How to write a paper

Oded Goldreich

March 2004 (last revised November 8, 2015)

Abstract
The purpose of this essay is to make some self-evident (yet often ignored) remarks about how
to write a paper. We argue that the key to writing well is full awareness of the role of papers in
the scientific process and full implementation of the principles, derived from this awareness, in
the writing process. We also provide some concrete suggestions.

This essay is not a technical paper; thus, the suggestions made here may not apply to it.

Comment: The current essay is a revised and augmented version of our essay How NOT to
write a paper (written in Spring 1991, revised Winter 1996). Originally, we confined ourselves
to general principles and concrete negative comments. Here we overcame our reservation towards
positive suggestions; hence the change in the essays title.

Personal Comment: It is strange that I should write an essay about how to write a paper,
because I consider myself quite a bad writer.1 Still, it seems that nobody else is going to write
such an essay, which I feel is in great need in light of the writing quality that is common in our
community.

Contents
1 Introduction 1

2 Why do we write papers or on the scientific process 1

3 How to serve the readers needs 2

3.1 Focusing on the readers needs rather than on the writers desires . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
3.2 Awareness to the knowledge level of the reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
3.3 Balancing between contradictory requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
3.4 Making reading a non-painful experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

4 Some concrete suggestions 4

4.1 The title and the list of authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
4.2 The abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
4.3 The introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
4.4 The technical part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4.5 Conclusions and/or suggestions for further work are not a must . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
4.6 References and acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

5 Benefiting from readers comments 8

Department of Computer Science and Applied Mathematics, Weizmann Institute of Science, Rehovot, Israel.
oded.goldreich@weizmann.ac.il
1
My obsessive use of footnotes is merely one of the bad aspects of my bad writing style.
1 Introduction
This essay is intended to provide some guidelines to the art of writing papers. As we know of no
way of cultivating artistic talents, we confine ourselves to some self-evident and mostly negative
remarks. In addition, we make some concrete suggestions.
Our view is that writing a paper, like any other human activity, has some purpose. Hence, to
perform this activity well, one has to understand the purpose of this activity. We believe that once
a person becomes totally aware of his2 goals in writing papers, the quality of the papers he writes
(at least as far as form is concerned) will drastically improve. Hence, we believe that badly written
papers are the product of either poor understanding of the role of papers in the scientific process
or failure to implement this understanding in the actual writing process.

2 Why do we write papers or on the scientific process

The purpose of writing scientific papers is to communicate an idea (or a set of ideas) to people who
have the ability to either carry the idea even further or make other good use of it. It is believed
that the communication of good ideas is the medium through which science progresses. Of course,
very rarely can one be sure that his idea is good and that this idea may (even only eventually)
lead to progress. Still in many cases one has some reasons to believe that his idea may be of value.
Thus, the first thing to do before starting to write a paper is to ask what is the idea (or ideas) that
the paper is intended to communicate. An idea can be a new way of looking at objects (e.g., a
model), a new way of manipulating objects (i.e., a technique), or new facts concerning objects
(i.e., results). If no such idea can be identified, then one should reconsider whether to write the
paper at all. For the rest of this essay, we assume that the potential writer has identified an idea
(or ideas) that he wishes to communicate to other people3 .
Having identified the key ideas in his work, the writer should first realize that the purpose of
his paper is to provide the best possible presentation of these ideas to the relevant community.
Identifying the relevant community is the second major step to be taken before starting to write.
We believe that the relevant community includes not only the experts working in the area, but also
their current and future graduate students as well as current and future researchers that do not
have a direct access to one of the experts4 . We believe that it is best to write the paper taking one
of these less fortunate people as a model of the potential reader. Thus, the reader can be assumed
to be intelligent and have basic background in the field, but not more. A good example to keep in
mind is that of a good student at the beginning stages of graduate studies5 .
Having identified the relevant community, we have to understand its needs. This community
is undertaking the ambitious task of better understanding a fundamental aspect of life (in our
case the notion of efficient computation). Achieving better understanding requires having relevant
information and rearranging it in new ways. Much credit is justifiably given to the rearrangement of
information (a process which requires insight, creativity and sometimes even ingenuity). Yet,
2
For simplicity we chose to adopt the masculine form.
3
We leave the case of criminals who pollute the environment with papers, in which even they can identify no ideas,
to a different essay...
4
Indeed the chances that the experts (in the area) will be the ones that further develop or use the new ideas are
the greatest. Yet, much progress is obtained by graduate students and/or researchers who became experts only after
encountering these new ideas and further developing or using them.
5
Ironically, the writers who tend to care the least about readers that are at this stage of their development (i.e.
beginning of graduate school) are those who have just moved out of this stage. We urge these writers to try to
imagine the difficulties they would have had if they had tried to read the paper, just being written, half a year ago...

