The Handbook of Scholarly Writing and Publishing E-Book

Tonette S. Rocco

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch
• Veröffentlichungsjahr: 2011

Seitenzahl: 675

Beschreibung

Focusing on writing for publication, The Handbook of Scholarly Writing and Publishing discusses the components of a manuscript, types of manuscripts, and the submission process. It shows how to craft scholarly papers and other writing suitable for submission to academic journals. The handbook covers how to develop writing skills by offering guidance on becoming an excellent manuscript reviewer and outlining what makes a good review, and includes advice on follow-through with editors, rejection, and rewrites and re-submittals.

Leseprobe

Table of Contents

Cover

Title

Copyright

Series

Dedication

Foreword

Preface

Content Overview

Audience

ABOUT THE EDITORS

ABOUT THE AUTHORS

PART ONE: BECOMING A PUBLISHED SCHOLAR

CHAPTER 1: REASONS TO WRITE, WRITING OPPORTUNITIES, AND OTHER CONSIDERATIONS

Reasons to Write

Creating Writing Opportunities

Learning to Write

Writing Tips

Concluding Remarks

References

CHAPTER 2: PUBLISHING IN PEER-REVIEWED AND NONREFEREED JOURNALS

Searching for and Selecting Topics

Writing and Revising the Manuscript

Mechanics of Manuscript Preparation

Deciding Where to Submit the Manuscript

Working with Editors

Seeking Feedback: Pro and Con

Building Momentum: Multiple Publications from a Single Idea

Summary and Conclusion

References

CHAPTER 3: LEARNING TO WRITE

Our Scholarly Writing Experiences

Appreciating the Importance of Scholarly Writing

Getting Started

Building Relationships

Building Writing Skills

Taking the Plunge

References

CHAPTER 4: SCHOLARLY READING AS A MODEL FOR SCHOLARLY WRITING

Integrating Reading and Writing

Being Constructively Critical as a Reader and Self-Critical as a Writer

Getting into an Argument

Warranting the Degree of Certainty and Generalization of Claims

Writing for Critical Readers

Conclusion

References

CHAPTER 5: WORKING WITH TENSIONS

The Changing Doctorate

Stories of Tensions for Doctoral Students

Conclusion: Working with the Tensions

References

CHAPTER 6: THE PROCESS OF TRANSFORMING THE DISSERTATION OR THESIS INTO PUBLICATION

Rationale for Publishing the Dissertation

The Publishing Process

Making Writing a Regular Work Habit

Pruning, Paring Down, and Prioritizing the Dissertation Content

Final Reflections

References

PART TWO: IMPROVING WRITING TECHNIQUES

CHAPTER 7: WRITING WITH AUTHORITY

Pitfalls

Pit Stops

Conclusion

References

CHAPTER 8: FINDING VOICE

Authenticity

Academic Voice

Authorial Reflections

Tools of the Trade: A Tool Kit

References

CHAPTER 9: CREATING A WHOLE FROM THE PARTS

Communicating the Compelling Problem

The Literature Review

The Role of a Theoretical or Conceptual Framework

The Method Section

Discussion of Findings

Conclusions and Implications for Practice and Future Research

Summary

References

CHAPTER 10: DEVELOPING A RESEARCH PROBLEM AND PURPOSE STATEMENT

Role of the Research Problem

Deriving Problem Statements

Constructing Problem Statements

Implications of the Problem Statement

Conclusion

References

PART THREE: PREPARING SCHOLARLY MANUSCRIPTS

CHAPTER 11: WRITING A LITERATURE REVIEW

Defining Literature Reviews

Preliminary Work: Building the Foundation

Scholarly Analysis of Selected Sources

Writing the Review

Conclusion

References

CHAPTER 12: INCREASING THE ODDS OF PUBLISHING A QUALITATIVE MANUSCRIPT

Introduction

Method

Discussion

Implications

Concluding Thoughts

References

CHAPTER 13: INCREASING THE LIKELIHOOD OF PUBLISHING QUANTITATIVE MANUSCRIPTS

Framing Your Article for Review

