new window)

Related Posts

Levels of measurement / मापन के स्तर, शोध सार (research abstract ), शोध पत्र कैसे लिखें [how to write a research paper ].

Knowledgeable Post…Thank You, Sir,

Cancel Reply

Save my name, email, and website in this browser for the next time I comment.

Notify me of follow-up comments by email.

Notify me of new posts by email.

Recent Posts

• ENVIRONMENT
• BIODIVERSITY
• ENVIRONMENT MANAGEMENT
• INCLUSIVE EDUCATION
• E – Learning

My Facebook Page

https://www.facebook.com/EducationAacharya-2120400304839186/

• February 2024
• September 2023
• August 2023
• January 2023
• December 2022
• November 2022
• October 2022
• September 2022
• August 2022
• February 2022
• January 2022
• December 2021
• November 2021
• January 2021
• November 2020
• October 2020
• September 2020
• August 2020
• February 2020
• January 2020
• December 2019
• November 2019
• October 2019
• September 2019
• August 2019
• February 2019
• January 2019
• December 2018
• November 2018
• October 2018
• September 2018
• August 2018
• Uncategorized

शोध प्रक्रिया के चरण (Step of Research Process)

• Post author: admin
• Post category: Research Aptitude

शोध नया ज्ञान प्राप्त करने का एक माध्यम है। शोध में शोधार्थी को अनुसंधान कार्य पूरा करने के लिए शोध के विभिन्न चरणों से गुजरना पड़ता है। शोधार्थी को शोध प्रक्रिया में प्रत्येक चरण पर विशेष ध्यान देने की आवश्यकता होती है जिससे सही ढंग शोध कार्य संपन्न हो सके। शोध प्रक्रिया के प्रत्येक चरण की विस्तृत कार्य योजना तैयार करना चाहिए तथा प्रत्येक चरणों को ध्यान पूर्वक अवलोकन कर और जांच कर आवश्यकता अनुसार परिवर्तन एवं संशोधन कर लेना चाहिए। जैसा कि हम लोग जानते हैं कि शोध एक सतत चलने प्रक्रिया है इसमें कोई कार्य अन्तिम नहीं होता। शोध प्रक्रिया में शोधार्थी को विभिन्न स्तर पर निम्नलिखित चरणों से गुजरना होता है।

Table of Contents

1. शोध समस्या की पहचान करना ( Identifying of the Research Problem)

प्रथम चरण में शोधार्थी को शोध समस्या की पहचान करना होता है अर्थात जिसे विशिष्ट क्षेत्र में उसे शोध कार्य करना है उसकी पहचान करना होता है। शोध समस्या ऐसी होनी चाहिए जिससे किसी नये ज्ञान की आविर्भाव हो और समसामयिक रूप से उपयोगी हो।इसमें शोधार्थी विशेष शोध समस्या का चयन करता है अर्थात वह एक विशेष विषय क्षेत्र पर कार्य करने के लिए मन:स्थिति बनाता है और विशिष्ट शोध समस्या का प्रतिपादन परिष्कृत तकनीकी शब्दों में करता है। शोधार्थी को ध्यान रखना चाहिए कि शोध समस्या का प्रतिपादन प्रभाव कारी एवं स्पष्ट तकनीकी शब्दावली में किया जाए। इसके साथ-साथ शोधार्थी को शोध समस्या में समाहित उप समस्याएं कौन-कौन सी हैं। इसका भी विस्तार से वर्णन करना चाहिए एवं शोधार्थी को विषय शोध विषय क्षेत्र में विशिष्ट साहित्य खोज करना चाहिए जिससे शोध विषय के बारे में स्पष्ट ज्ञान हो सके।

2. संबंधित साहित्य का सर्वेक्षण ( Review of Relevant Literature)

शोधार्थी अपने विशेष शोध समस्या से संबंधित विषय पर गहन अध्ययन करता है। अन्य शोधकर्ताओं और विद्वानों द्वारा अद्यतन किए गए शोध कार्य का गहन अध्ययन व अवलोकन करता है। शोधकर्ता शोध से संबंधित शोध प्रबंधों, लेखों व अन्य स्वरूपों में उपलब्ध सामग्री का गहन सर्वेक्षण करता है। जिससे शोधार्थी को शोधकार्य करने की दिशा निर्देश मिलता है। इसमें शोधकर्ता अपने शोध समस्या से जुड़ी हुई अभी तक किए गए शोध प्रविधि, आंकड़ों का संकलन विधि और तकनीकी, आंकड़े विश्लेषण तकनीकी आदि का भी सार तैयार करता है।

शोधार्थी को इस चरण में यह भी स्पष्ट उल्लेख कर लेना चाहिए कि उसका शोध कार्य पूर्वर्ती शोध कार्य से किस तरह भिन्न है। इस चरण में संबंधित विषय क्षेत्र पर महत्वपूर्ण जानकारी प्राथमिक, द्वितीयक व तृतीयक सूचना स्रोत तथा अन्य स्रोत से प्राप्त कर गहन चिंतन और साहित्य सर्वेक्षण कर लेना आवश्यक होता है, ताकि शोधार्थी को शोध कार्य करने में एक दिशा निर्देश मिल सके।

3. उपयुक्त शोध प्रविधि का चयन (Selection of Appropriate Research Method)

इस चरण में शोधार्थी को उपयुक्त शोध प्रविधि का चयन करना होता है। हर शोध समस्या एक विशिष्ट प्रकार की होती है और उसका समाधान भी एक विशेष शोध प्रविधि की सहायता से खोजा जा सकता है यदि हम समय विस्तार के आधार पर संबंधित समस्याओं के उत्तर खोजने का प्रयास करें तो निम्न मुख्य तीन शोध प्रविधि को अपनाना होता है -ऐतिहासिक शोध प्रविधि (Historical Method), सर्वेक्षण शोध प्रविधि  (Survey Method), प्रयोगात्मक शोध प्रविधि (Experimental Method)

• ऐतिहासिक शोध प्रविधि उस शोध समस्या का समाधान के लिए उपयोगी होता है जिसमें शोधार्थी को भूतकाल में उत्तर या समाधान खोजना होता है। उदाहरण स्वरूप भारतीय स्वतंत्रता से पूर्व पुस्तकालयों की स्थिति, डॉ एस आर रंगनाथन का पुस्तकालय एवं सूचना विज्ञान के विकास में योगदान आदि इस शोध प्रविधि में वर्तमान परिस्थिति और समस्याओं का हल भूतकाल में हुए संबंधित विषय का अध्ययन के आधार पर खोजने का प्रयास किया जाता है।
• सर्वेक्षण शोध प्रविधि में उन समस्याओं का अध्ययन किया जाता है। जिसका हल वर्तमान परिस्थिति में से खोजना होता है। यह प्रविधि सामाजिक विज्ञान में सबसे अधिक प्रयोग होता है जैसे पाठक-अध्ययन, पुस्तकालय सर्वेक्षण, ग्रामीण पाठकों का सूचना खोजने संबंधी व्यवहार आदि शोध समस्याओं का समाधान खोजने का प्रयास किया जाता है।

4. शोध परिकल्पना का प्रतिपादन ( Formulation of Research Hypothesis)

शोध प्रक्रिया को सही दिशा प्रदान करने के लिए शोध प्राककल्पना का प्रतिपादन करना अत्यंत आवश्यक है। शोध में आंकड़े के संकलन और विश्लेषण के पूर्व शोध के परिणामों का अनुमान करना परिकल्पना है। यह एक बुद्धिमत्ता पूर्ण भविष्यवाणी होती है। यह परिकल्पना पूर्व निर्धारित सिद्धांतों अपना व्यक्तिगत अनुभवों अथवा आनुभविक विचारों के आधार पर शोध प्राक्कलन का निर्माण किया जाता है।

5. आंकड़ा संकलन तकनीक और उपकरणों का चयन ( Selection of Data Collection Tools and Techniques)

शोध के लिए आंकड़ा संकलन की अनेक विधियां हैं। शोधार्थी को अपनी शोध समस्या के अनुरूप तकनीकों का सहारा लेने की आवश्यकता होती है। प्रत्येक तकनीक और उपकरण एक विशिष्ट प्रकार के शोध के लिए उपयोगी होता है। अतः शोधार्थी को अपने शोध समस्या के अनुरुप तकनीक और उपकरण का चयन करना होता है ताकि आसानी से शोध समस्या का हल निकाला जा सके। शोध समस्या के समाधान हेतु आंकड़े का संकलन हेतु निम्नलिखित तकनीक और उपकरण का प्रयोग करते हैं।

