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How to Introduce a Journal Article in an Essay

Last Updated: February 9, 2024

This article was co-authored by Noah Taxis and by wikiHow staff writer, Jennifer Mueller, JD . Noah Taxis is an English Teacher based in San Francisco, California. He has taught as a credentialed teacher for over four years: first at Mountain View High School as a 9th- and 11th-grade English Teacher, then at UISA (Ukiah Independent Study Academy) as a Middle School Independent Study Teacher. He is now a high school English teacher at St. Ignatius College Preparatory School in San Francisco. He received an MA in Secondary Education and Teaching from Stanford University’s Graduate School of Education. He also received an MA in Comparative and World Literature from the University of Illinois Urbana-Champaign and a BA in International Literary & Visual Studies and English from Tufts University. This article has been viewed 33,548 times.

Using a journal article in your essay can add to your credibility and make your points more persuasive. When you introduce an article to your readers, you help them understand why you're using it as a source. We've gathered a number of different ways you can introduce the journal article and transition between your thoughts and those of the other author. Pick the one that works best for you and your personal writing style.

List the title and the author.

An excerpt from an essay that mentions a journal article, with the title and the author of the article highlighted.

  • For example, you might write: "Albus Dumbledore describes the origin of the four Hogwarts houses in his article 'Separating Hogwarts Fact and Fiction.'"
  • Put the title of the article in double-quotation marks in your text. [1] X Research source
  • If you're quoting directly from the source, include the author's full name the first time you quote them. [2] X Research source

Summarize the article.

Use a summary if you only need the main point of the article.

  • For example, you might write: "The history of Hogwarts makes clear that the houses were never intended to be seen as 'good' or 'evil.' Rather, each house emphasizes and nurtures specific traits students have—how they use those traits is up to them."
  • Paraphrasing from the article is similar to summarizing. However, when you summarize, you're covering the entire article in a sentence or two. A paraphrase typically only covers a small portion of the article.

Provide any necessary background.

Explain how the author or the article is important with background info.

  • For example, you might write: "Professor Slughorn was one of the longest-serving teachers at Hogwarts, schooling generations of students in potions until his retirement."
  • You might also include some background if the author of the article is controversial or the article's conclusions have been seriously questioned. If you're doing this, go on to explain why you're using the article in your essay.

Explain the purpose of the source in your essay.

Try this if you need to justify using the source.

  • For example, you might write: "Although this essay doesn't discuss defenses against the dark arts, Gilderoy Lockhart's article provides an example of how you can't learn anything by plagiarizing the work of others."

Frame the source in the context of your own essay.

This is a good option if the article supports your own ideas.

  • For example, you might write: "This article demonstrates broad support for the idea that Hogwarts should continue to sort students into four houses."

Add a signal phrase to distinguish ideas from the source.

Go with signals to make a simple transition.

  • For example, you might write: "McGonagall argues that Slytherin House should be disbanded after the Battle of Hogwarts."

Discuss the source's limitations.

Include limitations if the source is an opposing viewpoint.

  • For example, you might write: "While McGonagall makes a compelling argument that Slytherin House should be disbanded, she was biased by her experiences. In this essay, I will show that the personality traits emphasized by Slytherin are positive traits that can be used for good."

Expert Q&A

  • Remember to include an in-text citation for the source if required by your citation guide. You'll also need an entry for the source in your reference list at the end of your paper. Thanks Helpful 0 Not Helpful 0
  • In an academic essay, you typically introduce a journal article in the first sentence of a paragraph. Then, use the sentences that follow to show how the material from the article relates to the rest of your essay. Thanks Helpful 0 Not Helpful 0

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Thanks for reading our article! If you’d like to learn more about academic writing, check out our in-depth interview with Noah Taxis .

  • ↑ https://rasmussen.libanswers.com/faq/32501
  • ↑ https://www.ursinus.edu/live/files/1160-integrating-quotespdf
  • ↑ https://www.una.edu/writingcenter/docs/Writing-Resources/Source%20Integration.pdf
  • ↑ https://www.stetson.edu/other/writing-center/media/Handout%20-%20Incorporating%20Sources%20Effectively.pdf

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  • How to Cite a Journal Article | APA, MLA, & Chicago Examples

How to Cite a Journal Article | APA, MLA, & Chicago Examples

Published on March 9, 2021 by Jack Caulfield . Revised on January 17, 2024.

