Breaking Down the Article Writing Process for New Academics

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  • ALISON
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  • ALISON START ACTIVITYMEL END OF ACTIVITY
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  • No commentary articles for structureJUMP TO PACKET ACTIVITYMEL
  • We would like the audience to think of the work they’ve written in the past. Pick one to write an abstract within this workshop.MELANIE
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  • ALISONCO-WRITE VS. CO-AUTHOR
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  • Do activity in PacketMELANIE
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  • ALISONFOLLOW UP ACTIVITY FOR ELEVATOR SPEECH Renumber activity
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  • Move to before language/style
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  • Cabell’s requires a subscription now (free 7 day trial) or check university libraryMELANIE
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  • ALISONBelcher and I disagree about local/smaller regional journals
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  • Breaking Down the Article Writing Process for New Academics

    1. 1. Breaking Down theArticle Writing Process for New Academics Alison M. Youngblood, University of Central Florida a.youngb@knights.ucf.edu Melanie C. González, University of Central Florida m.gonzalez@knights.ucf.edu TESOL 2012 Philadelphia, PA
    2. 2. Target AudienceThis workshop is designed fordoctoral students, new facultymembers, and/or practitioners thatdo not have a lot of experiencewriting articles but need to publishfor career advancement. 2
    3. 3. Workshop Objectives① Design a realistic writing plan to help manage the article writing process.② Select an article to write/revise for submission to a journal.③ Write a good abstract.④ Break down the journal publication process. 3
    4. 4. Overview of Workshop① Introduction to article writing process and 12-week writing plan② Designing your writing plan③ Starting your article & varying article structures④ Writing an abstract and making a strong argument⑤ Selecting a journal & journal review processes⑥ Writing a letter of inquiry⑦ Wrap-up & feedback 4
    5. 5. Let’s take a pollPolleverywhere – Use your text-messagingenabled phones!What is your biggest obstacle to writing?a) Family/friendsb) No timec) Writer’s blockd) Not a good writere) Dislike writingf) Intimidated 5
    6. 6. Let’s take a pollWhat is your typical writing process like?a) Work on it a little at a timeb) Wait till the last minutec) Heavy on the revision processd) Methodical: outline, fill-in, revise 6
    7. 7. Let’s take a pollHow do you feel while writing?a) Fabulous, I love writing!b) Stressed, this is never going to get done!c) Frustrated, I don’t know what to say!d) Neutral, it is something I have to doe) Good, when I have time. 7
    8. 8. Activity 1• There are many obstacles when trying to make writing a daily habit. From the obstacles discussed in our workshop, which ones were the most relevant to you? Discuss some possible solutions with your group?Obstacles: Solutions: 8
    9. 9. Designing Your Writing Plan MAKING THE COMMITMENT
    10. 10. Making the commitment• Traditionally, we think of writing as a solitary activity.• Working with a writing partner/writing group helps not only to provide a reviewer, but adds motivation• Sign a contract (examples on following slide)• Decide a reward & punishment • Rewards: new shoes, movie, tickets, etc. • Punishments: a week without Facebook/Twitter, no TV for a week, etc. 10
    11. 11. Making the commitment (Belcher, 2009)Writing Partners Writing Group 11
    12. 12. Designing Your Writing Plan MAKING IT A HABIT
    13. 13. Making it a habit• Pick a writing site and stick to it! • What improvements can you make to it?• Plotting out your time and creating a writing plan • Use a chart • Use online/mobile phone tools/apps such as iCal, Google calendar/reminders• Plotting out writing tasks for each day for the span of plan 13
    14. 14. Activity 2• We discussed obstacles that make it hard to write every day. One of the best ways to overcome these obstacles is to create a writing space. What could site could you use as your primary writing location? What could be a back-up writing site? What changes would you have to make to either in order to make it a productive space? 14
    15. 15. Sample 12-Week Writing Plan (Belcher, 2009)• Goal is to set up a realistic, not ambitious writing plan!• Think about how you currently spend your time and where you can fit in 15 minutes of writing. 15
    16. 16. Starting your articlePICKING A TEXT YOU’VE ALREADY WRITTEN “Look what I found in the dumpster! A perfectly good article!”
    17. 17. Types of academic articles in TESOLCommentary* Discusses issues of concern in the field supported by research and/or theory Reviews of recent professional books, textbooks,Book review or electronic resources; check with journal sites for list of books needing reviewPedagogical/Effective/Best Describes successful or promising application ofpractice articles/Action instructional practices or activitiesresearchLiterature review article Reviews a body of literature and/or previous research on a particular topic Traces the development of a certain theory,Theoretical article proposes a better theory, and criticizes the old theory.Research article: Reports on data collected from anquantitative, qualitative, or experiment/research project. Includes a literaturemixed methods review, methodology, and discussion of results. 17
    18. 18. Picking a text you’ve already written• For your consideration (Belcher, 2009): • Praise: has a professor said a certain paper was strong? • Pleasure: was there a topic you really enjoyed writing about? • Relevance: have you talked/written about a current debate in the field? • Research/Findings: have you performed any research/collected data in the field? • Conference presentation: have you presented on a topic at a professional conference? • Thesis: did you write a Master’s/Doctoral thesis? • Rejected article: did you send in an article already? 18
    19. 19. Activity 3• The first step to writing an article is to pick a project or piece of work that you already have in progress. Brainstorm which of your artifacts have potential to become articles? What article structure would they follow? What is your best option to focus your attention over the next twelve weeks? 19
