Reflections on Ten Years of Teaching Writing for Publication to Graduate Students and Junior Faculty (original) (raw)
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There is an urgent need to teach "Writing for Publications" classes to graduate and doctoral students. Though the debate about who should instruct such classes continues, the paper proffers best practices for writing instructors to use while teaching it. The paper highlights the need for scholar-participants to opt for modeling as a way to familiarize themselves with disciplinary and journal conventions. The paper expands on the way online peer review workshops could be conducted at milestone points in the semester to elevate and formalize peer reviews, so integral to the publication process. A sample syllabus with week-by-week activity break-up is offered.
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The author uses mentoring theory to create a curricular model that teaches graduate students to produce publishable scholarly writing. The writing process and feedback (WPF) model presents getting published as an appropriate expectation of all graduate students. The model includes structured sequential classroom assignments, student editorial review boards, guest classroom appearances by published writers, and extensive feedback from faculty and peer mentors. Student feedback shows that those who completed courses using this framework have clearly benefited.
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Teaching Graduate Students In the Social Sciences Writing for Publication
International Journal of Teaching and Learning in …, 2009
Writing requires reflective thinking that takes time. Yet, our technological society has speeded up the pace of our everyday lived experience. This article describes a systematic method developed by two tenured faculty at geographically distant universities to demystify the process of ...
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Writing for Publication, 2016
A group of higher education faculty members from different colleges and departments were participating in a 3-day professional development institute on writing for professional publication. The pressure to publish was on at their institution, newly categorized as a university. Prior to the mid-morning break on the fi rst day, the presenter asked the participants to write their concerns about publishing on Post-it notes and then read and categorized them before the group reconvened. The great majority of the participants were worried about their ability to fulfi ll the scalating expectations for faculty. Only a few had published previously and they ondered if they were capable of writing well enough to publish their work. As away to allay their fears, the presenter offered to assess a short writing sample from each participant that evening and return it the next day.
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A Graduate Course On Academic Publishing
Research and our experience as writing instructors tell us that effective writers evaluate their own writing by drawing on two main resources---content knowledge and discourse knowledge. Graduate students are generally quite confident in the former and often unaware of the subtle but powerful role of the latter, which includes a knowledge of audiences and metalinguistic knowledge about writing genres, especially specialized disciplinary ones. Because we recognize the increased pressure on graduate students to publish (and therefore, implicitly, to be aware of both content and discourse), we have designed and taught a graduate-level course in Academic Publishing. In our paper we will discuss the theoretical underpinnings for the course, the course contents, and the evaluation of the course by the first group of graduate students who enrolled in it in the fall of 2000. We will also discuss lessons learned and improvements we hope to make in subsequent iterations of the course.
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Something to Say: Writing for Publication
2019
Publication, if successful, is exhilarating! Aspiring academic scholars recognize the contribution that peer-reviewed publications make to their careers. It identifies their engagement with their discipline. For students, the benefits of publishing a paper include bolstering their levels of confidence and knowledge and demonstrating to them how they can contribute to their chosen profession. However, inexperience can cause trepidations of the unknown or negative emotions when the writing and publication process goes amiss (Devitt, Coad, & Hardicre, 2007; Rew, 2012). Described in this paper is the background, structure, and limitations of a writing workshop the authors initiated during a recent conference. The purpose of the workshop was to aid both academic colleagues and students in publishing articles in peer-reviewed journals. Participants shared their experiences of writing and identified challenges with the writing for publication process. Finally, strategies that could help pa...
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2008
This article addresses an under-researched area of graduate studies: the role of writing groups in developing the research and publication potential of university graduates. Drawing on focus group discussions with participants from a pilot program conducted in the Arts Faculty at Monash University in Australia, the authors investigate the outcomes of graduate participation in writing groups through reference to three key themes: demystification, writing for an audience and support versus pressure. In the light of the finding that graduate participation in writing groups has a variety of positive outcomes, the authors suggest the need to develop appropriate ways to expand the current emphasis on research development to include graduates.
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