• अवलोकन (Observation)
• मापन (Measurement) एवं
• प्रश्नावली (Questionnaire)
• अवलोकन (Observation) आंकड़ा संकलन का एक महत्वपूर्ण तकनीक है। यह तकनीक व्यक्ति या समूह के व्यवहार अध्ययन व विशेष परिस्थिति अध्ययन करने में अत्यंत ही उपयोगी होता है। कृष्ण कुमार इसके तीन घटक बताएं है – अनुभूति (Sensation), मनोयोग (Attention), एवं प्रत्यक्ष ज्ञान (Perception)। अनुभूति में हम संवेदी अंगों जैसे आंख, कान, नाक, त्वचा आदि का उपयोग किया जाता है। मनोयोग से तात्पर्य अध्ययन की जा रही विषय वस्तु पर एकाग्रता की क्षमता से है। प्रत्यक्ष ज्ञान एक व्यक्ति को तथ्यों को पहचानने में, अनुभव, आत्म-विश्लेषण, अनुभूति के उपयोग के द्वारा समर्थ बनाता है।
• मापन (Measurement) का प्रयोग शोध समस्या के समाधान में प्रयोग करते हैं। शोधार्थी द्वारा निर्धारित उद्येश्य की पूर्ति हेतु मापन की विभिन्न विधियों का अनुसरण किया जाता है। इसके अन्तर्गत सूचियां, समाजमिति, संख्यात्मक मापनी, वर्णनात्मक मापनी, ग्राफिक मापनी, व्यक्ति से व्यक्ति मापनी इत्यादि का उपयोग करते हैं।
• प्रश्नावली (Questionnaire) का प्रयोग शोधार्थी प्रश्न पूछने में प्रश्नावली, अनुसूची अथवा साक्षात्कार तकनीक करते हैं। प्रश्नावली शोधार्थी प्रश्न माला तैयार कर उत्तर दाताओं को डाक, ईमेल अथवा व्यक्तिगत रूप से देता है। उत्तरदाता प्रश्नावली को पढ़कर उत्तर पूरित करते हैं। अनुसूची में शोधार्थी उत्तरदाताओं से स्वयं प्रश्न पूछकर उत्तर की प्राप्त करता है जबकि साक्षात्कार में उत्तरदाता एवं शोधार्थी आमने-सामने बैठकर संवाद करते हैं।

• LABOUR WELFARE NET Syllabus
• INDIAN CULTURE NET Syllabus
• Human Rights NET Syllabus
• HOME SCIENCE NET Syllabus
• HISTORY UGC NET SYLLABUS

You Might Also Like

शोध के प्रकार (Type of Research)

शोध के उपयोग व महत्व (Use and Important of Research)

शोध: अर्थ, उद्देश्य एवं विशेषताएं (Research: Meaning, Objective, and Characteristics)

• अन्वेषण करें हमारे बारे में समुदाय विविध लेख श्रेणियाँ
• श्रेणियाँ (categories) खोजें
• विकिहाउ के बारे में
• लॉग इन/ खाता बनाएं
• शिक्षा और संचार

कैसे ऐब्सट्रैक्ट लिखें (Write an Abstract)

यह आर्टिकल लिखा गया सहयोगी लेखक द्वारा Megan Morgan, PhD . मेगन मॉर्गन जॉर्जिया यूनिवर्सिटी में स्कूल ऑफ पब्लिक एंड इंटरनेशनल मामलों में ग्रेजुएट प्रोग्राम एकेडेमिक एडवाइजर हैं। उन्होंने 2015 में जॉर्जिया यूनिवर्सिटी से अंग्रेजी में PhD की डिग्री प्राप्त की। यहाँ पर 13 रेफरेन्स दिए गए हैं जिन्हे आप आर्टिकल में नीचे देख सकते हैं। यह आर्टिकल १३,४२३ बार देखा गया है।

यदि आपको किसी अकादमिक या वैज्ञानिक पेपर के लिए ऐब्स्ट्रैक्ट लिखना हो, तब घबराइए मत! आपका ऐब्स्ट्रैक्ट तो किसी पेपर या काम का, एक संक्षिप्त, अपने आप में सम्पूर्ण सारांश है जिसका उपयोग दूसरे लोग विहंगावलोकन के लिए करते हैं। [१] X विश्वसनीय स्त्रोत University of North Carolina Writing Center स्त्रोत (source) पर जायें आपने लेख में क्या लिखा है इसका विवरण ऐब्स्ट्रैक्ट में होता है, चाहे वह वैज्ञानिक परीक्षण हो या साहित्यिक विश्लेषणात्मक पेपर। इससे आपके पाठक को पेपर समझने में सहायता मिलनी चाहिए और जो इस पेपर को खोज रहे हों, उसे पढ़ने से पहले ही, उनको यह निर्णय करने में सहायता मिलनी चाहिए कि क्या यह उनके काम का है। ऐब्स्ट्रैक्ट लिखने से पहले अपने पेपर को पूरा करिये, फिर उसका सारांश बनाइये जिससे उसके उद्देश्य, समस्या, विधि, परिणाम और आपके काम के निष्कर्ष पहचाने जा सकें। जब यह सब विवरण मिल जाएगा, तब केवल उसे संगठित करने का कार्य रह जाएगा। चूंकि ऐब्स्ट्रैक्ट आपके द्वारा किए हुये काम का संक्षिप्तिकरण मात्र है, इसे कर पाना सरल है!

ऐब्स्ट्रैक्ट की शुरुआत (Getting Your Abstract Started)

• थीसिस और ऐब्स्ट्रैक्ट दो बिलकुल अलग चीज़ें हैं। किसी पेपर की थीसिस में मुख्य विचार या प्रश्न का परिचय दिया जाता है, जबकि ऐब्स्ट्रैक्ट में पूरे पेपर की, विधि और परिणामों के साथ, समीक्षा की जाती है।
• चाहे आपको पता भी हो कि आपका पेपर किस बारे में होने वाला है, सदैव ऐब्स्ट्रैक्ट को अंत के लिए बचा कर रखिए। अगर आप ऐसा करेंगे तो बहुत हद तक सही सारांश प्रस्तुत कर पाएंगे – जो भी आपने लिखा है बस उसका संक्षिप्तिकरण कर दीजिये।

• क्या लंबाई की कोई अधिकतम या न्यूनतम सीमा है?
• क्या शैली संबंधी कोई आवश्यकताएँ हैं?
• आप किसी इंस्ट्रक्टर के लिए लिख रहे हैं या प्रकाशन के लिए?

• क्या आपकी फ़ील्ड के दूसरे अकादमिक यह ऐब्स्ट्रैक्ट पढ़ेंगे?
• क्या इसे किसी सामान्य पाठक या किसी दूसरी फ़ील्ड के व्यक्ति के लिए पहुँचने योग्य होना चाहिए?

• विवरणात्मक ऐब्सट्रैक्ट उद्देश्य, लक्ष्य तथा रिसर्च की विधि बताते हैं परंतु परिणाम का हिस्सा छोड़ देते हैं। ये आम तौर पर 100-200 शब्दों के होते हैं।
• सूचनात्मक ऐब्सट्रैक्ट आपके पेपर के कंडेंस्ड वर्ज़न की तरह होते हैं जिसमें आपकी रिसर्च और उसके परिणामों का ओवरव्यू मिलता है। ये विवरणात्मक ऐब्सट्रैक्टों से कहीं लंबे होते हैं तथा एक पैरा से लेकर एक पृष्ठ तक के हो सकते हैं। [४] X रिसर्च सोर्स
• ऐब्सट्रैक्ट की दोनों शैलियों में मूल जानकारी एक सी ही होती है, मुख्य अंतर केवल यह होता है कि सूचनात्मक ऐब्सट्रैक्ट में ही परिणाम शामिल किए जाते हैं, और सूचनात्मक ऐब्सट्रैक्ट, विवरणात्मक ऐब्सट्रैक्ट से अधिक लंबा होता है।
• एक आलोचनात्मक ऐब्सट्रैक्ट का आम तौर पर इस्तेमाल नहीं होता है, परंतु कुछ कोर्सों में इसकी आवश्यकता हो सकती है। आलोचनात्मक ऐब्सट्रैक्ट से भी वही लक्ष्य प्राप्त होते हैं जो अन्य ऐब्सट्रैक्टों से, परंतु इसके द्वारा चर्चा किए जा रहे अध्ययन या काम का लेखक की अपनी रिसर्च से भी संबंध स्थापित किया जाता है। इसमें रिसर्च डिज़ाइन या विधि की भी आलोचना हो सकती है। [५] X विश्वसनीय स्त्रोत University of North Carolina Writing Center स्त्रोत (source) पर जायें

ऐब्सट्रैक्ट का लेखन

• आपने इस अध्ययन या प्रोजेक्ट का निर्णय क्यों किया?
• आपने अपनी रिसर्च कैसे की?
• आपको क्या प्राप्त हुआ?
• आपकी रिसर्च के नतीजे क्यों महत्वपूर्ण हैं?
• कोई आपका पूरा लेख क्यों पढ़े?

• आपकी रिसर्च किस समस्या को बेहतर समझने या सुलझाने में सहायक है?
• आपके अध्ययन का स्कोप क्या है – एक सामान्य समस्या, या कुछ विशेष?
• आपका मुख्य दावा या तर्क क्या है?

