Writing for Publication (without losing your sanity or your friends) Mary Brydon-Miller University of Cincinnati.

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<ul><li> Slide 1 </li> <li> Writing for Publication (without losing your sanity or your friends) Mary Brydon-Miller University of Cincinnati </li> <li> Slide 2 </li> <li> Publication Process Identifying a publication Creating a draft Revision Submission Revision Responding to reviews Resubmission Publication Celebration </li> <li> Slide 3 </li> <li> Types of Publications Print peer-reviewed journals On-line peer-reviewed journals Scholarly press monographs Scholarly press edited volumes Textbooks Professional newsletters and publications Popular press On-line publicationsblogs, wikis, listservs, etc. Self-publication </li> <li> Slide 4 </li> <li> Forms of Academic Writing Refereed journal articles Book chapters Book reviews Book review essay Encyclopedia entries Response to articles Editing publications </li> <li> Slide 5 </li> <li> Forms of Academic Presentations International conferences (good luck getting there!) National academic conference presentation Regional academic conference presentation Professional organization meetings Invited guest lectures Workshops </li> <li> Slide 6 </li> <li> Creating a Draft Identify publication site Review submission guidelines Clarify your audience Establish your writing voice Develop a workable structure/outline </li> <li> Slide 7 </li> <li> WRITE!! </li> <li> Slide 8 </li> <li> Getting Started </li> <li> Slide 9 </li> <li> Slide 10 </li> <li> Slide 11 </li> <li> Avoiding Academic Jargon </li> <li> Slide 12 </li> <li> Slide 13 </li> <li> Taking Risks and Having Fun </li> <li> Slide 14 </li> <li> Slide 15 </li> <li> Revision </li> <li> Slide 16 </li> <li> Slide 17 </li> <li> Collaborative Writing and Co-authorship </li> <li> Slide 18 </li> <li> Developing effective and ethical writing teams Demystify publication process Develop academic writing skills of co-authors Draw upon the unique skills of fellow contributors Explore ways of allowing multiple authorial voices to be developed Negotiate contributions and order of authorship ahead of time Be willing to review decisions based on changing circumstances </li> <li> Slide 19 </li> <li> Giving credit where credit is due </li> <li> Slide 20 </li> <li> Slide 21 </li> <li> Slide 22 </li> <li> APA guidelines for publication assigning credit (a) Psychologists take responsibility and credit, including authorship credit, only for work they have actually performed or to which they have substantially contributed. (See also Standard 8.12b, Publication Credit.) (b) Principal authorship and other publication credits accurately reflect the relative scientific or professional contributions of the individuals involved, regardless of their relative status. Mere possession of an institutional position, such as department chair, does not justify authorship credit. Minor contributions to the research or to the writing for publications are acknowledged appropriately, such as in footnotes or in an introductory statement. (c) Except under exceptional circumstances, a student is listed as principal author on any multiple-authored article that is substantially based on the student s doctoral dissertation. Faculty advisors discuss publication credit with students as early as feasible and throughout the research and publication process as appropriate. (See also Standard 8.12b, Publication Credit.) </li> <li> Slide 23 </li> <li> Co-authorship Options Griebling, S., Zayas, V. R., Brydon-Miller, M., Gerlach, J., Norman, C. and members of the Action Research Seminar (in press). Exploring the Relationship between Faculty, Students, and the Social and Behavioral Ethics Review Committee through Action Research. Journal of Empirical Research on Human Research Ethics. Action Research Team (2008). Postcards to Paulo: Enacting Critical Pedagogy in the Action Research Classroom. Journal of Thought, Spring-Summer,11-20. Allen, D., Bolden-Haraway, C., Brydon-Miller, M. Cook, A., Eby, B., Foster, W., Mack, G., Obarski, K. Ostendorf W., Thurman, S., and Welch, K. (2003). Action research and the challenges of urban education. International Journal of Learning, 10, 989-997. </li> <li> Slide 24 </li> <li> Submission </li> <li> Slide 25 </li> <li> What reviewers and editors look for Fits with journal or volume focus Makes an important contribution to the field Provides a well-supported and clearly written description of the project Offers reasonable conclusions based on datadoesnt over-reach Uses creative and engaging style </li> <li> Slide 26 </li> <li> Possible Reviewer Responses Accept without revision Accept with minor revision Accept with major revision Revise and resubmit Reject </li> <li> Slide 27 </li> <li> Responding to Reviewer Comments Dont argue, dont complain, feign gratitude Respond point by point Indicate where in draft youve incorporated specific recommendations If you do decide not to incorporate a recommendation explain why Throw them a bone </li> <li> Slide 28 </li> <li> Potential Outlets for Publication Action Learning Action Research Journal (ALARj) www.alarpm.org.au/journal Action Research www.sagepub.co.uk/journal.aspx?pid=105462 Action Research International www.scu.edu.au/schools/gcm/ar/ari/arihome.html AR Expeditions www.arexpeditions.montana.edu/index.php Educational Action Research www.triangle.co.uk/ear/ International Journal of Action Research www.Hampp-Verlag.de International Learning Journal www.learningconference.com/ </li> <li> Slide 29 </li> <li> In conclusion </li> <li> Slide 30 </li> <li> Top Ten Tips for Successful Academic Writing 1. Have something to say. 2 Support your ideas. 3. Know your audience. 4. Follow the rules. 5. Dont follow the rules. 6. Intelligent obtuse. 7. Be yourself. 8. Pay attention to details. 9. Flow. 10. Draft, redraft, reredraft and a bonus tip.. 11. If you cant let your friends read it, why would anyone else want to? Get feedback! </li> <li> Slide 31 </li> <li> Thank you </li> </ul>