Writing For Publication Research Articles

Supervisory feedback and doctoral students’ academic literacy development: the case of writing for publication

ABSTRACT This study examines how supervisory feedback facilitates doctoral students’ academic literacy development in their situated practice of writing for publication (WFP). Multiple-sourced data collected from one supervisor and his four doctoral students were analyzed, including drafts with written comments added, feedback dialogues around text development through instant messaging, and student interviews. Findings show that supervisory feedback unpacks the hidden knowledge about WFP and contributes to students’ academic literacy development in three ways, namely, familiarizing them with the conventions of the academic genre, inducting them to the social relations embedded in scholarly communication, and encouraging them to make and claim original contributions. Overall, the supervisory feedback characterized by dialogic interactions creates a productive site for students to internalize the tacit and discipline-specific knowledge in the social practice of WFP and develop as reflexive and independent scholarly writers. The findings have implications for academic writing pedagogy and feedback giving at doctoral level.

Forthcoming events

1) CONFERENCE: POSTGRADUATE STUDENTS IN TVET STUDIES: 20–22 November 2019
 The Editor-in-Chief of JOVACET and NRF Chair: TVET Studies, Prof. Joy Papier, is hosting a conference for Master’s and Doctoral students in TVET-focused studies, to be held at UWC, from 20–22 November 2019. Venue: School of Public Health
 2) ‘WRITING FOR PUBLICATION’ SEMINAR: 22 November 2019
 Prof. Simon McGrath (Nottingham University), author of a number of TVET-focused books and articles, a member of the JOVACET Editorial Committee and Extraordinary Professor to the IPSS, will facilitate a ‘writing for publication’ seminar for prospective JOVACET authors, on 22 November 2019 from 09:00 to 12:00, as part of the conference programme mentioned above.
 3) NEXT JOURNAL WRITING WORKSHOP: 15 December 2019
 A writing workshop for prospective JOVACET authors, who have papers already in draft, will be held in February/March 2020. Details to be advised in due course.

Impact of a remotely delivered, writing for publication program on publication outcomes of novice researchers.

Increased publication of clinician-led health research is important for improving patient care and health outcomes. The aim of this retrospective cohort study conducted in rural Australia was to determine the impact of a writing for publication (WFP) program delivered by teleconference on the publication rates and skill acquisition of novice researchers who have graduated from the New South Wales (NSW) Health Education and Training Institute Rural Research Capacity Building Program (RRCBP). Between 2012 and 2015, eight WFP 'bootcamp' programs were offered by the New South Wales Health Education and Training Institute to 112 RRCBP graduates, resulting in 50 participants completing at least one bootcamp. Participants completed a once-weekly WFP group teleconference for six consecutive weeks, and were expected to complete homework activities between sessions and participate in two follow-up teleconferences within 3 months of program conclusion. The primary outcome measure was manuscript publication resulting from participation in bootcamp, with secondary measures being changes in skills, knowledge and confidence in WFP, publication rate and cost per publication. Twenty-one participants (42%) published their bootcamp paper or a related paper that directly resulted from bootcamp WFP skills. Five other participants submitted their bootcamp manuscript for publication, but had not yet had it accepted for publication. The overall publication rate of RRCBP graduates who completed bootcamp was 0.80 compared to 0.23 who did not complete bootcamp. On a 1 to 5 scale, mean scores increased for writing (knowledge, experience, confidence) from 2.0 to 3.5 (p<0.01) and for publishing from 1.1 to 3.4 (p<0.01). The estimated cost incurred by the RRCBP to deliver the program was $230 per publication. WFP workshops delivered by teleconference support rural clinician researchers to improve their skills in writing and publishing. A remotely conducted WFP program was effective in increasing publication rates among novice researchers who had conducted a clinically based research project. This shows that novice researchers respond to similar intervention features as experienced researchers do when engaging with WFP, and that WFP outcomes can be increased substantially with modest investment of funding and resources by the host organisation.

Применение компьютерных технологий для обучения написанию научной статьи

Применение компьютерных технологий для обучения написанию научной статьи

Writing for Publication and the Role of the Library: “Do Have a Cow, Man!” (“Don't Have a Cow, Man”-Bart Simpson)

The aim of this small-scale research project was to identify the main concerns of editors, academics, researchers, and librarians involved in the writing for publication (WfP) process. This would provide library and information services (LIS) staff with a clearer understanding of the process to enable them to articulate and develop their own role in supporting this activity. A novel “one thing” approach was used to determine the perspectives of editors, researchers, librarians, and research students on key issues surrounding WfP. The results indicate that there are many opportunities for LIS staff to contribute to the WfP process. One major concern which emerged was just how isolated researchers could feel. Suggestion: Having a CoW (Community of Writers) in the library could provide a potential LIS role. Another best practice to support WfP is also identified.

Researching Academic Writing within a Structured Programme: Insights and outcomes

In spite of the contemporary emphasis on publishing to enhance individual and institutional profiles, there is little in the British literature on the nature and process of academic writing. Nor is there sufficient research or support for academics aiming to improve quality and productivity in writing. The Writing for Publication (WfP) programme described in this article aims to enable academic writers to improve their public output. Evaluation of the programme provides evidence of success in terms of 'hard' outcomes, such as journal publications and conference presentations, and 'soft' outcomes such as increased confidence and motivation, improved strategies for productive writing and increased self-knowledge through reflection. There is also an observed impact on local research cultures. Monitoring of individuals throughout the programme provided data on academic writing processes. This research suggests that a structured programme in writing development can enable academics to improve their written output and writing process.

Writer's guide to nursing periodicals

PART ONE: WRITING FOR PUBLICATION IN NURSING JOURNALS PART TWO: NURSING JOURNAL GUIDELINES FOR AUTHORS Acute Care Administration Advanced Practice Community/Home Health Critical Care Education Gerontology Holistic Nursing Legislative Issues Maternal/Child Care Nephrology Oncology Operative Nursing Orthopaedic/Rehabilitation Nursing Professional Development Psychiatric Nursing Research Skin and Wound Care Specialty Practices

Writing Partnerships

Writing for publication with staff nurses can provide CNSs with flexible and creative approaches to the challenges facing nurses in the restructuring health care environment. CNSs experience many rewards and satisfactions from writing and measurable outcomes for practice evaluation. Staff nurses gain clinical knowledge, professional and career development, and the excitement that accompanies completion of a scholarly endeavor. Being in the clinical arena gives the CNS unique opportunities to work with and mentor staff nurses and observe their special capabilities, including those of a potential writing partner. How one CNS selected writing partners and supported these staff nurse colleagues through the writing-for-publication process is described in this article.