• वेरिएबल तथा अपनी अप्रोच को देते हुये अपनी रिसर्च की चर्चा करिए।
• अपने दावे के समर्थन में साक्ष्यों को बताइये।
• अपने सबसे महत्त्वपूर्ण स्त्रोतों का ओवरव्यू दीजिये।

• अपनी रिसर्च या अध्ययन से आप किस निष्कर्ष पर पहुंचे?
• क्या आपकी अवधारणा या तर्क को समर्थन मिला?
• आम निष्कर्ष क्या हैं?

• आपके कार्य का तात्पर्य क्या है?
• आपके परिणाम सामान्य हैं, अथवा विशिष्ट।

ऐबस्ट्रैक्ट को फॉरमैट करना

• अनेक जर्नलों में ऐबस्ट्रैक्टों के लिए विशेष शैली संबंधी दिशा निर्देश होते हैं। यदि आपको भी कोई नियम सूची या निर्देश दिये गए हों, तो उनका अक्षरशः पालन करिए। [१०] X विश्वसनीय स्त्रोत PubMed Central स्त्रोत (source) पर जायें

• ऐबस्ट्रैक्ट में सीधे सीधे ऐक्रोनिम या ऐब्रीविएशन का इस्तेमाल मत करिए क्योंकि पाठक को समझाने के लिए इन्हें स्पष्ट करना होगा। इससे लिखने की क़ीमती जगह घिरती है, तथा सामान्यतः इससे बचा जाना चाहिए।
• यदि आपका विषय किसी जानी - पहचानी चीज़ के बारे में है, तो आप उन लोगों के नामों या जगहों का संदर्भ दे सकते हैं जिन पर आपका पेपर केन्द्रित हो।
• ऐबस्ट्रैक्ट में तालिकाएँ, संख्याएँ, स्त्रोत, या लंबे उद्धरण मत शामिल करिए। ये बहुत जगह लेते हैं तथा सामान्यतः आपके पाठक ऐबस्ट्रैक्ट में इन्हें नहीं चाहते।

• उदाहरण के लिए, यदि आप संस्कृतियों के अंतर के कारण स्कीज़ोफ़्रेनिया के बोध पर पेपर लिख रहे हों, तब “स्कीज़ोफ्रेनिया,” “सांस्कृतिक आदान-प्रदान,” ”संस्कृति-बद्ध” तथा “सामाजिक स्वीकार्यता” जैसे शब्दों का अवश्य इस्तेमाल करें।

• शब्दजाल से बचना सुनिश्चित करिए। यह विशिष्ट शब्द आपके सामान्य पाठकों द्वारा शायद नहीं समझे जाएँगे और उन्हें उलझन में डाल सकते हैं। [१३] X रिसर्च सोर्स

• प्रोफ़ेसर से, अपने क्षेत्र के सहकर्मी से, ट्यूटर से या लेखन केंद्र के सलाहकार से चर्चा करना बहुत लाभदायक हो सकता है। यदि आपके पास ये संसाधन उपलब्ध हों, तो इनका उपयोग करिए।
• सहायता मान कर आप अपने क्षेत्र में चल रही परम्पराओं के बारे में जान सकते हैं। जैसे कि, विज्ञान में सामान्यतः पैसिव वॉइस का उपयोग (“प्रयोग किए गए थे”) करते हैं। जबकि, हयूमनिटीज़ में ऐक्टिव वॉइस पसंद की जाती है।
• आमतौर पर ऐब्सट्रैक्ट एक या दो पैरा के होते हैं, और उन्हें पूरे लेख की लंबाई के 10 प्रतिशत से अधिक नहीं होना चाहिए। समान प्रकाशनों में अन्य ऐब्सट्रैक्ट देखिये और समझिए कि आपका कैसा होना चाहिए।. [१५] X रिसर्च सोर्स
• ध्यान से विचार करिए कि आपका पेपर या ऐब्सट्रैक्ट कितना तकनीकी होना चाहिए। यह मान लेना उचित होगा कि आपके पाठकों को आपके क्षेत्र की कुछ समझ होगी और उसमें चलने वाली भाषा की भी, परंतु ऐब्सट्रैक्ट को जितना सहज पठनीय बना सकेंगे उतना ही अच्छा होगा।

संबंधित लेखों

• ↑ http://writingcenter.unc.edu/handouts/abstracts/
• ↑ http://writing.wisc.edu/Handbook/presentations_abstracts_examples.html
• ↑ http://owl.english.purdue.edu/owl/resource/656/1/
• ↑ http://uss.tufts.edu/arc/HOW%20TO%20WRITE%20AN%20ABSTRACT%20for%20Tufts%20Symp.pdf
• ↑ https://www.ece.cmu.edu/~koopman/essays/abstract.html
• ↑ https://owl.english.purdue.edu/owl/resource/656/1/
• ↑ http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3136027/
• ↑ http://writing.wisc.edu/Handbook/presentations_abstracts.html

विकीहाउ के बारे में

• प्रिंट करें

यह लेख ने कैसे आपकी मदद की?

सम्बंधित लेख.

• हमें कॉन्टैक्ट करें
• यूज़ करने की शर्तें (अंग्रेजी में)
• Do Not Sell or Share My Info
• Not Selling Info

हमें फॉलो करें

Contents in the Article

अनुसंधान का अर्थ ( Meaning of Research)

अनुसंधान के द्वारा उन मौलिक प्रश्नों के उत्तर देने के प्रयास किया जाता है जिनका उत्तर अभी तक उपलब्ध नहीं हो सका है। यह उत्तर मानवीय प्रयासों पर आधारित होता है इस प्रत्यय को चन्द्रमा के एक उदाहरण से स्पष्ट किया जा सकता है। कुछ वर्ष पहले जब तक मनुष्य चन्द्रमा पर नहीं पहुँचा था, चन्द्रमा वास्तव में क्या हैं ? इस सम्बन्ध में सही जानकारी नहीं थी। यह एक समस्या भी थी जिसका कोई समाधान भी नहीं था। मनुष्य को चन्द्रमा के सम्बन्ध में मात्र आवधारणाएं ही थी, शुद्ध ज्ञान नहीं था। परन्तु मनुष्य अपने प्रयास से चन्द्रमा पर पहुंच गया है। इस प्रकार शोध कार्यों द्वारा उन प्रश्नों का उत्तर खोजने का प्रयास किया जाता है जिनका उत्तर साहित्य में उपलब्ध नहीं है अथवा मनुष्य की जानकारी में नहीं है। उन समस्याओं का समाधान खोजने का प्रयत्न किया जाता है जिसका समाधान उपलब्ध नहीं है और न ही मनुष्य की जानकारी में है।

अनुसंधान की परिभाषा ( Definition of Research)

अनेक परिभाषाएं अनुसन्धान की गई है प्रमुख परिभाषा इस प्रकार हैं-

रेडमेन एवं मोरी के अनुसार- “नवीन ज्ञान की प्राप्ति के लिए व्यावस्थित प्रयास ही अनुसंधान हैं।”

पी० एम० कुक के अनुसार- ‘अनुसंधान किसी समस्या के प्रति ईमानदारी, एवं व्यापक रूप में समझदारी के साथ की गई खोज है। जिसमें तथ्यों, सिद्धान्तों तथा अर्थों की जानकारी की जाती है। अनुसंधान की उपलिब्ध तथा निष्कर्ष प्रामाणिक तथा पुष्टि करने योग्य होते हैं। जिससे ज्ञान में वृद्धि होती है।

उद्देश्य ( Objectives of Research)

शोध समस्याओं की विविधता अधिक है इसके चार प्रमुख उद्देश्य होते हैं- सैद्धान्तिक उद्देश्य, तथ्यात्मक उद्देश्य, सत्यात्मक उद्देश्य तथा व्यावहारिक उद्देश्य इनका संक्षिप्त विवरण इस प्रकार है-

