Guiding Junior Scholars into and Through the Publication Process

Abstract

This chapter focuses on the challenges that newer scholars face in learning to write for publication and on the role that doctoral supervisors and other mentors can play in helping these scholars to climb the learning curve (or “crack the code”) and become successful academic writers. Subtopics include the types of feedback and other instructional interactions that can be helpful in scaffolding the writing process and special considerations for co-authoring papers with current or former students. In addition to the literature on response to student writing and especially the mentoring of doctoral students, the author draws upon several decades of experience of supervising MA theses and doctoral dissertations, co-authoring with students, and providing mentoring as a journal reviewer and editor.