To cite an article from an academic journal, you need an in-text citation and a corresponding reference listing the name(s) of the author(s), the publication date, the article title and journal name, the volume and issue numbers, the page range, and the URL or DOI .

Different citation styles present this information differently. The main citation styles are APA , MLA , and Chicago style .

You can use the interactive example generator to explore the format for APA and MLA journal article citations.

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Citing an article in apa style, citing an article in mla style, citing an article in chicago style, frequently asked questions about citations.

In an APA Style journal article reference , the article title is in plain text and sentence case, while the journal name appears in italics, in title case.

The in-text citation lists up to two authors; for three or more, use “ et al. ”

When citing a journal article in print or from a database, don’t include a URL. You can still include the DOI if available.

You can also cite a journal article using our free APA Citation Generator . Search by title or DOI to automatically generate a correct citation.

Generate accurate APA citations with Scribbr

The only proofreading tool specialized in correcting academic writing - try for free.

The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students.

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In an MLA Works Cited entry for a journal article , the article title appears in quotation marks, the name of the journal in italics—both in title case.

List up to two authors in both the in-text citation and the Works Cited entry. For three or more, use “et al.”

A DOI is always included when available; a URL appears if no DOI is available but the article was accessed online . If you accessed the article in print and no DOI is available, you can omit this part.

You can also use our free MLA Citation Generator to create your journal article citations.

Generate accurate MLA citations with Scribbr

In Chicago notes and bibliography style, you include a bibliography entry for each source, and cite them in the text using footnotes .

A bibliography entry for a journal article lists the title of the article in quotation marks and the journal name in italics—both in title case. List up to 10 authors in full; use “et al.” for 11 or more.

In the footnote, use “et al.” for four or more authors.

A DOI or URL (preferably a DOI) is included for articles consulted online; for articles consulted in print, omit this part.

Chicago also offers an alternative author-date style of citation. Examples of how to cite journal articles in this style can be found here .

The elements included in journal article citations across APA , MLA , and Chicago style are the name(s) of the author(s), the title of the article, the year of publication, the name of the journal, the volume and issue numbers, the page range of the article, and, when accessed online, the DOI or URL.

In MLA and Chicago style, you also include the specific month or season of publication alongside the year, when this information is available.

The DOI is usually clearly visible when you open a journal article on an academic database. It is often listed near the publication date, and includes “doi.org” or “DOI:”. If the database has a “cite this article” button, this should also produce a citation with the DOI included.

If you can’t find the DOI, you can search on Crossref using information like the author, the article title, and the journal name.

The abbreviation “ et al. ” (Latin for “and others”) is used to shorten citations of sources with multiple authors.

“Et al.” is used in APA in-text citations of sources with 3+ authors, e.g. (Smith et al., 2019). It is not used in APA reference entries .

Use “et al.” for 3+ authors in MLA in-text citations and Works Cited entries.

Use “et al.” for 4+ authors in a Chicago in-text citation , and for 10+ authors in a Chicago bibliography entry.

Check if your university or course guidelines specify which citation style to use. If the choice is left up to you, consider which style is most commonly used in your field.

  • APA Style is the most popular citation style, widely used in the social and behavioral sciences.
  • MLA style is the second most popular, used mainly in the humanities.
  • Chicago notes and bibliography style is also popular in the humanities, especially history.
  • Chicago author-date style tends to be used in the sciences.

Other more specialized styles exist for certain fields, such as Bluebook and OSCOLA for law.

The most important thing is to choose one style and use it consistently throughout your text.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Caulfield, J. (2024, January 17). How to Cite a Journal Article | APA, MLA, & Chicago Examples. Scribbr. Retrieved March 22, 2024, from https://www.scribbr.com/citing-sources/cite-a-journal-article/

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  • Key Differences

Know the Differences & Comparisons

Difference Between Article and Essay

article vs essay

An article is nothing but a piece of writing commonly found in newspapers or websites which contain fact-based information on a specific topic. It is published with the aim of making the reader aware of something and keeping them up to date.

An essay is a literary work, which often discusses ideas, experiences and concepts in a clear and coherent way. It reflects the author’s personal view, knowledge and research on a specific topic.

Content: Article Vs Essay

Comparison chart, definition of article.

An ‘article’ can be described as any form of written information which is produced either in a printed or electronic form, in newspaper, magazine, journal or website. It aims at spreading news, results of surveys, academic analysis or debates.