• सैद्धान्तिक उद्देश्य ( Theoretical Objectives)- अनुसंधान में वैज्ञानिक शोध कार्य द्वारा नये सिद्धान्तों तथा नये नियमों का प्रतिपादन किया जाता है। इस प्रकार के शोध कार्य में अर्थापन होता है। इसमें चरों के सम्बन्धों को प्रगट किया जाता है और उनके सम्बन्ध में सामान्यीकरण किया जाता है। इससे नवीन ज्ञान की वृद्धि होती है, जिनका उपयोग शिक्षण तथा निर्देशन की प्रक्रिया को प्रभावशाली बनाता है।
• तथ्यात्मक उद्देश्य ( Factual Objectives)- शिक्षा के अन्तर्गत ऐतिहासिक शोध-कार्यो। द्वारा नये तथ्यों की खोज की जाती है। इनके आधार पर वर्तमान को समझने में सहायता मिलती है। इन उद्देश्यों की प्रकृति वर्णनात्मक होती है। क्योंकि तथ्यों की खोज करके, उनका अथवा घटनाओं का वर्णन किया जाता है। नवीन तथ्यों की खोज शिक्षा-प्रक्रिया के विकास तथा सुधार में सहायक होती है, निर्देशन प्रक्रिया का विकास तथा सुधार किया जाता है।
• सत्यात्मक उद्देश्य ( Establishment of Truth Objective)- दार्शनिक शोध कार्यों द्वारा नवीन सत्यों का प्रतिपादन किया जाता है। इनकी प्राप्ति अन्तिम प्रश्नों के उत्तरों से की जाती है। दार्शनिक शोध-कार्यों द्वारा शिक्षा के उद्देश्यों, सिद्धान्तों तथा शिक्षण विधियों तथा पाठ्यक्रम की रचना की जाती है। शिक्षा की प्रक्रिया के अनुभवों का चिन्तन बौद्धिक स्तर पर किया जाता है। जिससे नवीन सत्यों तथा मूल्यों को प्रतिपादन किया जा सकता है।
• व्यावहारिक उद्देश्य ( Application Objectives)- शैक्षिक अनुसंधा निष्कर्षों का व्यावहारिक प्रयोग होना चाहिए। परन्तु कुछ शोध-कार्यों में केवल इन्हें विकासात्मक अनुसन्धान भी कहते है। क्रियात्मक अनुसन्धान से शिक्षा की प्रक्रिया में सुधार तथा विकास किया जाता है अर्थात् इनका उद्देश्य व्यावहारिक होता है। स्थानीय समस्या के समाधान से इसका उपयोग अधिक होता है। स्थानीय समस्या के समाधान से भी इस उद्देश्य की प्राप्ति की जाती है। निर्देशन में इसकी उपयोगिता अधिक होती है।

अनुसन्धान का वर्गीकरण (Classification of Research)

अनुसन्धान के उद्देश्यों से यह स्पष्ट है कि अनुसन्धानों का वर्गीकरण कई प्रकार से किया जा सकता है। प्रमुख वर्गीकरण मानदण्ड पर आधारित है-

योगदान की दृष्टि से (Contribution Point of View)

शोध कार्यों के योगदान की दृष्टि से शैक्षिक अनुसन्धानों को दो भागों में विभाजित कर सकते हैं-

मौलिक अनुसंधान ( Basic or Fundamental Research)- इन शोध कार्यों द्वारा नवीन ज्ञान की वृद्धि की जाती है-नवीन सिद्धान्तों का प्रतिपादन नवीन तथ्यों की खोज, नवीन तथ्यों का प्रतिपादन होता है। मौलिक-अनुसन्धानों से ज्ञान के क्षेत्र में वृद्धि की जाती है। इन्हें उद्देश्यों की दृष्टि से तीन भागों में बाँटा जा सकता है-

• प्रयोगात्मक शोध-कार्यों से नवीन सिद्धान्तों तथा नियमों का प्रतिपादन किया जाता है। सर्पक्षण शोध से इसी प्रकार का योगदान होता है।
• ऐतिहासिक शोध कार्यो से नवीन तथ्यों की खोज की जाती है। जिनमें अतीत का अध्ययन किया जाता है और उनके आधार पर वर्तमान को समझने का प्रयास किया जाता है।
• दार्शनिक शोध कार्यों से नवीन सत्यों एवं मूल्यों का प्रतिपादन किया जाता है। शिक्षा का सैद्धान्तिक दार्शनिक अनुसन्धानों से विकसित किया जा सकता है।

महत्वपूर्ण लिंक

• निर्देशन (Guidance)- अर्थ, परिभाषा एवं विशेषतायें, शिक्षा तथा निर्देशन में सम्बन्ध
• सूक्ष्म-शिक्षण- प्रकृति, प्रमुख सिद्धान्त, महत्त्व, परिसीमाएँ
• निर्देशन के उद्देश्य (Aims of Guidance in Hindi)
• शैक्षिक निर्देशन (Educational Guidance)-परिभाषा, विशेषताएँ, सिद्धान्त
• शैक्षिक निर्देशन-उद्देश्य एवं आवश्यकता (Objectives & Need)
• व्यावसायिक निर्देशन (Vocational guidance)- अर्थ, उद्देश्य, शिक्षा का व्यावसायीकरण
• परामर्श (Counselling)- परिभाषा, प्रकार, उद्देश्य, विशेषताएँ
• विशेष शिक्षा की आवश्यकता | Need for Special Education
• New Education Policy- Characteristics & Objectives in Hindi
• राष्ट्रीय शिक्षा नीति-1992 की संकल्पनाएँ या विशेषताएँ- NPE 1992
• सूक्ष्म शिक्षण- परिभाषा, सूक्ष्म शिक्षण प्रक्रिया, प्रतिमान, पद
• व्यावसायिक निर्देशन- आवश्यकता एवं उद्देश्य (Need & Objectives)

Disclaimer: wandofknowledge.com केवल शिक्षा और ज्ञान के उद्देश्य से बनाया गया है। किसी भी प्रश्न के लिए, अस्वीकरण से अनुरोध है कि कृपया हमसे संपर्क करें। हम आपको विश्वास दिलाते हैं कि हम अपनी तरफ से पूरी कोशिश करेंगे। हम नकल को प्रोत्साहन नहीं देते हैं। अगर किसी भी तरह से यह कानून का उल्लंघन करता है या कोई समस्या है, तो कृपया हमें [email protected] पर मेल करें।

About the author

Wand of Knowledge Team

बहुत सुन्दर प्रस्तुति। सम्पूर्ण जानकारी देने में सक्षम है।

Leave a Comment X

Save my name, email, and website in this browser for the next time I comment.

Voice speed

Text translation, source text, translation results, document translation, drag and drop.

Website translation

Enter a URL

Image translation

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• This Or That Game
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• World Languages

How to Write in Hindi

Last Updated: April 16, 2024 Fact Checked

This article was co-authored by wikiHow staff writer, Jennifer Mueller, JD . Jennifer Mueller is a wikiHow Content Creator. She specializes in reviewing, fact-checking, and evaluating wikiHow's content to ensure thoroughness and accuracy. Jennifer holds a JD from Indiana University Maurer School of Law in 2006. There are 13 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 112,781 times. Learn more...

Hindi is one of the official languages of India, with more than 545 million speakers. This Indo-Aryan language is written using the Devanagari script. [1] X Research source The Devanagari alphabet is written from left to right and top to bottom in horizontal lines. The alphabet includes both consonants and vowels. The language also includes more than a thousand conjunct letters, which are used to express clusters of consonants. [2] X Research source

Forming Individual Letters

• The University of North Carolina has a full chart of all the Devanagari letters available at https://taj.oasis.unc.edu/Hindi.Less.25/wrtingsys.htm . Another chart with the letters divided into pronunciation groups is available at https://www.omniglot.com/writing/devanagari.htm .
• Practice a small group of 5 or 6 letters for a few minutes each day. When you can write those letters automatically, move on to the next group of letters. Remember to go back and review the letters periodically so you don't forget what you've learned.

• The strokes that you make are important. Doing them correctly and in order will make it easier when you start connecting letters together to write words. Your letter chart may outline the strokes to be made, or you can search online for other sources that give you the correct ordering of the strokes for each letter.
• The horizontal line at the top of each letter is always the last stroke to finish the letter. When you practice, try to keep the letters close to the same size, so this line is always at roughly the same height.

• For example, अ is a short a , which has a sound similar to the a in the English word "about." Add another vertical line after the first to make a long a , आ. This vowel has a sound similar to the a in the English word "father."

• All consonants are attached to a short a , unless specified otherwise. Therefore, the short a , or अ, does not have a matra , or dependent form.
• Each vowel's matra is 1 or 2 strokes appended to the consonant the vowel is attached to. For example, the matra for a long a is ा (with the circle showing where the consonant should go). A long a attached to the letter sa would look like this: सा.

• You might also practice the consonant with the different vowel matras, so you know how to write these syllables. Since Hindi is a phonetic language, this will help you when you start reading and writing words.

• The script tutor available at https://www.hindibhasha.com/ is recommended by many university language departments for learning Devanagari script.

Creating Short Words

• For some letters, such as the short a , the line isn't over the entire letter. Keep this in mind when you're connecting multiple letters together. [9] X Research source

• For example, a Hindi word most people are familiar with is "namaste." This greeting, written in the Devanagari script, is नमस्ते.
• Writing polite words and phrases is also important. For example, if you wanted to say "thank you" in a letter, you would write धन्यवाद.

• You can find the words and script on many language learning websites. For example, many of the words for parts of the body included in the song are available at https://blogs.transparent.com/hindi/hindi-vocabulary-for-body-parts/ . You can also use a Hindi-English dictionary to find translations for the words you need.

• Start with a handful of large objects. Once you've committed them to memory, you can add a few more. You might also go from a large object to a small object. For example, you could label your bed (बिस्तर), then later add words for "pillow" or "blanket."
• The University of North Carolina has an extensive introductory program on Hindi and the Devanagari script available online for free at https://taj.oasis.unc.edu/ . This program includes lessons on Hindi grammar and vocabulary, as well as listening exercises and quizzes to test your knowledge. Many of the vocabulary words can be used to label items around your home.