Research Method

Presenting and Interpreting Findings

Ethical Standards in Collecting and Reporting Data

Conclusion

References

CHAPTER 14: WRITING RESEARCH ARTICLES USING MIXED METHODS

Purpose of This Chapter

Philosophical Assumptions Underlying Research Methodologies

Typology of Purpose

Mixed Method Designs

Legitimation Techniques

Conclusion

References

Notes

CHAPTER 15: WRITING THEORY, CONCEPTUAL, AND POSITION ARTICLES FOR PUBLICATION

Theory Articles

Conceptual Articles

Opinion Articles

Submission Outlets

Conclusion

References

CHAPTER 16: CREATING AND PUBLISHING NONREFEREED MANUSCRIPTS

Guidance for Writing Nonrefereed Manuscripts

Ethical Issues in Nonrefereed Publications

Writing the Editorial

Writing the Book Review

Summary and Conclusions

References

PART FOUR: REFLECTING ON THE WRITING AND PUBLISHING PROCESS

CHAPTER 17: WHY WRITERS SHOULD ALSO BE REVIEWERS

Lesson 1: The Need to Decenter

Lesson 2: The Logic of Certain Grammar Rules

Lesson 3: Providing Feedback in Ways That Help Rather Than Hurt

Lesson 4: Learning Through Positive Models

Lesson 5: An Opportunity to Compare One’s Critiques with the Critiques of Others

So, How Does a Scholar New to His or Her Field Become a Reviewer?

Conclusion

References

CHAPTER 18: ADDRESSING FEEDBACK FROM REVIEWERS AND EDITORS

The Emotional Cycle of Responding to Feedback

Understanding the Reasons for Negative Feedback

Responding Technically to Feedback

Addressing Specific Suggestions

When Not to Proceed

Conclusion

References

CHAPTER 19: INTERNATIONAL AND CROSS-CULTURAL ISSUES IN SCHOLARLY PUBLISHING

Identification of Research Topics

Research Design and Methodological Issues

Writing in a Different Language

Ethical Issues

Conclusions

References

CHAPTER 20: WORKING WITH COAUTHORS

A Tale of Three Scholars: Beginning a Coauthoring Journey

Empirical and Theoretical Framework for Collaborative Writing

Dimensions of the Collaborative Teaming Process

Discussion

References

CHAPTER 21: WRITING AS MENTORING

Definition of Mentoring

Benefits of Mentoring: Mentors and Mentees

Forming a Mentoring Relationship

Elements of Successful Mentoring Relationships

Future Trends

References

RESOURCES: FURTHER READING FOR SCHOLARLY WRITING

INDEX

End User License Agreement

List of Tables

CHAPTER 4: SCHOLARLY READING AS A MODEL FOR SCHOLARLY WRITING

TABLE 4.1. FLAWS IN ARGUMENTS AND CRITICAL QUESTIONS THAT INDICATE THEM.

CHAPTER 11: WRITING A LITERATURE REVIEW

TABLE 11.1. LITERATURE ANALYSIS CHART FOR RESEARCH ARTICLES.

TABLE 11.2. LITERATURE ANALYSIS CHART FOR THEORETICAL ARTICLES.

TABLE 11.3. COMPLETED LITERATURE ANALYSIS HYBRID CHART.

CHAPTER 16: CREATING AND PUBLISHING NONREFEREED MANUSCRIPTS

TABLE 16.1. TYPES OF NONREFEREED PUBLICATIONS.

CHAPTER 21: WRITING AS MENTORING

TABLE 21.1. PHASES OF THE MENTORING RELATIONSHIP FOR SCHOLARLY WRITING.

List of Illustrations

CHAPTER 3: LEARNING TO WRITE

FIGURE 3.1. EXAMPLE OF GROUPINGS OF LITERATURE BY TOPIC, REFERENCE, AND CITATION.

FIGURE 3.2. EXAMPLE OF ELECTRONIC NOTE TAKING.

FIGURE 3.3. EXAMPLE OF A SPREADSHEET USED TO ORGANIZE COMPREHENSIVE EXAMINATION INFORMATION.

FIGURE 3.4. EXAMPLE OF SPREADSHEET USED TO RECORD KEY INFORMATION.

FIGURE 3.5. EXAMPLE OF A HIGH-LEVEL OUTLINE.

FIGURE 3.6. MIND-MAPPING EXAMPLE.

CHAPTER 4: SCHOLARLY READING AS A MODEL FOR SCHOLARLY WRITING

FIGURE 4.1. DIMENSIONS OF CLAIMS AND THEIR VULNERABILITY TO REJECTION.

CHAPTER 7: WRITING WITH AUTHORITY

FIGURE 7.1. THE TRACKED EDITED VERSION.

CHAPTER 10: DEVELOPING A RESEARCH PROBLEM AND PURPOSE STATEMENT

FIGURE 10.1. RELATIONSHIP BETWEEN THE PROBLEM STATEMENT AND PROFESSIONAL ACTIONS.