An article targets a large group of people, in order to fascinate the readers and engage them. Hence, it should be such that to retain the interest of the readers.

It discusses stories, reports and describes news, present balanced argument, express opinion, provides facts, offers advice, compares and contrast etc. in a formal or informal manner, depending upon the type of audience.

For writing an article one needs to perform a thorough research on the matter, so as to provide original and authentic information to the readers.

Components of Article

  • Title : An article contains a noticeable title which should be intriguing and should not be very long and descriptive. However, it should be such that which suggests the theme or issue of the information provided.
  • Introduction : The introduction part must clearly define the topic, by giving a brief overview of the situation or event.
  • Body : An introduction is followed by the main body which presents the complete information or news, in an elaborative way, to let the reader know about the exact situation.
  • Conclusion : The article ends with a conclusion, which sums up the entire topic with a recommendation or comment.

Definition of Essay

An essay is just a formal and comprehensive piece of literature, in which a particular topic is discussed thoroughly. It usually highlights the writer’s outlook, knowledge and experiences on that particular topic. It is a short literary work, which elucidates, argues and analyzes a specific topic.

The word essay is originated from the Latin term ‘exagium’ which means ‘presentation of a case’. Hence, writing an essay means to state the reasons or causes of something, or why something should be done or should be the case, which validates a particular viewpoint, analysis, experience, stories, facts or interpretation.

An essay is written with the intent to convince or inform the reader about something. Further, for writing an essay one needs to have good knowledge of the subject to explain the concept, thoroughly. If not so, the writer will end up repeating the same points again and again.

Components of the Essay

  • Title : It should be a succinct statement of the proposition.
  • Introduction : The introduction section of the essay, should be so interesting which instantly grabs the attention of the reader and makes them read the essay further. Hence, one can start with a quote to make it more thought-provoking.
  • Body : In the main body of the essay, evidence or reasons in support of the writer’s ideas or arguments are provided. One should make sure that there is a sync in the paragraphs of the main body, as well as they,  should maintain a logical flow.
  • Conclusion : In this part, the writer wraps up all the points in a summarized and simplified manner.

Key Differences Between Article and Essay

Upcoming points will discuss the difference between article and essay:

  • An article refers to a written work, published in newspapers, journals, website, magazines etc, containing news or information, in a specific format. On the other hand, an essay is a continuous piece of writing, written with the aim of convincing the reader with the argument or merely informing the reader about the fact.
  • An article is objective in the sense that it is based on facts and evidence, and simply describes the topic or narrate the event. As against, an essay is subjective, because it is based on fact or research-based opinion or outlook of a person on a specific topic. It analyses, argues and criticizes the topic.
  • The tone used in an article is conversational, so as to make the article easy to understand and also keeping the interest of the reader intact. On the contrary, an essay uses educational and analytical tone.
  • An article may contain headings, which makes it attractive and readable. In contrast, an essay does not have any headings, sections or bullet points, however, it is a coherent and organized form of writing.
  • An article is always written with a definite objective, which is to inform or make the readers aware of something. Further, it is written to cater to a specific niche of audience. Conversely, an essay is written in response to a particular assertion or question. Moreover, it is not written with a specific group of readers in mind.
  • An article is often supported by photographs, charts, statistics, graphs and tables. As opposed, an essay is not supported by any photographs, charts, or graphs.
  • Citations and references are a must in case of an essay, whereas there is no such requirement in case of an article.

By and large, an article is meant to inform the reader about something, through news, featured stories, product descriptions, reports, etc. On the flip side, an essay offers an analysis of a particular topic, while reflecting a detailed account of a person’s view on it.

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Anna H. Smith says

November 15, 2020 at 6:21 pm

Great! Thank you for explaining the difference between an article and an academic essay so eloquently. Your information is so detailed and very helpful. it’s very educative, Thanks for sharing.

Sunita Singh says

December 12, 2020 at 7:11 am

Thank you! That’s quite helpful.

Saba Zia says

March 8, 2021 at 12:33 am

Great job!! Thank u for sharing this explanation and detailed difference between essay and article. It is really helpful.

Khushi Chaudhary says

February 7, 2021 at 2:38 pm

Thank you so much! It is really very easy to understand & helpful for my test.

Dury Frizza says

July 25, 2022 at 8:18 pm

Thanks a lot for sharing such a clear and easily understood explanation!!!!.