Writing Full Sentences

• For example, in English, you might say "these tomatoes are cheap." However, the Hindi sentence would read "ये टमाटर सस्ते हैं।" The literal translation would be "these tomatoes cheap are."

• If you use a period rather than the purn viraam , most Hindi readers and speakers will understand the mark to mean the same thing.
• Hindi does not have a separate mark to indicate a space between words. Simply type a space as you would in a language, such as English, that uses the Latin alphabet.

• For example, to write "What is your name?" you would write: "आपका नाम क्या है?" This literally translates to "Your name what is?"

• Colorado State University has an extensive list of Hindi resources on the internet available at https://www.cs.colostate.edu/~malaiya/hindilinks.html .
• Reading children's books is also a good way to become more familiar with the language and learn simple words and phrases. Check the Learning Hindi website for links to digital files of children's books that you can download for free.

• You can also read and write in various forums and social networks for native speakers and students learning the Hindi language. For example, Reddit has a Hindi language forum available at https://www.reddit.com/r/Hindi/ .

Practice Translations and Answers

Community Q&A

You Might Also Like

• ↑ https://www.omniglot.com/writing/hindi.htm
• ↑ https://www.omniglot.com/writing/devanagari.htm
• ↑ https://taj.oasis.unc.edu/Hindi.Less.25/wrtingsys.htm
• ↑ https://www.ashtangayoga.info/sanskrit/devanagari/short-vowels/
• ↑ https://www.ashtangayoga.info/sanskrit/devanagari/long-vowels/
• ↑ https://www.ashtangayoga.info/sanskrit/devanagari/
• ↑ https://www.omniglot.com/language/phrases/hindi.php
• ↑ https://mylanguages.org/multimedia/hindi_audio_body.php
• ↑ https://mylanguages.org/multimedia/hindi_audio_objects.php
• ↑ https://taj.oasis.unc.edu/Hindi.Less.01/grammar.html
• ↑ https://www.omniglot.com/language/articles/devanagari.htm
• ↑ https://taj.oasis.unc.edu/Hindi.Less.01/grammar02.html
• ↑ https://www.cs.colostate.edu/~malaiya/hindilinks.html

About This Article

• Send fan mail to authors

Reader Success Stories

Ruby Zamadhii

Jan 16, 2019

Did this article help you?

May 16, 2019

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Don’t miss out! Sign up for

wikiHow’s newsletter

Email your Message in हिन्दी...

Type in hindi, type in english, get in hindi.

• English To Hindi Typing
• FREE English to Hindi Translation
• Hindi Alphabet
• Learn Hindi
• Hindi Keyboard
• Languages of India

Special Characters:

Independent vowels:, dependent vowels:, consonants:, additional consonants:, devanagari digit:.

Subscribe our Channel and Watch How to Type in Hindi Online

Word or two about our Hindi tool:

Features you should know:.

For example, typing "Aap Kasai hai?" becomes "आप कैसे हैं?" .

• Use the backspace key or click on any words to get more choices of words on a dropdown menu.
• Press (Ctrl + G) together to toggle (switch) between English and Hindi language.
• Any text you type on the above text area is automatically saved on your computer for a week. This is useful in the event of a crash or sudden shutdown of your computer.
• Easily copy or download Hindi text on your computer or mobile devices.
• You can insert special characters (e.g. ।, ॐ, ॥, ॰) and many other Hindi characters by clicking on the help button - which is located just below the bottom right corner of the typing text area.
• You can also send email in Hindi to your friends and family for FREE.
• Finally, if you like to support us then please donate or buy us a coffee at ko-fi.com .

Hindi got its name from the Persian word Hind, which means ”land of the Indus River”. It is spoken by more than 528 million people as a first language and around 163 million use it as a second language in India, Bangladesh, Mauritius and other parts of South Asia.

Hindi is written with the Devanagari alphabet , developed from the Brahmi script in the 11th century AD. It contains 36 consonants and 12 vowels . In addition, it has its own representations of numbers that follow the Hindu-Arabic numeral system.

• 14 Independent Vowels (१३ स्वर):  अ, आ, इ, ई, उ, ऊ, ए, ऐ, ओ, औ, अं, अः, ऋ, ॠ
• 36 Consonants (३६ व्यंजन):  क, ख, ग, घ, ङ, च, छ, ज, झ, ञ, ट, ठ, ड, ढ, ण, त, थ, द, ध, न, प, फ, ब, भ, म, य, र, ल, व, श, ष, स, ह
• 3 Joint Words (संयुक्त अक्षर):  क्ष, त्र, ज्ञ
• Full Stop (पूर्ण विराम):  ।
• Numbers in Hindi (हिंदी में नंबर) :  १, २, ३, ४, ५, ६, ७, ८, ९, ०, .

To give you an example, if you type in "Swagatam" it will be converted to "स्वागतम्" .

Additionally, you will get a list of matching words on the dropdown menu when you press backspace or click on the word.

Our Hindi transliteration also supports fuzzy phonetic mapping. This means you just type in the best guess of pronunciation in Latin letters and our tool will convert it into a closely matching Hindi word.

Hindi transliteration is a process of phonetically converting similar-sounding characters and words from English to Hindi. For Example, you can type in " Aap kaise hain? " in Latin to get " आप कैसे हैं? ".

You can use our online Hindi input tool to transliterate unlimited Hindi words for FREE. Our online software is supported on both desktop and mobile devices such as Apple iPhone , Xiaomi Redmi Note , Samsung and more.

Hindi translation is a process of converting word or sentence from one language to Hindi and vice versa. For instance, typing " Hindi is spoken by 366 million people across the world. " in English will be translated into " दुनिया भर में ३६६ मिलियन लोगों द्वारा हिंदी बोली जाती है। ".

Our site uses machine translation powered by Google. You can use our online software to translate English to Hindi , Hindi to English , Hindi to Marathi , Hindi to Malayalam and many other languages for FREE.

Additionally, you can seek help from a professional translator for accurate translation. Use this link to order a professional translation by a human translator.

Hindi Unicode is a set of unique numeric values that is assigned to display Hindi characters , letters, digits and symbols. You can view the complete set of Hindi Unicode Character Code charts by visiting The Unicode Consortium .

Fig 1. Hindi Keyboard Layout for Kurti Dev and Delvys Font

Fig 2. The Hindi Keyboard Layout for Devanagari Kurti Dev Font

How Does Writing Fit Into the ‘Science of Reading’?

• Share article

In one sense, the national conversation about what it will take to make sure all children become strong readers has been wildly successful: States are passing legislation supporting evidence-based teaching approaches , and school districts are rushing to supply training. Publishers are under pressure to drop older materials . And for the first time in years, an instructional issue—reading—is headlining education media coverage.

In the middle of all that, though, the focus on the “science of reading” has elided its twin component in literacy instruction: writing.

Writing is intrinsically important for all students to learn—after all, it is the primary way beyond speech that humans communicate. But more than that, research suggests that teaching students to write in an integrated fashion with reading is not only efficient, it’s effective.

Yet writing is often underplayed in the elementary grades. Too often, it is separated from schools’ reading block. Writing is not assessed as frequently as reading, and principals, worried about reading-exam scores, direct teachers to focus on one often at the expense of the other. Finally, beyond the English/language arts block, kids often aren’t asked to do much writing in early grades.

“Sometimes, in an early-literacy classroom, you’ll hear a teacher say, ‘It’s time to pick up your pencils,’” said Wiley Blevins, an author and literacy consultant who provides training in schools. “But your pencils should be in your hand almost the entire morning.”

Strikingly, many of the critiques that reading researchers have made against the “balanced literacy” approach that has held sway in schools for decades could equally apply to writing instruction: Foundational writing skills—like phonics and language structure—have not generally been taught systematically or explicitly.

And like the “find the main idea” strategies commonly taught in reading comprehension, writing instruction has tended to focus on content-neutral tasks, rather than deepening students’ connections to the content they learn.

Education Week wants to bring more attention to these connections in the stories that make up this special collection . But first, we want to delve deeper into the case for including writing in every step of the elementary curriculum.

Why has writing been missing from the reading conversation?

Much like the body of knowledge on how children learn to read words, it is also settled science that reading and writing draw on shared knowledge, even though they have traditionally been segmented in instruction.

“The body of research is substantial in both number of studies and quality of studies. There’s no question that reading and writing share a lot of real estate, they depend on a lot of the same knowledge and skills,” said Timothy Shanahan, an emeritus professor of education at the University of Illinois Chicago. “Pick your spot: text structure, vocabulary, sound-symbol relationships, ‘world knowledge.’”

The reasons for the bifurcation in reading and writing are legion. One is that the two fields have typically been studied separately. (Researchers studying writing usually didn’t examine whether a writing intervention, for instance, also aided students’ reading abilities—and vice versa.)

Some scholars also finger the dominance of the federally commissioned National Reading Panel report, which in 2000 outlined key instructional components of learning to read. The review didn’t examine the connection of writing to reading.