CHAPTER 12: INCREASING THE ODDS OF PUBLISHING A QUALITATIVE MANUSCRIPT

FIGURE 12.1. MAIN SECTIONS AND SUBSECTIONS OF A QUALITATIVE EMPIRICAL MANUSCRIPT.

FIGURE 12.2. INTRODUCTION.

FIGURE 12.3. METHOD.

FIGURE 12.4. MAIN SECTION: DISCUSSION.

FIGURE 12.5. IMPLICATIONS.

CHAPTER 14: WRITING RESEARCH ARTICLES USING MIXED METHODS

FIGURE 14.1. QUALITATIVE AND QUANTITATIVE LEGITIMATION TECHNIQUES.

CHAPTER 15: WRITING THEORY, CONCEPTUAL, AND POSITION ARTICLES FOR PUBLICATION

FIGURE 15.1. SOURCES OF INPUT INTO THEORY DEVELOPMENT.

CHAPTER 20: WORKING WITH COAUTHORS

FIGURE 20.1. CREATIVE THINKING STRATEGIES TO CHANGE YOUR PARADIGMS.

List of Exhibits

CHAPTER 4: SCHOLARLY READING AS A MODEL FOR SCHOLARLY WRITING

EXHIBIT 4.1. LINKING A CRITICAL APPROACH TO YOUR READING WITH A SELF-CRITICAL APPROACH TO YOUR WRITING.

CHAPTER 16: CREATING AND PUBLISHING NONREFEREED MANUSCRIPTS

EXHIBIT 16.1. BOOK CRITIQUE QUESTIONS FOR REVIEWERS.

CHAPTER 20: WORKING WITH COAUTHORS

EXHIBIT 20.1. TIPS FOR SUCCESSFUL COAUTHORS.

EXHIBIT 20.2. CHECKLIST OF SOCIAL SKILLS ASSOCIATED WITH FOUR STAGES OF GROUP DEVELOPMENT.

EXHIBIT 20.3. COAUTHOR ROLES TO ACHIEVE THE TASK AND MAINTAIN POSITIVE INTERPERSONAL RELATIONSHIPS.

EXHIBIT 20.4. COAUTHOR AGENDA FORMAT.

EXHIBIT 20.5. COAUTHOR AGENDA FORMAT: EXAMPLE.

Guide

Cover

Table of Contents

Begin Reading

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THE HANDBOOK OF SCHOLARLY WRITING AND PUBLISHING

Tonette S. Rocco

Tim Hatcher

John W. Creswell

Copyright © 2011 by John Wiley & Sons, Inc. All Rights Reserved.

Published by Jossey-Bass

A Wiley Imprint

One Montgomery Street, Suite 1200, San Francisco, CA 9104-4594—www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], or online at www.wiley.com/go/permissions.

Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax [phone].

Jossey-Bass also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.

Library of Congress Cataloging-in-Publication Data

Rocco, Tonette S., 1954-

The Handbook of Scholarly Writing and Publishing/Tonette S. Rocco and Tim Hatcher, Editors; Foreword by John W. Creswell. — First edition.

p. cm. — (The Jossey-Bass Higher and Adult Education Series)

Includes bibliographical references and index.

ISBN 978-0-470-39335-2 (pbk.)

ISBN 978-0-470-94918-4 (ebk)

ISBN 978-0-470-94919-1 (ebk)

ISBN 978-0-470-94921-4 (ebk)

1. Authorship. 2. Academic writing. 3. Scholarly publishing. I. Hatcher, Tim (Tim Gary), 1950- II. Title. III. Series.

PN146.R63 2011

808'.02—dc22

2010048703

THE JOSSEY-BASS HIGHER AND ADULT EDUCATION SERIES

For our graduate students, emerging scholars, and colleagues, who have challenged us on our journey to demystify the writing and publishing process

• • •

For my husband, Maurice T. Madry, who was there at the beginning of my journey to learn to write—Tonette Rocco

• • •

For our families who should be in a “Family and Significant Other Hall of Fame” for putting up with both of us for the many years it took us to finally birth this book. I thank Linda Hatcher, my wife and partner of many years, for her patience, understanding, and love. —Tim Hatcher

FOREWORD

The sign of a good book, whether it is a book of poetry, a novella, or an academic text, is that it draws readers in and causes them to reflect on their own experiences. This book, edited by Tonette Rocco and Tim Hatcher, had this effect on me. I thought about my own scholarly writing approach, my publications in academic journals, the reasons that I have embraced writing, the scholarly voice I write in, my collaborations, and my mentoring of students as writers. These are a few of the diverse topics that you will encounter in the twenty-one chapters of this book. These chapters fold into four well-organized parts: becoming a published scholar, improving writing techniques, preparing scholarly manuscripts, and reflecting on the writing and publishing process. Topics such as these are seldom discussed in the research literature; putting them together in one book provides an original contribution to the entire process of scholarly writing. In addition, we readers are treated to an array of discipline perspectives by chapter authors coming from such diverse fields as management, research methods, special education, higher education, educational administration, adult education, communication, curriculum and instruction, and comparative education. So often we expect faculty, students, and practitioners to know how to engage in scholarly writing. But that is not a given. Academics need a skill set for understanding the scholarly writing process just as they do to become good teachers.