1
the evident importance of having access to relevant information is not always fully appreciated6 .
The task of gathering relevant information is being constantly frustrated by the disproportion
between the flood of information and the little time available to sorting it out. Our conclusion
is that it is the writers duty to do his best to help the potential readers extract the relevant
information from his paper. The writer should spend much time in writing the paper so that the
potential readers can spend much less time in the process of extracting the information relevant to
them out of the paper.7

3 How to serve the readers needs

In the previous section, we presented our belief that the purpose of writing a paper is to commu-
nicate a set of ideas to researchers that may find them useful. As these people are drowning in a
flood of mostly irrelevant information, it is extremely important to single out clearly the new ideas
presented in the paper. Having understood the abstract requirements, it is left to carry out this
understanding to each level of the writing process from the overall structure of the paper, through
the structure of single paragraphs and sentences, to the choice of phrases, terms and notation. Here
are some principles which may be useful.

3.1 Focusing on the readers needs rather than on the writers desires
The first part of the above title seems mute at this point, yet the second part warns against an
evasive danger that may foil all good intentions: The writer is often overwhelmed by his own desires
to say certain things and neglects to ask himself what are the real needs of the reader. The following
symptoms seem related to the latter state of mind.

The Checklist Phenomenon: The writer wishes to put in the paper everything he knows
about the subject matter. Furthermore, he inserts his insights in the first possible location
rather than in the most suitable one. In extreme cases, the writer has a list of things he wants
to say and his only concern is that they are all said somewhere in the paper. Clearly, such a
writer has forgotten the reader.

Obscure Generality: The writer chooses to present his ideas in the most general form instead
of in the most natural (or easy to understand) one. Utmost generality is indeed a virtue in
some cases, but even in these cases one should consider whether it is not preferable to present
a meaningful special case first. It is often preferable to postpone the more general statement,
and prove it by a modification of the basic ideas (which may be presented in the context of
such a special case).

Idiosyncrasies: Some writers tend to use terms, phrases and notations that only have a
personal appeal (e.g., some Israelis use notations which are shorthand for Hebrew terms...).
Refrain from using terms, phrases or notations that are not likely to be meaningful to the
6
Of course, everyone understand that it is important for him to have access to relevant information, but very few
people care enough about supplying the community with it. Namely, most people are willing to invest much more
effort in obtaining a result than in communicating it. We believe that this tendency reflects a misunderstanding of
the scientific process.
7
This imperative is justified not merely by abstract moral reasons, but rather out of practical considerations
related to the economy of resources. Firstly, the number of people that would read the paper is typically significantly
larger than the number of its authors. Secondly, typically, the authors have much better understanding of the subject
of the paper and it should take them less time to figure out missing details or to articulate the ideas.

2
 reader. The justification to using a particular term, phrase or notation should be its appeal
to the intuition or the associations of the reader.

Lack of Hierarchy/Structure: Some people can maintain and manipulate their own ideas
without keeping them within a hierarchy/structure. But it is very rare to find a person
who will not benefit from having new ideas presented to him in a structured/hierarchical
manner. Specifically, the write-up should make clear distinctions between the more impor-
tant ideas/statements and the less important ones. That is, one should highlight important
ideas/statements, and mark secondary discussions as such. The specific ways of highlighting
and marking may vary, but they should be conspicuous.