Looking even further back yields insights, too. Penmanship and spelling were historically the only parts of writing that were taught, and when writing reappeared in the latter half of the 20th century, it tended to focus on “process writing,” emphasizing personal experience and story generation over other genres. Only when the Common Core State Standards appeared in 2010 did the emphasis shift to writing about nonfiction texts and across subjects—the idea that students should be writing about what they’ve learned.

And finally, teaching writing is hard. Few studies document what preparation teachers receive to teach writing, but in surveys, many teachers say they received little training in their college education courses. That’s probably why only a little over half of teachers, in one 2016 survey, said that they enjoyed teaching writing.

Writing should begin in the early grades

These factors all work against what is probably the most important conclusion from the research over the last few decades: Students in the early-elementary grades need lots of varied opportunities to write.

“Students need support in their writing,” said Dana Robertson, an associate professor of reading and literacy education at the school of education at Virginia Tech who also studies how instructional change takes root in schools. “They need to be taught explicitly the skills and strategies of writing and they need to see the connections of reading, writing, and knowledge development.”

While research supports some fundamental tenets of writing instruction—that it should be structured, for instance, and involve drafting and revising—it hasn’t yet pointed to a specific teaching recipe that works best.

One of the challenges, the researchers note, is that while reading curricula have improved over the years, they still don’t typically provide many supports for students—or teachers, for that matter—for writing. Teachers often have to supplement with additions that don’t always mesh well with their core, grade-level content instruction.

“We have a lot of activities in writing we know are good,” Shanahan said. “We don’t really have a yearlong elementary-school-level curriculum in writing. That just doesn’t exist the way it does in reading.”

Nevertheless, practitioners like Blevins work writing into every reading lesson, even in the earliest grades. And all the components that make up a solid reading program can be enhanced through writing activities.

4 Key Things to Know About How Reading and Writing Interlock

Want a quick summary of what research tells us about the instructional connections between reading and writing?

1. Reading and writing are intimately connected.

Research on the connections began in the early 1980s and has grown more robust with time.

Among the newest and most important additions are three research syntheses conducted by Steve Graham, a professor at the University of Arizona, and his research partners. One of them examined whether writing instruction also led to improvements in students’ reading ability; a second examined the inverse question. Both found significant positive effects for reading and writing.

A third meta-analysis gets one step closer to classroom instruction. Graham and partners examined 47 studies of instructional programs that balanced both reading and writing—no program could feature more than 60 percent of one or the other. The results showed generally positive effects on both reading and writing measures.

2. Writing matters even at the earliest grades, when students are learning to read.

Studies show that the prewriting students do in early education carries meaningful signals about their decoding, spelling, and reading comprehension later on. Reading experts say that students should be supported in writing almost as soon as they begin reading, and evidence suggests that both spelling and handwriting are connected to the ability to connect speech to print and to oral language development.

3. Like reading, writing must be taught explicitly.

Writing is a complex task that demands much of students’ cognitive resources. Researchers generally agree that writing must be explicitly taught—rather than left up to students to “figure out” the rules on their own.

There isn’t as much research about how precisely to do this. One 2019 review, in fact, found significant overlap among the dozen writing programs studied, and concluded that all showed signs of boosting learning. Debates abound about the amount of structure students need and in what sequence, such as whether they need to master sentence construction before moving onto paragraphs and lengthier texts.

But in general, students should be guided on how to construct sentences and paragraphs, and they should have access to models and exemplars, the research suggests. They also need to understand the iterative nature of writing, including how to draft and revise.

A number of different writing frameworks incorporating various degrees of structure and modeling are available, though most of them have not been studied empirically.

4. Writing can help students learn content—and make sense of it.

Much of reading comprehension depends on helping students absorb “world knowledge”—think arts, ancient cultures, literature, and science—so that they can make sense of increasingly sophisticated texts and ideas as their reading improves. Writing can enhance students’ content learning, too, and should be emphasized rather than taking a back seat to the more commonly taught stories and personal reflections.

Graham and colleagues conducted another meta-analysis of nearly 60 studies looking at this idea of “writing to learn” in mathematics, science, and social studies. The studies included a mix of higher-order assignments, like analyses and argumentative writing, and lower-level ones, like summarizing and explaining. The study found that across all three disciplines, writing about the content improved student learning.

If students are doing work on phonemic awareness—the ability to recognize sounds—they shouldn’t merely manipulate sounds orally; they can put them on the page using letters. If students are learning how to decode, they can also encode—record written letters and words while they say the sounds out loud.

And students can write as they begin learning about language structure. When Blevins’ students are mainly working with decodable texts with controlled vocabularies, writing can support their knowledge about how texts and narratives work: how sentences are put together and how they can be pulled apart and reconstructed. Teachers can prompt them in these tasks, asking them to rephrase a sentence as a question, split up two sentences, or combine them.

“Young kids are writing these mile-long sentences that become second nature. We set a higher bar, and they are fully capable of doing it. We can demystify a bit some of that complex text if we develop early on how to talk about sentences—how they’re created, how they’re joined,” Blevins said. “There are all these things you can do that are helpful to develop an understanding of how sentences work and to get lots of practice.”

As students progress through the elementary grades, this structured work grows more sophisticated. They need to be taught both sentence and paragraph structure , and they need to learn how different writing purposes and genres—narrative, persuasive, analytical—demand different approaches. Most of all, the research indicates, students need opportunities to write at length often.

Using writing to support students’ exploration of content

Reading is far more than foundational skills, of course. It means introducing students to rich content and the specialized vocabulary in each discipline and then ensuring that they read, discuss, analyze, and write about those ideas. The work to systematically build students’ knowledge begins in the early grades and progresses throughout their K-12 experience.

Here again, available evidence suggests that writing can be a useful tool to help students explore, deepen, and draw connections in this content. With the proper supports, writing can be a method for students to retell and analyze what they’ve learned in discussions of content and literature throughout the school day —in addition to their creative writing.

This “writing to learn” approach need not wait for students to master foundational skills. In the K-2 grades especially, much content is learned through teacher read-alouds and conversation that include more complex vocabulary and ideas than the texts students are capable of reading. But that should not preclude students from writing about this content, experts say.

“We do a read-aloud or a media piece and we write about what we learned. It’s just a part of how you’re responding, or sharing, what you’ve learned across texts; it’s not a separate thing from reading,” Blevins said. “If I am doing read-alouds on a concept—on animal habitats, for example—my decodable texts will be on animals. And students are able to include some of these more sophisticated ideas and language in their writing, because we’ve elevated the conversations around these texts.”

In this set of stories , Education Week examines the connections between elementary-level reading and writing in three areas— encoding , language and text structure , and content-area learning . But there are so many more examples.

Please write us to share yours when you’ve finished.

Want to read more about the research that informed this story? Here’s a bibliography to start you off.

Berninger V. W., Abbott, R. D., Abbott, S. P., Graham S., & Richards T. (2002). Writing and reading: Connections between language by hand and language by eye. J ournal of Learning Disabilities. Special Issue: The Language of Written Language, 35(1), 39–56 Berninger, Virginia, Robert D. Abbott, Janine Jones, Beverly J. Wolf, Laura Gould, Marci Anderson-Younstrom, Shirley Shimada, Kenn Apel. (2006) “Early development of language by hand: composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling.” Developmental Neuropsychology, 29(1), pp. 61-92 Cabell, Sonia Q, Laura S. Tortorelli, and Hope K. Gerde (2013). “How Do I Write…? Scaffolding Preschoolers’ Early Writing Skills.” The Reading Teacher, 66(8), pp. 650-659. Gerde, H.K., Bingham, G.E. & Wasik, B.A. (2012). “Writing in Early Childhood Classrooms: Guidance for Best Practices.” Early Childhood Education Journal 40, 351–359 (2012) Gilbert, Jennifer, and Steve Graham. (2010). “Teaching Writing to Elementary Students in Grades 4–6: A National Survey.” The Elementary School Journal 110(44) Graham, Steve, et al. (2017). “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis.” Reading Research Quarterly, 53(3) pp. 279–304 Graham, Steve, and Michael Hebert. (2011). “Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading.” Harvard Educational Review (2011) 81(4): 710–744. Graham, Steve. (2020). “The Sciences of Reading and Writing Must Become More Fully Integrated.” Reading Research Quarterly, 55(S1) pp. S35–S44 Graham, Steve, Sharlene A. Kiuhara, and Meade MacKay. (2020).”The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis.” Review of Educational Research April 2020, Vol 90, No. 2, pp. 179–226 Shanahan, Timothy. “History of Writing and Reading Connections.” in Shanahan, Timothy. (2016). “Relationships between reading and writing development.” In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 194–207). New York, NY: Guilford. Slavin, Robert, Lake, C., Inns, A., Baye, A., Dachet, D., & Haslam, J. (2019). “A quantitative synthesis of research on writing approaches in grades 2 to 12.” London: Education Endowment Foundation. Troia, Gary. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configuration/ Troia, Gary, and Steve Graham. (2016).“Common Core Writing and Language Standards and Aligned State Assessments: A National Survey of Teacher Beliefs and Attitudes.” Reading and Writing 29(9).