I cannot explore here all of the topics raised in this book, but I applaud the advice to consider the skill of academic writing as more than grammar and punctuation. It also involves giving and receiving meaningful constructive criticism, finding time to write, and overcoming writer’s block and voice issues. Audience is also important, as I learned during my undergraduate years when one of my professors told me that I needed help learning to write. My parents hired a tutor to work with me. Through many arduous sessions, I learned to write for others rather than for myself.

I appreciated in this book reference to the reality of writing: that scholarly writing emerges from rough beginnings and then smoothes out through revising and editing. I often bring to my research methods classes initial drafts of my books or articles and compare them with the final version. This approach is what the chapter authors underscore: that research is a process that unfolds over time.

Advice is plentiful in this book. How does a scholarly writer find voice? How does an author make sense of feedback from reviewers? How should a person write to be sensitive to cultural issues? I especially liked the triad of chapters about preparing (and the differences among) research articles that might be qualitative, quantitative, or mixed in their methodological orientation.

As a former editor of an international journal, I appreciated the advice for prospective authors—advice that fills in the blanks of somewhat general author guidelines typically found on Web sites or as statements in the front of journal issues. We learn about the emotional devastation resulting from unfair or unreasonable criticism and what the recovery period looks like, reasons for rejection, and how to prioritize the comments received.

You can see that this book not only takes you into an engaging portrait of scholarly writing; it also draws you in and causes personal reflection. Your experiences may certainly differ from mine, but I daresay that you will be a more reflective writer and more aware of scholarly writing by the end of this book.

• • •

John W. Creswell

University of Nebraska-Lincoln

PREFACE

This book is intended to enable emerging scholars and anyone else wishing to improve their writing skills to better understand the parts of a manuscript and how they fit together and support each other to create a quality publication. Our goal is to fill a conceptual and practical gap within the literature by bringing together in one book different perspectives and providing information about different types of manuscripts that a scholarly writer is likely to encounter.

The Handbook of Scholarly Writing and Publishing is unique in that it brings together the wisdom of scholars from different professions (education, business, communications), disciplines (adult education, comparative education, educational leadership, higher education, human resource development, management, research methods, special education, teacher preparation), and countries (Australia, Canada, China, India, Netherlands, Russia, United Kingdom, the United States) who share their insights into specific aspects of scholarly writing and publishing. The chapter authors represent a wide range of experience and expertise, from doctoral students to established and prolific authors (including a few who have written books on writing for publication). Many have won awards for their writing, and most have been editors of journals or reviewers of manuscripts, or both.

Content Overview

The book is divided into four parts. Part One, “Becoming a Published Scholar,” contains six chapters. The first chapter provides an overview of the reasons to write, creating writing opportunities, learning to write, writing tips, and helping others to write. The second chapter presents information on publishing in peer-reviewed academic journals and nonrefereed professional journals. Three doctoral candidates share their insights in Chapter Three on organizing materials for a writing project, overcoming writer’s block, and techniques for working with coauthors. Chapter Four presents techniques for reading critically to improve scholarly writing. The last two chapters in Part One deal with the tensions of writing a dissertation and publishing (Chapter Five) and with designing a dissertation project to yield multiple publications (Chapter Six). Graduate students and their advisors are the primary audience for the chapters in Part One. More experienced authors may learn new ways to organize notes, critically read and write, and simply overcome writer’s block.

The four chapters in Part Two, “Improving Writing Techniques,” provide insights for authors on writing concisely (Chapter Seven), developing a scholarly voice (Chapter Eight), understanding common problems with manuscripts (Chapter Nine), and crafting a problem and purpose statement (Chapter Ten). A problem for journal editors is that manuscripts written in a clear and concise style with a well-defined and well-articulated problem and purpose statement are not the norm. This means that anyone who writes for publication can benefit from the insights provided in these chapters.