Talmud-ism: The writer explores all the subtleties and refinements of his ideas when first
introducing them and before clarifying the basic ideas. Furthermore, the writer discusses
all possible criticisms (and answers them), before providing a clear presentation of the basic
ideas.

All these symptoms are an indication that the writer is neglecting the readers and their needs, and
is instead concentrated in satisfying his own needs.

3.2 Awareness to the knowledge level of the reader

Another difficulty involved in the process of writing is lack of constant awareness to what the reader
may be expected to know at a particular point in the paper. Some points to consider are:

Whenever presenting a complex concept/definition, beware that the reader cannot be assumed
to fully grasp the new concept and all its implications immediately.

Whenever presenting proofs be sure to elaborate on the conceptual steps rather than on the
standard technical analysis. Having done the conceptual steps yourself, they seem rather
evident to you, but they may not be evident to the reader. Furthermore, these conceptual
steps are typically the most important ideas in the paper and the ones with which the readers
have most difficulties.

As said above, one should try to avoid treating the general case with all its complications
in one shot. Thus, one may first present a special case that captures the main ideas and
later derive more general statements by introducing additional (secondary) ideas. Whenever
this is done, try to obtain the general results by either use of reductions to the special case,
or by high level modifications to it. Try to avoid the use of syntactical (or local) technical
modifications of the special case as a way to obtain the general case.

Dont hide a fundamental difficulty by using a definition that ignores it without first discussing
the issue (i.e., what is the difficulty and why bypassing it does not deem the entire investigation
meaningless).

Try to minimize the amount of new concepts and definitions you present. The readers
capacity of absorbing concepts and definitions is bounded.

3
3.3 Balancing between contradictory requirements
The suggestions made in the above subsections may be contradictory in some cases. Such cases call
for the application of judgment. The problem is to balance between contradicting requirements.
Indeed this is a difficult task.
Application of judgment requires flexibility. The writer should not try to follow a canonical
example or structure, but rather allow the papers form to be determined by the application of
good principles to the concrete problems and dilemmas emerging in writing the current paper.

3.4 Making reading a non-painful experience

Following are some common examples of writing mistakes which make reading a very painful ex-
perience:

A labyrinth of implicit pointers: The words it and this are commonly used as implicit
pointers to entities mentioned in previous sentences, but the reader can find it difficult to
figure out to which entities the writer was referring. Consider, for example, the following
sentences A is interested in doing X. It has property Y but not Z. This property allows it to
do this. The writer should consider making these pointers explicit (by explicitly referring to
objects by their names).

Sentences with complex logical structure: Technical papers introduce a host of specific pars-
ing problems. One type of problems is introduced by sentences with complicated logical
structure (i.e., conditional sentences, having multiple and sometimes nested conditions and
consequences, like if X and Y or Z then P or Q).

Mixture of mathematical symbols and text: Consider, for example the sentences on input
x, y, A runs B y on f (x). A more clear alternative is on input x and y, algorithm A runs
the oracle machine B on input f (x) placing y on Bs oracle tape. It never hurts reminding
the reader of the categorical status of the objects.
Oc
Cumbersome notations and terms: For example, consider an object denoted Mij,kb , or a
t
multiple parameters term like an (a, b, c, d, e, f, g, h, i, j)-system or a multiple qualifications
term like a kuku-muku popo-toto system. Yes, we have seen such things!

4 Some concrete suggestions

As hinted above, we do not believe that there is one good format that should be followed in all
papers. On the contrary, a key ingredient in the process of writing is flexibility the selection of a
form that fits the contents at hand. This selection requires the application of judgment in order to
balance between various contradicting concerns.
The aforementioned beliefs were the reason for our original decision not to provide any concrete
positive suggestions. However, in retrospect we realized that it may be valuable to make some
concrete positive suggestions while warning that these are not of absolute nature and are only
useful in most cases (rather than in all cases).
Indeed, there are some general rules that apply to almost all papers. Typically, a paper must
have a title, a list of authors, an abstract, an introduction, a main part, and references. We will
discuss these components and related issues next.