A version of this article appeared in the January 25, 2023 edition of Education Week as How Does Writing Fit Into the ‘Science of Reading’?

Sign Up for EdWeek Update

Edweek top school jobs.

Sign Up & Sign In

• Skip to main content
• Keyboard shortcuts for audio player

Your Health

• Treatments & Tests
• Health Inc.
• Public Health

Why writing by hand beats typing for thinking and learning

Jonathan Lambert

If you're like many digitally savvy Americans, it has likely been a while since you've spent much time writing by hand.

The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.

To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.

But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that's uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.

Is this some kind of joke? A school facing shortages starts teaching standup comedy

In kids, studies show that tracing out ABCs, as opposed to typing them, leads to better and longer-lasting recognition and understanding of letters. Writing by hand also improves memory and recall of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to better conceptual understanding of material.

"There's actually some very important things going on during the embodied experience of writing by hand," says Ramesh Balasubramaniam , a neuroscientist at the University of California, Merced. "It has important cognitive benefits."

While those benefits have long been recognized by some (for instance, many authors, including Jennifer Egan and Neil Gaiman , draft their stories by hand to stoke creativity), scientists have only recently started investigating why writing by hand has these effects.

A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.

Your brain on handwriting

Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.

Shots - Health News

Feeling artsy here's how making art helps your brain.

"Handwriting is probably among the most complex motor skills that the brain is capable of," says Marieke Longcamp , a cognitive neuroscientist at Aix-Marseille Université.

Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.

"Your fingers have to each do something different to produce a recognizable letter," says Sophia Vinci-Booher , an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it's formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters' shapes, says Vinci-Booher.

That's not true for typing.

To type "tap" your fingers don't have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.

Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing " sync up " with areas crucial to memory formation, firing at frequencies associated with learning.

"We don't see that [synchronized activity] in typewriting at all," says Audrey van der Meer , a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.

Other experts agree. "There seems to be something fundamental about engaging your body to produce these shapes," says Robert Wiley , a cognitive psychologist at the University of North Carolina, Greensboro. "It lets you make associations between your body and what you're seeing and hearing," he says, which might give the mind more footholds for accessing a given concept or idea.

Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.

What might be lost as handwriting wanes

The clearest consequence of screens and keyboards replacing pen and paper might be on kids' ability to learn the building blocks of literacy — letters.

"Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment," says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.

"When kids write letters, they're just messy," she says. As kids practice writing "A," each iteration is different, and that variability helps solidify their conceptual understanding of the letter.

Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.

This helps develop areas of the brain used during reading in older children and adults, Vinci-Booher found.

"This could be one of the ways that early experiences actually translate to long-term life outcomes," she says. "These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on."

Ditching handwriting instruction could mean that those skills don't get developed as well, which could impair kids' ability to learn down the road.

"If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won't reach their full potential," says van der Meer. "It's scary to think of the potential consequences."

Many states are trying to avoid these risks by mandating cursive instruction. This year, California started requiring elementary school students to learn cursive , and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it's the writing by hand that matters, not whether it's print or cursive.)

Slowing down and processing information

For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.

During a meeting or lecture, it's possible to type what you're hearing verbatim. But often, "you're not actually processing that information — you're just typing in the blind," says van der Meer. "If you take notes by hand, you can't write everything down," she says.

The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. "You make the information your own," she says, which helps it stick in the brain.

Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. "When you're writing a long essay, it's obviously much more practical to use a keyboard," says van der Meer.

Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.

"We're foisting a lot of our knowledge, extending our cognition, to other devices, so it's only natural that we've started using these other agents to do our writing for us," says Balasubramaniam.

It's possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that's crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.

Balasubramaniam stresses, however, that we don't have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It's the movement that counts, he says, not its final form.

Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.

• handwriting

More From Forbes

How important is research for bs/md programs.

• Share to Facebook
• Share to Twitter
• Share to Linkedin

Direct medical programs, often referred to as BS/MD programs, are some of the most competitive programs in the country. With programs at Baylor University, Brown University and Case Western Reserve University accepting less than 3% of all its applicants, these programs are often more competitive than the Ivy League. They are looking for exceptional students who are completely committed to becoming physicians. That means the students have spent the better part of their high school career pursuing STEM-focused activities, including physician shadowing, volunteering in healthcare settings and leadership positions in clubs.

Many BS/MD hopefuls pursue research as a way to build their resume.

Numerous BS/MD programs like Rensselaer Polytechnic University, like to see students with extensive research experience. Its program, aptly named the Physician-Scientist Program, wants to see students who will not only participate in research during their tenure in the program but also lead and create their own research projects. The University of South Carolina’s Accelerated Undergraduate to M.D. program has an extensive research and thesis component that is required throughout the student’s academic career. The University of Rochester offers funding for summer research for its BS/MD students. Similarly, the University of Illinois at Chicago looks for students who can demonstrate their “research aptitude.”

What Type Of Research Do BS/MD Programs Accept?

High school students have access to a wide array of research opportunities. School-related options could include science fair projects or AP Seminar and AP Research. Students might also choose to pursue camps or programs over the summer, which allows them to dedicate more time to research. Other students find independent research projects with a local professor. Alternatively, others opt to write a literature review paper to get published.

When BS/MD admission officers review applications, they don’t pit one type of experience against another. They know not every student will be able to find a local professor who allows them to research with them or can afford to do a paid summer program that spans numerous weeks or months. Consequently, they typically will consider holistically the depth of a student’s research experience, irrespective of the type of research the student completes.

Virtual Or In-Person Programs?

Both virtual and in-person experiences can add value to a BS/MD application. However, it depends on the program’s learning objectives and deliverables. Some students don’t have the flexibility to travel to an in-person camp and spend multiple weeks or months there. The University of Pittsburgh’s Guaranteed Admission Program says that “while in-person experiences are encouraged, virtual or remote experiences will be considered when evaluating the applicant.” For those students who have other obligations, a virtual camp might be the perfect fit and still offer a valuable experience.

‘Ghost Of Tsushima’ Is Already Flooded With Negative Reviews On Steam

Wwe smackdown results, winners and grades with stratton vs. belair, biden trump debates what to know as trump pushes for 2 more faceoffs, does the research topic matter.

The research experience doesn’t necessarily have to align with the student’s research interests, but it can often be helpful if it does. However, BS/MD admission officers know that high school students are still exploring their interests, which will likely evolve over the years. An opportunity that doesn’t align with the student’s interest will still be valuable because it allows the student to gain valuable skills that they can leverage to other research experiences in the future.

Summer programs might give students a chance to explore dual interests. Some students interested in medicine might also want to explore computer science or Artificial Intelligence, so finding an opportunity that allows them to blend those interests might be ideal. For example, Rising Researchers , a sister company of Moon Prep, is hosting two five-week summer camps that allow students to practice AI and Machine Learning to study human diseases. Other camps, like Penn Summer Academies, allow students to apply coding skills to other areas of study.

How Long Should The Research Experience Be?

The typical length of a research experience, especially one in the summer, can vary from as short as one week to up to eight weeks. A longer research experience can give students a more comprehensive understanding of the subject matter and, importantly, the opportunity to build meaningful relationships with their mentor and fellow students. However, the duration is not the sole determinant of a meaningful experience. Students should also look to see what the tangible outcomes of the program, such as a research paper, skills gained, letter of recommendation and more.

For students who find an independent research experience, the relationship might span several months or even years. Those experiences might result in more fruitful research results and a strong relationship between the student and the mentor.

Are Publications Required?

An experience resulting in a research publication is an added bonus, but it isn’t a requirement. If a student writes a research paper, even if not published, can still demonstrate the student’s scientific writing ability and add value to their college application.

Every BS/MD program is different, and the admission officers' value of research might vary from program to program. Ultimately, BS/MD programs are looking for students who are passionate about medicine and have had extensive experiences to affirm that passion. The College of New Jersey stated in an interview with Moon Prep that they are looking for passionate students, be it a deep involvement in Boy Scouts, Taekwondo or music. Therefore, students should never feel obligated to research if it does not align with their interests. Being genuine in their activities and demonstrating their passions is how to build a resume that stands out to BS/MD admission officers.

• Editorial Standards
• Reprints & Permissions

Join The Conversation

One Community. Many Voices. Create a free account to share your thoughts. 

Forbes Community Guidelines

Our community is about connecting people through open and thoughtful conversations. We want our readers to share their views and exchange ideas and facts in a safe space.

In order to do so, please follow the posting rules in our site's  Terms of Service.   We've summarized some of those key rules below. Simply put, keep it civil.

Your post will be rejected if we notice that it seems to contain:

• False or intentionally out-of-context or misleading information
• Insults, profanity, incoherent, obscene or inflammatory language or threats of any kind
• Attacks on the identity of other commenters or the article's author
• Content that otherwise violates our site's  terms.