    20. 20. Collaborating with othersConsider co-writing with: Tips for collaborating • A peer • Determine a file naming system e.g. • A professor YEAR_MONTH_DAY_AUTHOR INITIALS_TITLE.docx • A mentor • Save ALL drafts • A practicing teacher • Never have two authors working at the same time • Take advantage of others’ strengths 20
    21. 21. Writing an Abstract for Your Article THE DO’S AND DON’TS
    22. 22. Writing a good abstract• Now that you’ve selected a topic, let’s examine what comprises a good abstract• An abstract can serve as a general outline to keep your writing focused 22
    23. 23. Elements of a good abstract (Belcher, 2009)• State why you are writing about this topic –a gap in literature? Debate in the field? A persistent problem?• State what the article is about• State your methods• State your results/findings• State your conclusions/argument• Think of all the keywords possible 23
    24. 24. What to avoid in an abstract (Belcher, 2009)Avoid including the following items in your abstract:• Just introducing the topic• Detailing data, results, significance• Your hopes for the article• Footnotes or citations• Quotations• Abbreviations, symbols, or acronyms 24
    25. 25. Activity 4• It is important to understand how an article’s structure affects the abstract. Look at the four example abstracts below and determine what kind of article structure they represent. 25
    26. 26. Activity 5• Once you have completed the description and summary activities related to your article, write a single sentence that explains what your article is about. 26
    27. 27. Example of Lit ReviewArticle• Folse, K., Gonzalez, M., & Youngblood, A. (in review). Five suggestions for creating a rich lexical environment in any classroom. • Initial stage: literature review from course • Pick a journal & inquire about topic • Revise according to journal guidelines • Submit! 27
    28. 28. Getting It Published MATCHING YOUR ARTICLE TO A JOURNAL
    29. 29. Good News about Publishing• Based on a survey conducted in 2000: • 38,000 active academic journals in circulations today • 22,000 of these are peer-review journals • Only 35% of journals get more than 100 submissions each year • Only 5% of journals have a 90% rejection rate or higher(as cited by Belcher, 2009) 29
    30. 30. Familiarize Yourself With Journals• Find the acceptance rates/impact factors of the journals to which you desire to submit your article • Cabell’s Publishing http://www.cabells.com/directories.aspx • Science Watch http://sciencewatch.com/• Visit the journal websites – publication guidelines for authors• Is there an upcoming theme or special issue on your topic?• Is the journal formal or informal in style? Prefer primary, secondary, or pedagogical articles?• What does the review process for the journal look like? 30
    31. 31. Familiarize Yourself Author Guidelines for Publishing Major Journals Local JournalsResearch-oriented, high impact Pedagogical in nature, lowerfactors impact factors• TESOL Quarterly • CATESOL• Modern Language Journal • Sunshine State TESOL• Language Learning Journal• Reading in a Foreign • Idiom (NYTESOL) Language • WAESOL World Quarterly• Journal of Second Language Writing• Computer Assisted Language Learning 31
    32. 32. Suggested Publishing OutletsCategory Example in TESOL Additional InformationRegional journals Florida Reading Quarterly 21-30% acceptance rateNewer journals The European Journal of Debuts in March 2012; Applied Linguistics and Review process about 8 TEFL weeksField specific journals Reading in a Foreign Review process 8-12 weeks Language English for Specific 21-30% acceptance rate PurposesDisciplinary journals System 11-20% acceptance rate Canadian Modern 21-30% acceptance rate Language Review TESOL Quarterly 8-10% acceptance rate(Belcher, 2009; Cabell, 2007) 32
    33. 33. Activity 6• It is important to select a specific journal where you will submit your completed article. What journals are you considering? 33
    34. 34. Choosing the Right Journal• Consider contacting the Managing Editor and/or the Editor to get further information. • Managing editor: oversees daily operations of journal; keeper of manuscripts & blind peer review processes, copy editor, proofreader • Editor: oversees manuscript ideas, content, & makes final judgment calls• What questions would be appropriate to ask these journal representatives? Are they the same for both the Managing Editor and the Editor? 34
    35. 35. Activity 7• Brainstorm questions that you would send to a Managing Editor and an Editor of a journal in which you want to publish. 35
    36. 36. Getting It Published WRITING A LETTER OF INQUIRY
    37. 37. Letters of Inquiry• It is a good idea to write first to an editor regarding your topic• Be sure to mention that you are a graduate/doctoral student if you are still in school• Use your abstract as a guide for writing this letter.• Sample letter 37
    38. 38. Getting It Published THE PEER REVIEW PROCESS
    39. 39. The Peer Review Process • Manuscript received by managing editor • Journal editors decide if meets criteria1 • Select two blind peer reviewers from editorial board • Two reviewers read manuscript • Make comments, suggestions • Make recommendation to journal editors on whether to accept, accept2 with revisions, reject • Manuscript returned to managing editor • Managing editor compiles reviewer comments3 • Contacts author with journal decision and attaches reviewers’ feedback 39
    40. 40. Resources for Writing• Forms & sample writing plan http://www.wendybelcher.com/pages/WorkbookForms.htm• Self-Control for Mac OS X http://www.macupdate.com/app/mac/31289/selfcontrol• Facebook Groups, EdModo• DropBox http://www.dropbox.com/• EverNote http://www.evernote.com/• Wunderlist, Orchestra To-Do 40
    41. 41. It starts now!• If you would like to provide encouragement and support to your peers in today’s workshop, we have created a group in EdModo to inspire each other to stay the course! 41
    42. 42. Call for Papers http://tapestry.usf.edu/journal/• We would like to invite you to submit your manuscript to an invited novice academic issue of The Tapestry Journal.• Theme: Issues relating to the education of English learners in the P-12 classroom.• Submit ideas/manuscripts to tapestry@ucf.edu by July 31, 2012• Editors will work more closely with authors than is typical in the field for this issue 42

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