4
4.1 The title and the list of authors
The title should be as informative as possible and yet not too cumbersome or too long. Indeed, one
cannot fit much information in a title, but one better provide some clue about (or at least hint to)
the contents of the paper (rather than make jokes). One should also bear in mind that the papers
title should fit into a sequence of past and future work: Hence, the title should be sufficiently
different from the titles of previous works (and should allow room for subsequent works).
The common tradition in our community is to list authors in alphabetical order. This tradition
seems linked to the typical situation in which each author has made a fair (if not significant)
contribution to the work.8 Since this is the common practice in our field, deviating from it in
special cases does not make much sense, and we strongly recommend not to do so but rather find
alternative ways to compensate for vast inequality in contribution to the work.9 We note that
failure to follow this suggestion may cause more harm than good to the person pushed forward in
the alphabetical order (e.g., it may encourage various committees to ask why this person is not the
first author in other papers, etc).

4.2 The abstract

The abstract should be as informative as possible and yet not too cumbersome or too long. Indeed,
the same was said of the title, but in case of the abstract the space allocation is ten-fold or twenty-
fold increased. Still, typically, one cannot (and should not) provide a rigorous definition and
detailed statement of results in the abstract. Instead, one should provide a high-level description of
the contents of the paper. One should bear in mind that, for a variety of reasons, some people will
only read the abstract and one should provide these people with as much information as possible.
Furthermore, some people may access the paper in ways that do not allow them to look at other
parts of the paper (and so it is strongly recommended (and sometimes even required) that the
abstract should not refer to other parts of the paper (e.g., to the list of references)). That is, the
abstract should be self-contained. On the other hand, the abstract should not be long (because
then it stops being an abstract). Typically, the abstract should not exceed 200 words.
There is a clear contradiction between the desire that the abstract be self-contained and the
impossibility of making it really self-contained. But the abstract should not be really self-contained.
It should be self-contained only as a high-level description of the contents of the paper. This is
possible because:

The abstract need not motivate the model (as this will be typically done in the introduction).

The abstract need not list and/or recall the contents of prior work (but rather, if necessary,
it may describe the nature of the improvement over possibly unspecified prior work).

The abstract need not provide an accurate description of the papers results (but may rather
describe them in imprecise but clear terms using warning phrases such as loosely speaking).
In cases where even an imprecise (but clear) description is infeasible, the abstract may merely
convey the flavor or nature of the new results.
8
Indeed, non-alphabetical order is common in disciplines in which the common situation is different (e.g., a lab-
head co-authors any work done in his/her lab, and various levels of technical assistance are acknowledged by listing
these helpers as co-authors).
9
For example, if one person has made a negligible contribution to the paper, then this person better retire from
the paper and get acknowledged (in the Acknowledgments) rather than be made the last co-author (which may be
ineffective in case his/her name is anyhow alphabetically last).

5
 The abstract need not provide a description of all the papers results (but may rather confine
itself to the most important ones, while clarifying that these are merely the main results).

Note that we are not saying that the abstract should not do any of the aforementioned things, but
rather that it does not have to do them. Indeed, making a choice of what to provide in the abstract
calls for exercising judgment (based on deep understanding of the work).
We stress again that one should bear in mind that the abstract is all that may be available to
some readers. This was true even before the days of the WWW (e.g., collections of abstracts or
digests of them were popular in the past), and it is certainly true nowadays (when some web-services
either provide access only to the abstracts of works or operate based only on such abstracts).

4.3 The introduction

Typically, the introduction should provide a clear description of the work as well as a good moti-
vation to it and a comparison to prior works. That is:

The introduction should provide a clear description of the contents of the paper. In partic-
ular, the introduction should provide a clear statement of the main results and a high-level
description of the techniques. The level of detail of these descriptions may vary: In most
cases it should be possible to provide sketchy versions of the main theorems and to describe
the main ideas underlying the techniques, but this is not always possible. In the latter cases,
an adequate alternative should be found.
The introduction should highlight important new ideas and novel conceptual observations.
In case it is not feasible to describe these elements without a detailed description of their
technical context, the introduction should state their existence and refer the reader to the
place in the paper were they can be found.