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One Way to Help a Journalism Industry in Crisis: Make J-School Free

An illustrated drawing of a man shackled to a ball and chain. The man, who has a pipe in his mouth and is wearing pinstripe pants, a pink shirt and tie and a red hat, is kneeling, using wire cutters to cut the chain tied to his ankle.

By Graciela Mochkofsky

Ms. Mochkofsky is the dean at CUNY’s Craig Newmark Graduate School of Journalism.

Many uncertainties haunt the field of journalism today — among them, how we can reach our audience, build public trust in our work, and who is going to pay for it all. But one thing is certain: as complicated and dark as the world looks today, it would be much worse if journalists were not there to report on it.

Research shows that towns that have lost sources of local news tend to suffer from lower voter turnout, less civic engagement and more government corruption. Journalists are essential just as nurses and firefighters and doctors are essential.

And to continue to have journalists, we need to make their journalism education free.

This might sound counterintuitive given the state of the industry. Shrinking revenue and decreasing subscription figures have led to a record number of newsroom jobs lost. Much of the local news industry has fallen into the hands of hedge funds focused on squeezing the last drops of revenue out of operations by decimating them. Billionaires who appeared as saviors just a few years ago have grown tired of losing money on the media organizations they bought. Public trust in the value of news is at historical lows, while a growing percentage of people are avoiding the news altogether.

Generative artificial intelligence, which is on the verge of reshaping almost everything around us, is bringing yet another technological disruption to the industry. Against this grim backdrop, authoritarian leaders are increasingly targeting journalists as political enemies both at home and abroad.

And yet there are still tens of thousands of jobs in news media in America, with exceptional journalism being produced every day. Some major organizations have even found ways to thrive in the digital age. Prominent foundation leaders have started an effort to pour hundreds of millions of philanthropic dollars into local journalism, and a movement has formed to push for federal and local legislation to direct public funding to news. An initiative to replant local news has founded dozens of nonprofit newsrooms in cities around the country. And a small but growing number of organizations are redefining the way news agendas are set, focusing on rebuilding public trust within small communities.

No matter how the news industry evolves, we will continue to need journalists. Successful business models for media are necessary, but the most crucial element for strong, independent journalism is the people who make it. Given the present stakes in the industry, our society and the world, we need mission-driven, imaginative news leaders who are not bound by the models of the past, who have the motivation and freedom to reimagine the field, and the empathy and commitment to serve the public interest, undaunted by attacks and threats.

We must also move beyond the lack of economic and demographic diversity that has long been a problem in the industry. News has too often been reported by predominantly middle-class, white, male journalists, resulting in coverage that has repeatedly missed the issues that are most important to the people receiving the news, contributing to the public’s lack of trust in the media.

In a resource-starved industry, few newsrooms can offer the type of mentoring, guidance and time that it takes to shape a great journalist. This is now primarily the responsibility of journalism schools. It is the civic duty of these schools to find and train reporters and news leaders, instill in them an ethical foundation, help develop their critical thinking skills, allow them to try and fail in a safe environment, open doors and provide a support network. (Journalism schools should also contribute research in a variety of areas, from the impact of A.I. to new business models to identifying and responding to emerging threats.)

But the cost of a journalism education has become an insurmountable barrier for exactly the kind of people we need the most. And those who, with great effort, manage to overcome that barrier, carry a weight that could limit their professional options.

Reporters burdened with debt are less likely to take professional risks and more likely to abandon the field. According to the Bureau of Labor Statistics, the median reporter salary in America is less than $56,000 a year, or about $27 per hour. In low-income areas, where news deserts are more prevalent, annual salaries can be as low as $20,000. A Wall Street Journal report about the debt-to-income ratio of alumni of 16 journalism masters programs found that many graduates leave with debts that exceed their postgraduate income.

As the dean of the Craig Newmark Graduate School of Journalism at the City University of New York, I can tell you that half measures won’t solve this quandary. My school was founded in 2006 as a public alternative to elite journalism schools in the city and it remains one of the most affordable in the nation.

Our in-state students pay about a quarter of the cost of an equivalent degree from top-tier schools with which we successfully compete. This year alone, 90 percent of our students are on scholarships, and a record 25 percent are attending tuition-free. We also waived the $75 application fee this admission cycle and saw an increase of more than 40 percent in our applicant pool.