The six chapters in Part Three, “Preparing Scholarly Manuscripts,” offer useful information for all scholars. They provide guidance on developing specific types of manuscripts such as literature reviews (Chapter Eleven); qualitative (Chapter Twelve), quantitative (Chapter Thirteen), and mixed methods (Chapter Fourteen) reports; conceptual or position pieces (Chapter Fifteen); and book reviews, editorials, and essays (Chapter Sixteen).

The five chapters in Part Four, “Reflecting on the Writing and Publishing Process,” cover topics such as becoming a reviewer (Chapter Seventeen), addressing feedback (Chapter Eighteen), dilemmas international authors face (Chapter Nineteen), working with coauthors (Chapter Twenty), and mentoring (Chapter Twenty-One). The book ends with a section of resources for further reading on scholarly writing, highly useful to anyone developing a manuscript or thinking about developing one.

Audience

The Handbook of Scholarly Writing and Publishing is for anyone interested in improving their writing skills and better understanding the processes behind developing and publishing scholarship. Although the focus is primarily on helping graduate students and emerging scholars, those in midcareer and even more established scholars may find helpful insights as well. Emerging scholars (graduate students, scholar-practitioners, and new faculty) are given specific guidelines on how to craft scholarly papers and other writing suitable for submission to academic journals and other ventures within their respective fields of study. They will also gain information on how to follow through with editors, how to handle rejection, and advice on rewrites and resubmittals. Another audience is instructors who teach writing for publication and who mentor colleagues and graduate students through the practice of writing and publishing. Professors who teach advanced doctoral students dissertation writing and instructors who teach research methods may also find the book useful. Finally, since much of the book is about the publishing process, we hope journal editors will find the book a useful reference in their work with authors.

Acknowledgments

We have many people to acknowledge and thank. First, we extend our sincere and heartfelt thanks to our contributing authors, without whom this book would not have been possible and whose intellect, expertise, experience, time, energy, and patience are without equal. Next, we are forever grateful to our editor, David Brightman, who believed in this project from its inception. His feedback and insights have been invaluable to this process. We would be remiss if we did not acknowledge the many students and colleagues who challenged us and gave both of us ample opportunities to learn about the contributions of scholarly writing.

Tonette S. Rocco

Tim Hatcher

ABOUT THE EDITORS

Tonette S. Rocco is associate professor in the Adult Education and Human Resource Development Program at Florida International University in Miami. She has published four books and coedited a special issue of Advances in Developing Human Resources. Challenging the Parameters of Adult Education: John Ohliger and the Quest for Social Democracy (with André Grace, 2009) received the 2009 University Continuing Education Association Frandson Book Award. She received the Elwood F. Holton III Research Excellence Award 2008 from Human Resource Development Review and a Cyril O. Houle Fellowship funded by the Kellogg Foundation. Her university awarded her the 2010 Excellence in Mentorship award. She has over one hundred publications in journals, books, and proceedings. She is coeditor of New Horizons in Adult Education and Human Resource Development, assistant editor for Human Resource Development Quarterly, and qualitative methods editor for Human Resource Development International. She is a founding board member for the Journal of Mixed Methods Research and serves on several boards.

• • •

Tim Hatcher is associate professor of human resource development and adult education at North Carolina State University in Raleigh. He joined academe in 1991 after twenty years of working in international business and industry where he was primary author of several hundred procedures, specifications, and manuals. Since 1991, he has published over one hundred book chapters, research articles, concept articles, editorials, books, white papers, conference proceedings, and other scholarly writing. His book Ethics and HRD: A New Approach to Responsible Organizations was awarded the Academy of Human Resource Development 2002 Outstanding Book Award. For eight years as associate editor (2002–2005) and then editor (2006–2009) of the Human Resource Development Quarterly, he managed the blind review, editing, and publication of several hundred research manuscripts. He has been or is on the editorial board of five international journals.

ABOUT THE AUTHORS

Claire Aitchison is a senior lecturer (postgraduate literacies) in the Learning Skills Unit at the University of Western Sydney, Australia, where she coordinates writing development for higher-degree research students. Her research interests are pedagogies for doctoral education and doctoral writing, including writing for publication and thesis writing. Her recent publications include Publishing Pedagogies for the Doctorate and Beyond (2010) with Barbara Kamler and Alison Lee; “Writing Groups for Doctoral Education,” Studies in Higher Education (2009); and, with A. Lee, “Writing In, Writing Out: Doctoral Writing as Peer Work,” in M. Walker and P. Thomson (Eds.), (2010). She has a Citation for Outstanding Contribution to Student Learning in postgraduate writing from the Australian Learning and Teaching Council (2008) and is an editor for the .