Typically, the introduction should provide a clear motivation to the questions studied in the
paper. Exceptional cases refers to well-known questions having well-known motivation (but
even in these cases one should consider providing a reference to a text in which this motivation
can be found).10 Assuming that the readers know the motivation is a calculated risk, but
sometimes such risks are worthwhile taking. The motivation need not be argued from scratch.
If there are dozens of works dealing with a particular type of questions, then this type requires
no motivation, but the specific question within this type may require motivation.
Regarding work in the theory of computation, our opinion is that a good motivation is one
that connects the current study to central notions and questions of the relevant area. The
connection should be natural (i.e., not contrived), and it should make sense with respect to
the actual study (rather than be falsely related to it). There is no need to provide an actual
application (although a good one may demonstrate the viability of the connection).

The introduction should place the current paper in context of prior related work. Assuming
such related work exists, the (main) differences with respect to them should be pointed out
and fairly evaluated: The aspects in which the new paper improves over prior work as well
as aspects in which it is worse should be clearly stated and discussed.
10
The non-existence of such a text typically indicates that the motivation may not be well-known (i.e., beyond the
small cycle of experts).

6
Good ways of providing the aforementioned information may vary from paper to paper (and there
is no best way). There is no specific order in which one should proceed, nor any canonical pattern
to follow. Needless to say, there is no universal level of detail that should be provided. One should
select a structure that makes sense, and follow it with care (keeping the reader in mind). The final
test is the reader: did he/she obtain a good idea about the contents of the paper?
Important conclusions and natural open problems that arise from the current work (rather than
well-known ones) may also be stated in the introduction. Stating these elements in the introduction
is preferable to stating them in a conclusion section, unless these elements are significantly easier
to understand after reading the main part of the paper. See related discussion in Section 4.5.

4.4 The technical part

There is little we can say regarding the main part of the paper, beyond the general principles
outlined in Sections 2 and 3. Still, we highlight a few concrete implications of these general
principles:
Discussing definitional choices: Definitions embody a host of decisions ranging from the
choice of the notion that the definitions intend to capture to very technical choices (which
may be either arbitrary or important). It is important to provide insightful discussions of
these definitional choices. This holds not only for the high-level choices but also for low-level
choices. High-level choices should be motivated by linking them to the notions that the paper
studies (which were already motivated in the introduction): The connection may be obvious
(in which case a reference suffices), but otherwise a good discussion is called for. Low-level
choices may be even more problematic. It is important to say whether these choices are
arbitrary, simplifying or essential (in the following sense):
A choice is arbitrary if almost any other reasonable choice will have the same effect.
A choice is adopted for sake of simplicity if it can be replaced by more natural choices at
the cost of (merely) complicating the discussion.
A choice is seemingly essential if it is essential to the claimed results, which are not known
to hold when adopting an alternative choice that seems as natural (or as reasonable).
The latter case is indeed disturbing, especially if one cannot provide a good explanation as
to why these seemingly technical choices are important. Still one should be honest about it.
Elaborate on your novel conceptual steps rather than on the standard technical steps:11 When-
ever presenting proofs be sure to elaborate on the conceptual steps (let alone the novel ones)
rather than on the standard technical steps. Having done the conceptual steps yourself, they
seem rather evident to you, but they may not be evident to the reader. Furthermore, these
conceptual steps are typically the most important ideas in the paper and the ones with which
the readers have most difficulties. In contrast, the difficulties you have had in mastering the
standard techniques are a personal experience to be overcome; helping others overcome them
is a suitable topic for a survey (and you may indeed refer the reader to some suitable standard
text that surveys these standard techniques).12
11
This item repeats the second item in Section 3.2. Although this suggestion is totally obvious, it is often violated.
12
Indeed, there is a conflict between this suggestion and the suggestion to make the paper accessible to the novice.
Typically, a good balance is achieved by an explicit and clear reference to the standard technique (possibly including
a reference to an exposition of it) and a clear derivation that applies the technique without detailing all standard
calculations. A key question at hand is what can the reader easily find in the standard texts: If there are good
standard texts, then there is no need to reproduce them (instead one should just refer to them).