Thanks to these policies, we have succeeded where the media industry keeps failing. Over 50 percent of our students are people of color and from underserved communities. Many couldn’t have attended our school if we hadn’t offered significant scholarship support. But that’s not enough. Though we rank as one of the journalism schools with higher-medium-income and lower-median-debt alumni, our students still don’t graduate fully debt-free.

This is why this year, we began a campaign to go fully tuition-free by 2027. While other schools might face different financial challenges, we hope that many more will follow us.

We need journalists whose only obligations are to the facts and the society they serve, not to lenders; who are concerned with the public interest, not with interest rates; who can make risky decisions and take the difficult path if that’s what the mission requires, free of financial burden. Journalism schools can help achieve that. In tough times, it is natural to mourn the past or lament the present, but what we really need is bold action.

Graciela Mochkofsky is the dean at CUNY’s Craig Newmark Graduate School of Journalism. She is the author, most recently, of “ The Prophet of the Andes: An Unlikely Journey to the Promised Land .”

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Copy and Paste

Another Harvard racial-justice scholar is accused of plagiarism.

Harvard professor Christina Cross is a rising star in the field of critical race studies. She earned a Ph.D. from the University of Michigan, secured the support of the National Science Foundation, and garnered attention from the New York Times , where she published an influential article title “The Myth of the Two-Parent Home.”

Cross’s 2019 dissertation, “The Color, Class, and Context of Family Structure and Its Association with Children’s Educational Performance,” won a slate of awards, including the American Sociological Association Dissertation Award and the ProQuest Distinguished Dissertation Award, and helped catapult her onto the Harvard faculty.

According to a new complaint filed with Harvard’s office of research integrity, however, Cross’s work is compromised by multiple instances of plagiarism, including “verbatim plagiarism, mosaic plagiarism , uncited paraphrasing, and uncited quotations from other sources.”

I have obtained a copy of the complaint, which documents a pattern of misappropriation in Cross’s dissertation and one other academic paper. The complaint begins with a dozen allegations of plagiarism related to the dissertation that range in severity from small bits of “ duplicative language ,” which may not constitute an offense, to multiple passages heavily plagiarized from other sources without proper attribution. (Cross did not respond to a request for comment.)

The most serious allegation is that Cross lifted an entire paragraph nearly verbatim from a paper by Stacey Bosick and Paula Fomby titled “Family Instability in Childhood and Criminal Offending During the Transition Into Adulthood” without citing the source or placing verbatim language in quotations. Here is the paragraph from Bosick and Fomby:

We use data from the PSID and two of its supplemental studies, the Child Development Supplement (CDS) and the Transition into Adulthood Supplement (TAS). PSID began in 1968 as a nationally representative sample of approximately 4,800 households. Original respondents and their descendants have been followed annually until 1997 and biennially since then. To maintain population representativeness, a sample refresher in 1997 added approximately 500 households headed by immigrants who had entered the United States since 1968. At each wave, the household head or the spouse or cohabiting partner of the head reports on family household composition, employment, earned and unearned income, assets, debt, educational attainment, expenditures, housing characteristics, and health and health care in the household. In 2015 (the most recent wave available), the study collected information on almost 25,000 individuals in approximately 9,000 households.

And here is the paragraph from Cross, with identical language italicized:

This study draws on data from the Panel Study of Income Dynamics (1985-2015) and its two youth-centered supplements, the Child Development Supplement (CDS) (1997-2007) and the Transition into Adulthood Supplement (TAS) (2005-2015). The PSID began in 1968 as a nationally-representative sample of nearly 5,000 U.S. households . Original sample members and their descendants were followed annually until 1997 and have been followed biennially since then . To maintain population representativeness , in 1997, a sample refresher added approximately 500 households headed by immigrants who had entered the United States since 1968. At each wave, the household head or the spouse or cohabiting partner of the head reports on household composition , and household members’ employment, income, educational attainment, and health status. In 2015, the study collected information on nearly 25,000 individuals in approximately 9,000 households.

This was not a one-off error. Later in the paper, Cross lifts another full paragraph from Bosick and Fomby, with minor word substitutions, without placing the copied language in quotation marks or properly citing the authors. Cross cannot plead unfamiliarity with the source: Fomby served on Cross’s dissertation committee, making the offense even more egregious.