User accounts will be blocked if we notice or believe that users are engaged in:

• Continuous attempts to re-post comments that have been previously moderated/rejected
• Racist, sexist, homophobic or other discriminatory comments
• Attempts or tactics that put the site security at risk
• Actions that otherwise violate our site's  terms.

So, how can you be a power user?

• Stay on topic and share your insights
• Feel free to be clear and thoughtful to get your point across
• ‘Like’ or ‘Dislike’ to show your point of view.
• Protect your community.
• Use the report tool to alert us when someone breaks the rules.

Thanks for reading our community guidelines. Please read the full list of posting rules found in our site's  Terms of Service.

You are using an outdated browser. Please upgrade your browser to improve your experience and security.

Sunday, 19 May 2024

Agenda - The Sunday magazine

• Cover Story

State Editions

Dr rahul of aiims presents research paper in italy.

Prof. (Dr.) Ajai Singh Executive Director of AIIMS Bhopal continues to foster a culture of academic excellence and knowledge-sharing among faculty and students. Under his guidance, AIIMS Bhopal has witnessed remarkable achievements in various academic forums.

Participation of faculty members in various conferences and workshops enhances their skill and keeps them updated with the latest advancements. Recently, Dr. Rahul Dubepuria, Associate Professor in the Department of Burns and Plastic Surgery of AIIMS Bhopal, participated in the prestigious 16th Congress of the European Federation of Societies for Microsurgery (EFSM 2024). The conference was held at Milan, Italy. More than 850 micro surgeons from 40 countries participated in the conference.

Dr. Dubepuria presented his research on the treatment of Obstetric Brachial Plexus Palsy (OBPP), a significant injury that affects the network of nerves responsible for the movement and sensation of the upper limb. OBPP typically occurs during childbirth due to stretching injuries from difficult vaginal deliveries.

In his presentation, Dr. Dubepuria introduced an innovative surgical approach where multiple surgeries can be performed at the same stage, providing a more comprehensive and effective treatment for patients. This technique promises to significantly improve patient outcomes by reducing the need for multiple surgical interventions and enhancing the overall recovery process.

Trending News

Impact Player rule has disrupted balance of game: Virat Kohli

Slow Over-rate Penalty: Hardik suspended for one match, fined Rs 30 lakh

RR Vs KKR: RR aim to snap losing streak and secure No 2 spot against table toppers KKR

Cannes 2024: Aishwarya Rai Bachchan dazzles in black gown

Barcelona closer to securing second place in Spanish league after 2-0 win at last-place Almeria

Inter Miami"s five-game winning streak ends after a scoreless draw with Orlando

Once I'm done, I'll be gone; you won't see me for a while: Kohli

Neeraj Chopra strikes gold in first competition on Indian soil in three years

Man City on verge of Premier League title as Haaland scores twice in 2-0 win over Tottenham

JioCinema Premium sets June 17 premiere for 'House of the Dragon' season 2

SRH Vs GT: Sunrisers look to seal playoff berth; GT aim to end campaign on a high

Home Turf: Rajasthan aim to clinch play-off berth in Parag's 'Royal' homecoming

Modi slams india bloc in capital rally, bjp fans brave blistering heat to attend modi rally, lk advani, manmohan singh, hamid ansari, murli manohar joshi cast votes from home, kejriwal dares pm modi to put aap leaders in jail, maliwal mlc report confirms her claims of injury in assault, maliwal assault case sinister scheme of bjp: aap, sunday edition, canvas of change | transforming education with creativity, transformative power of printmaking, laapataa ladies shines bright, brett lee bats for australian avocados, the real face of bbc’s news coverage, astroturf | watch and correct thought trends, e-mail this link to a friend..

Most people still think barristers need to sound posh, our research shows – but accent discrimination serves no one

Professor, Linguistics, School of Arts and Humanities, Nottingham Trent University

Disclosure statement

This article is based on research coauthored with Jane Ching, Jane Jarman, Jeremy Robson and Olivia Stevens.

Nottingham Trent University provides funding as a member of The Conversation UK.

View all partners

In the UK legal system, a barrister’s job is to present formalised legal arguments in court and at tribunals. Training to become one, therefore, involves considerable focus on oral skills. It is considered important that barristers have the ability to speak “eloquently”.

This risks people thinking there is a “correct” way of speaking in order to be successful in this career. Accents, of course, play an important role here.

Accent-based bias discriminates against speakers with non-standard accents – people whose speech differs from Received Pronunciation (RP). There is a consistent pattern of accent inequality in professional hiring within the UK, including for doctors and teachers.

With the law industry, research has shown that people are still worried their accent may hold them back. Job progression within the law matters because judges are often recruited from the bar (the professional organisation for barristers). This means the lack of representation within the profession risks leading to a lack of diversity among those who control UK trials.

For a recent study, my colleagues and I examined how the public perceives those barristers in England and Wales who have different (including non-standard) accents. We found that having a regional accent can still make career progression harder for them.

Public perception

We began by creating a recording of a defence closing speech in a criminal trial, delivered by male speakers with eight different English accents: RP and seven different regional accents from around England.

Between 2022 and 2023, we asked 99 members of the public, recruited through the online research platform Prolific, to listen to this recording and rate the speakers according to different criteria, including “professionalism”, “intelligence” and “trustworthiness”. Our respondents also scored the extent to which they thought a speaker was “likely to be a lawyer” – and whether they would want to be represented by them in court.

We found the speakers with RP and south-east England accents scored highly on “professionalism”, “intelligence” and “confidence”. By contrast, the West Midlands accent scored lowest across the board.

Whereas more than 80% of participants said they would be “comfortable” or “very comfortable” to be represented in court by the RP or south-east England speaker, less than 20% said they would want to be represented by the West Midlands or south-west England speakers.

Similarly, in response to the question “How likely is it that this person is a lawyer?”, the highest ratings were given to the RP and south-east England speakers. The lowest ratings where were given to the West Midlands or South-West England accents.

As part of our study, we also interviewed five senior barristers, two early-career barristers, and two students in training for the bar from England and Wales. They spanned a range of backgrounds and practice areas, and had a variety of different standard and non-standard accents from around the UK. We were interested in whether they felt they had suffered accent discrimination in their working lives from clients, other lawyers, solicitors or judges.

Barristers interviewed from all levels said they had been mocked for their accents. In training, they’d hear comments like: “Oh, so now people from XXX are going to university, are they?”

All the senior barristers said that, historically, there had been significant accent discrimination at the bar. As one put it: “Accents are an easy rod to beat someone with.” Our interviewees identified Liverpool and Birmingham accents as the most undesirable accents for barristers.

One remembered a senior judge saying that if they wanted to work in a particular high-status field, they would have to lose their northern accent. “I have made a conscious effort to be more careful with the way I speak,” the barrister said. One of the trainee barristers concurred: “I get worried at times. I feel my dialect is coming across and I’m missing out.”

There was consensus that progress has been made over recent years, but also that there are still too few practising barristers with regional accents. Those at the beginning of their careers said they were occasionally still told to change the way they spoke if they wanted to fit in. They worried that not being “from the London set” could still hold them back.

A younger barrister rejected the idea that this kind of comment was “just banter”. They said they sometimes doubted the job was really for them: “It’s difficult when you don’t see anyone like you.”

A senior barrister confirmed that barristers with regional accents lacked role models. Another said that non-native speakers of English experienced less discrimination than particular regional accents. As one early career barrister put it: “I’ve never met a barrister that sounded like I do”.

This had affected people’s career choices. Participants voiced concerns about not being “Oxford-educated” or “posh enough” to fit in. One trainee for the bar said they had deliberately avoided applying to work in London: “I felt more at home working in the north as I didn’t stick out.”

Why this matters

Research has long shown that people tend to perceive those who speak with a standard accent as more intelligent and eloquent. “Rural” accents are often seen as trustworthy and friendly, but not intelligent. “Urban” accents are seen negatively for most traits.

The UK has one of the lowest levels of social mobility in the developed world. Research suggests that failure to address this issue will cost the UK economy up to £140 billion per year by 2050 .

Within the legal industry, the problem is still present. A 2023 survey conducted by the Bar Standards Board (the professional regulator of barristers in England and Wales) shows a disproportionately high number of barristers attended fee-paying schools. Of the barristers who identified their schooling, 33.5% stated they went to a fee-paying secondary school, compared with 6% of the general population.

Language is firmly connected to social mobility in England. Research highlights the connection people make between socioeconomic class and accent . Yet, neither is a legally protected characteristic in England.

In a bid to better represent society at large, the bar has worked hard in recent years to improve on diversity and inclusivity. But accent is frequently overlooked. Worse still, the public still believes that barristers are supposed to sound a certain way. Things will only change if people buck the system and retain their accents, despite prevailing attitudes.

• Regional accents
• Standard English
• uk legal system
• Non-standard English
• Give me perspective

Case Management Specialist

Lecturer / Senior Lecturer - Marketing

Assistant Editor - 1 year cadetship

Executive Dean, Faculty of Health

Lecturer/Senior Lecturer, Earth System Science (School of Science)