7
 On numbering technical elements: Unless the paper is very short (e.g., less than five pages
long), it is important to use a numbering system that supports easy searches for a given
item. Indeed, it is logical to use a different counting-number for each type of element
(e.g., Definition 5 would be the fifth definition in the paper, Theorem 3 the third theorem,
and so on), but this traditional convention makes finding a specific element quite hard. The
alternative we advocate is using a single numbering system such that items can be easily
found by binary search... (In case of long paper, we suggest using a double-numbering system
by which Theorem 5.2 is the second item in Section 5).

On informative citations: The primary role of citations is to be informative (i.e., provide

the reader with useful information), whereas fulfilling the scholarly duty is only a secondary
concern. This means that if you want to refer the reader to a result (or definition) that
appears in some text T, then (unless the text is short or the said result is easy to find in it)
you should provide more specific information than [T]. For example, [Thm X, T] or [Sec X,
T] or [P. X, T] would make the life of the reader much easier.

4.5 Conclusions and/or suggestions for further work are not a must
Some people tend to think that each paper should end with conclusions and/or suggestions for
further work. We strongly disagree with this opinion, and see little use in a conclusion section
that merely re-iterates things said in the abstract and/or in the introduction. Similarly, we see no
point in listing well-known open problems or re-iterating questions that were already raised in the
introduction. On the other hand, we do value a conclusion section that contains high-level material
that better fits after the main part of the paper (and thus is not placed in the introduction). Ditto
for raising important questions that are more appealing after reading the technical part (even if
they were raised already in the technical part but not in the introduction).
To summarize: There are papers that may benefit from a conclusion section, but they are
relatively few (say, less than 5% of the papers). Certainly, the inclusion of a conclusion section
should not be the default.

4.6 References and acknowledgments

A delicate issue that comes up when writing a paper is that of referring other works and acknowl-
edging help from other researchers. Two (sometimes contradictory) principles that may govern
our decision are truth and kindness. Since our primary concern is providing information, truth
is of utmost importance. We should never mislead the reader by unjustified or inaccurate credits
attributed to other works. But within the domain of truth one should be kind. For example, the
reader will not be harmed if the writer acknowledges each person with whom he had a relevant
discussion.

5 Benefiting from readers comments

Occasionally, writers ask their friends and close colleagues for comments on their write-up. Typi-
cally, these comments are not useful because friends and close colleagues feel reluctant to point out
major expositional problems. Furthermore, these friends and close colleagues may know the work
before reading it or at least may have a better a priori knowledge about the work than an average
reader may have. In any case, it is very dangerous to conclude from the fact that the writers
friend (or close colleague) liked the write-up that the write-up is indeed good. (Needless to say, it

8
is dangerous to conclude from the fact that the writer likes the write-up that the write-up is indeed
good.)
Thus, if you ask a friend (or close colleague) to give you comments, make sure this friend
understand that you are interested in a critical reading and not in compliments.
Readers that may be assumed to be critical are reviewers. They typically point out problems
and make suggestions. One should not necessarily follow the reviewers suggestions, but one must
always bear in mind that (almost always) these suggestions indicate problems in the current write-
up. It may be that the reviewer is not suggesting a good solution to these problems (or that the
authors has a better a solution), but for sure there is a problem.13 That is, the working assumption
(which is almost always correct) is that any comment of a reviewer indicates a problem in the
write-up: Typically, reviewers are not idiots, and one can learn even from idiots!

13
Needless to say, if the author decides not to adopt a reviewers suggestion in a the course of a review process for
a journal publication, then the author should justify this decision in a letter to the handling editor.