Elsewhere in the paper, Cross borrows language from other academic sources, sometimes citing the authors but failing to place the verbatim language in quotations, and other times failing to cite the source at all, creating the false impression that it was her own work. For example, Cross lifts verbatim language from “ Examining the Antecedents of U.S. Nonmarital Fatherhood ,” by Marcia Carlson, Alicia VanOrman, and Natasha Pilkauskas—the last of whom also served on Cross’s dissertation committee—without the use of direct quotations, as required. Here is the paragraph from Carlson et al.:

To adjust for biennial interviewing starting in 1994, we assign the previous year’s reported values (adjusting earnings for inflation) as the missing year’s values for the time-varying covariates during noninterview (i.e., odd) years in the 1994–2006 period.

Cross directly copies this language, including the idiosyncratic use of parentheticals, with minor word substitutions, suggesting a certain amount of deliberateness. Cross writes, again with identical language italicized:

To adjust for biennial interviewing starting in 1997, I assign the previous year’s reported values (adjusting income for inflation) as the missing year’s values for the time-varying covariates during noninterview (i.e., even) years in the 1998-2012 period .

According to the complaint, Cross repeats this pattern of plagiarism in at least one other paper , “Extended family households among children in the United States: Differences by race/ethnicity and socio-economic status,” published in the academic journal Population Studies in 2018. The complaint alleges that Cross again uses material from others, including the same passages from her dissertation advisors, without proper attribution.

This complaint raises a number of pertinent questions. First, do the allegations rise to the level of “plagiarism”? To answer that question, one might turn to Harvard’s own policy, which states : “If you copy language word for word from another source and use that language in your paper, you are plagiarizing  verbatim  . . . you  must  give credit to the author of the source material, either by placing the source material in quotation marks and providing a clear citation, or by paraphrasing the source material and providing a clear citation.”

Second, what is happening at Harvard? We have seen an explosion of plagiarism allegations against prominent scholars and administrators in recent months, all associated with critical race studies and “diversity and inclusion” programs. Former president Claudine Gay, chief diversity officer Sherri Ann Charleston, DEI administrator Shirley Greene, and now star professor Christina Cross have each come under fire for alleged plagiarism.

This raises several additional questions. Did these scholars manage to earn positions at Harvard without a comprehensive review of their work? Why are Gay, Charleston, and Greene, in particular, still employed at Harvard, given the seriousness of the questions raised about their academic integrity? Harvard’s own policy recommends serious consequences for students who have committed plagiarism. Are professors held to a lesser standard?

Finally, given Harvard’s long-standing support for DEI policies and affirmative action programs, it is reasonable to ask whether scholars such as Gay, Charleston, Greene, and Cross rose through the ranks on their merits or, at least in part, on their identity and their politics.

Further investigation is needed. Independent researchers currently looking into plagiarism at Harvard should scrutinize not only these programs but also a control group in other, more substantive disciplines to determine whether plagiarism correlates with left-wing racial disciplines or is widespread throughout the university.

Time will tell. My sources say that more allegations are coming.

Christopher F. Rufo is a senior fellow at the Manhattan Institute, a contributing editor of City Journal , and the author of America’s Cultural Revolution .

Photo: PashaIgnatov/iStock/Getty Images Plus

City Journal is a publication of the Manhattan Institute for Policy Research (MI), a leading free-market think tank. Are you interested in supporting the magazine? As a 501(c)(3) nonprofit, donations in support of MI and City Journal are fully tax-deductible as provided by law (EIN #13-2912529).

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Journal of Materials Chemistry A

Guiding uniform zn electrodeposition through regulating pressure for stable aqueous zn batteries.

Pressure has a direct effect on the metal deposition behavior, but it has been not known for Zn metal in rechargeable aqueous Zn batteries due to the lack of suitable battery configuration. Here, we first investigate the effect of stacking pressure on Zn electrodeposition and elucidate the role of pressure in guiding Zn2+ transport at the interface and Zn nucleation and growth processes by controlling the axial pressure of the Zn-based cells. Dendrite-free and compact Zn deposition is achieved under optimal applied pressure and enhanced cycle life and kinetics. This work provides new insights in enhancing performance of Zn batteries by regulating mechanical pressure.

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F. Zhang, Z. Cai, R. Liu, Y. Sun and H. Pan, J. Mater. Chem. A , 2024, Accepted Manuscript , DOI: 10.1039/D3TA07523K

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