Writing and publishing
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1. Writing should be a regular part of the research process in order to produce scholarly works through practice. 2. It is important to prioritize research and writing activities, and write in a structured way by breaking projects into manageable chunks and setting deadlines. 3. Sharing writing with others through writing groups or triads and seeking feedback is helpful for improving writing skills and advancing research ideas.
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Writing and publishing
- 1. 22 April 2013 Writing and publishing For Prof Doc students, University of Northampton Dr. Rhona Sharpe Oxford Centre for Staff and Learning Development
- 2. About me Co-edited 2 books Editor for 3 journals Reviewer for 10+ journals 9 book chapters 8 referred journal papers 16 reports 8 invited keynotes 20+ conference papers 14 funded projects
- 5. Key ideas for this morning 1. Writing as scholarly activity 2. Scholarly activity in the open 3. Writing strategically for publication (or „what editors are looking for‟)
- 6. The research process: evaluation of student support • Student services • Learner Development in HE Networking • Uni committee (£5K) • Year 2 continuation Getting it funded • Uni report • Internal conference • Journal article Publications
- 7. The research process: evaluation of student support • Student services • Learner Development in HE Networking • Uni committee (£5K) • Year 2 continuation Getting it funded • Uni report • Internal conference • Journal article Publications
- 8. The research process: evaluation of student support • Student services • Learner Development in HE Networking • Uni committee (£5K) • Year 2 continuation Getting it funded • Uni report • Internal conference • Journal article Publications
- 9. “I haven‟t done any research yet” bid lit review abstract poster book review
- 10. It‟s “in preparation” • Decide what you are writing (bid, review, abstract, paper) • Decide what you want to say • Break down the task into manageable chunks, create deadlines for yourself • Diarise your research time
- 11. Diarise your research time What’s in ‘The Friday File’?
- 12. ‘The Friday File’ journal article to review book proposal to review 2 newly published papers to read rejected paper to revise for submission elsewhere bid which could be turned into a paper vague research idea to be turned into a proposal
- 13. From gestation to publication In press In submission In preparation In gestation
- 14. Where do you write?
- 15. True or false? 1. Some people are just good writers 2. You need a sabbatical to write a paper 3. Papers are produced in a single draft 4. If I had more time I would write more 5. Good academic writing can be learned
- 17. Write an abstract What makes a good abstract? (courtesy of Robert Brown) A good abstract should contain: What was done (methods) What was the main result (results) Why the work was done What the work adds to theory What the work adds to practice
- 18. The role of others in writing OCSLD Writing Group 45 mins poster presentation - Uses Robert Brown’s 8 questions - Strict format for giving feedback - Good to bringing ideas for new papers 15 mins editing
- 19. The role of others in writing My Writing Triad Everyone brings something every time Advance reading Very detailed discussion No excuses!
- 20. The role of others in writing - in a digital age Open access publishing Open educational resources Open source software Open courses Open data Open peer review (based on Weller, 2012)
- 23. Lazyweb
- 24. In summary 1. Write regularly as an integral part of the research process 2. Prioritise your research and writing 3. Practise, practise, practise 4. Seek feedback on your writing 5. Find and engage with your community of researchers.
- 25. References & further reading Boice, R. (1987) A program for facilitating scholarly writing, Higher Education Research and Development, Vol 6, No. 1, p.11 Brown, R. (1994) The ‘big picture’ about manaing writing. In O. Zuber-Skerritt & Y. Ryan (Eds) Quality in postgraduate education, pp. 38-50, London: Kogan Page. McGrail, M. R., Rickard, C. M., and Jones, R., eds., 2006. ‘Publish or perish: a systematic review of interventions to increase academic publication rates’. Higher Education Research & Development 25(1), pp. 19-35 Murray, R. (2009) Writing for academic journals, Open University Press. Weller, M (2012) The openness-creativity cycle in education. Journal of Interactive Media in Education.
Editor's Notes
- This talk is based on my experience. I know some people study academic writing and the writing process – I’m not one of them. I have written, not massive amounts, there are others who are much more productive, but I’m happy and comfortable in what I’ve done. I support a lot of writersThrough editingAnd supervising masters students, both at Brookes and at a distance with the OUHowever, I have been influenced by those who study academic writing:Rowena MurrayRobert BrownWhy do I write? To get published yes, but mostly to develop my ideas. So, I put this up to show you that it’s not just about publishing, it’s about being a scholar. Often we focus on the outputs of the process (publications) without understanding the process itself (research/scholarship)
- The reason I show you my CV is that I had this belief when I started out that you went straight from (ground breaking) idea to article in one smooth sweep – like this.
- Actually my research activity looks more like this.
- Points about my diaryNOT evenings and weekendsResearch is my job not my hobby
- Notice, not much of this is creative writing, but it will all lead to publication
- Only 5 is true. Good writing can be learned. There’s no big secret, it’s just hard workTurn your coursework into articlesWRITE SOMETHING NOW
- At the end of the year, what people will ask you is for your publications list – it is the your priority. Give it time every single week. Don’t worry if you discard what you’ve written. You are still practising your writing. Good ways of doing this: Blogging (that’s writing). I’m not very good at it, but lots of other people are Conversations, email ones, get into debates Take notes on everything, tablets, all the timeWhen you sit down to write a paper, you will have lots of notes to start with.
- Photo of postersHandout of Brown’s 8 questions
- SHARE your abstract with your neighbourGIVE feedbackRECEIVE feedbackREWRITE your abstract using the big box
- The Open Scholar takes that last piece of advice: sharing- to a new level. Increasingly scholarly activity is taking place on the open. Open access journalsOpen peer reviewRecognition of different forms of output as legitimate research outputsWhat this means to us is that much scholarly activity now takes place in the open, so you can see how ideas are formed, how writing develops. It lets us into the secrets of scholarly activity. Here are a couple of examples.Doug Belshaw open writing model..JIME open peer reviewWeller, M (2012) The openness-creativity cycle in education. Journal of Interactive Media in Education.
- You can follow the author’s progress through the early versions of their books. Grainne Conole blogged chapters of her book ‘Designing for learning in an open world’There is a growing feeling that our reliance on traditional models of academic publishing is outdated and largely unsuited to the development of innovative pedagogic research. It distances authors from their audience of other teachers, has built in delays between research and publication, and is predominantly a private rather than public exercise. Conversely, digital scholarship sees publication as a process rather than a product; its iterative nature supports critical reflection, its collaborative nature prompts us to engage colleagues in meaningful ways and its openness engages audiences from the outset.
- Open access improves citationSome articles in JIME publish responses to reviewers’ comments as supplementary files alongside the finished article
- The term ‘lazyweb’ refers to the practice of asking questions of one’s network, rather than researching it yourself. Martin Weller says that this light-hearted term underplays the significant function of the social network, which is access to experts, peers and a wealth of experience which can be easily drawn on. These networks are an important activity for today’s scholar.
- At the end of the year, what people will ask you is for your publications list – it is the your priority. Give it time every single week. Don’t worry if you discard what you’ve written. You are still practising your writing. Good ways of doing this: Blogging (that’s writing). I’m not very good at it, but lots of other people are Conversations, email ones, get into debates Take notes on everything, tablets, all the timeWhen you sit down to write a paper, you will have lots of notes to start with.- Share what you’ve done…