She builds on feedback from professors and graduate students who have successfully used the workbook to complete their articles. A new chapter addresses scholars who are writing from scratch. This edition also includes more targeted exercises and checklists, as well as the latest research on productivity and scholarly writing. Writing Your Journal Article in Twelve Weeks is the only reference to combine expert guidance with a step-by-step workbook.
Each week, readers learn a feature of strong articles and work on revising theirs accordingly. Every day is mapped out, taking the guesswork and worry out of writing.
There are tasks, templates, and reminders. At the end of twelve weeks, graduate students, recent PhDs, postdoctoral fellows, adjunct instructors, junior faculty, and international faculty will feel confident they know that the rules of academic publishing and have the tools they need to succeed. Each week, readers learn a particular feature of strong articles and work on revising theirs accordingly. At the end of twelve weeks, they send their article to a journal.
This invaluable resource is the only guide that focuses specifically on publishing humanities and social science journal articles. Download Epochen Der Natur books ,. Nach und nach findet Clay heraus, dass Mr. Penumbra und seine Kunden einem uralten Geheimnis auf der Spur sind. Die sonderbare Buchhandlung des Mr. Seine Methode hilft mit einer strukturierteren Lebensweise achtsamer und konzentrierter zu werden.
Inzwischen lassen sich Millionen Menschen von ihm inspirieren. Download Writing Your Journal Article books , Scholars know they must publish, but few have been told how to do so. So this made it her mission to demystify the writing process. Wie hat George Eliots Liebesleben ihr Schreiben beeinflusst? Kann man bei einer Oscar-Verleihung overdressed sein? Was ist italienischer Feminismus? Day 5, constructing your conclusion.
The Belcher Editing Diagnostic Test and its prin- ciples: reduce lists; strengthen verbs; clarify pronouns; decrease prepositions; and cut unnecessary words. Your tasks: Editing your article. What to do after sending. Your tasks: Getting your submission ready. Day 1, identifying what remains to be done. Day 5, send and celebrate! Writing your article from scratch with an idea. So I was delighted that academics came to regard this workbook as the bible of journal article publishing, the one text on the subject that they used.
Dozens of articles have been published about the positive results of using this workbook to teach writing. As a result, in producing this second edition I have kept this broader audience in mind. So I have added a chapter to help anyone who wants to use the workbook to write an article from its very inception. Unfortunately, not all information can be packed into the first chapter. That said, I did rearrange or add a few chapters: I moved the chapter about argument to the second week, since it undergirds the book and your writing, and I added chapters about analyzing evidence and claiming significance.
I have made other improvements as well. My thanks to all of you who emailed me to note errors in the first edition! I saved and used all your emails to address such mistakes. Third, I updated the work- book according to how journals have changed their publication procedures in the years since the first edition was published. And I improved the flow of instruction within chap- ters, making the tasks even easier to follow.
Although much about the second edition is new, I have kept what readers liked about the first: its humor, its encouraging tone, its stories, its detailed instructions, its base in the scholarly research on writing, and its rich content about getting journal articles pub- lished. I have continued to assume that its main readers are those who have published little or not at all. I hope that you find this second edition even more useful than the first.
And keep those comments coming! I love to hear from you; just email me at wbelcher ucla. Acknowledgments I n writing the second edition, I am grateful to all the readers who emailed me feedback about the workbook. Of those who took the time to point out errors or inconsistencies in the first edition, none was more appreciated than Steven Gump, who sent me many pages of thoughtful comments and corrections.
I am also grateful to my beta testers, who over the summer of used my first draft of the second edition to work on an article for publication. Each Monday, they reported how they had used the book that week and what they thought I could improve about it. Kelts, Maria A. Medvedeva, and George R. Laufenberg; other testers included Princeton faculty members Brian E. Herrera, Desmond D. It has long been a dream of mine to be published by the best-run press in the world, and now I am.
That is, the goals are active and pragmatic. The workbook provides the instruction, tasks, structure, and deadlines needed to complete an ef- fective revision.
It will help you develop the habits of productivity that lead to confidence, the kind of confidence it takes to send a journal article out into the world. By aiding you in taking your paper from classroom or conference quality to journal article quality, the workbook also helps you overcome any anxiety about academic publishing. Most books about scholarly writing give advice based on the experiences of only the author or a few scholars in the same field as the author. This workbook is the product of decades of repeated experimenting, with and by hundreds of scholarly writers.
Based on this knowledge gathered from the field, the latest research, and the laboratory of the classroom, I wrote and then revised this workbook to make it as helpful as it could be. Very few books about scholarly writing have undergone the fire of testing among hundreds of scholars across a wide range of disciplines. This one has. I see such demands as impractical. My aim is helping graduate students, recent PhDs, postdoctoral fellows, adjunct instructors, junior faculty, and international faculty understand the rules of the academic publishing game so that they can flourish, not perish.
Thus, this workbook is based on what works. Publication, not perfection, is the goal here, so the workbook advises you based on what academics have told me they actually did, and what they were willing to do. As a result, the workbook details shortcuts and even a few tricks. And it always tells the truth, based as it is in the real world, however upsetting that world can sometimes be.
But I state these unfor- tunate truths anyway. But in the end, I always decide that it is right to level the playing field so that everyone can play the game and advance, even those disadvantaged by that very system.
I believe that everyone should have access to the rules and a chance to succeed. The real problem is how many good ideas languish in unfinished, unpublished articles. What most academics need is a way to make publishable the research they have already conducted, or written about in graduate school, or taught. Thus, in my workshops I focused on guiding students through a revision of some- thing they had already written, an exercise new to many. It turned out that revising their drafts was far more effective in training them to be better, more productive, and less anx- ious writers than having them start writing from scratch.
Further, once they learned to diagnose and correct their erroneous tendencies by revising, they wrote their next ar- ticle from scratch easily. I firmly believe that revision is the heart of good writing, and that many scholars are unpublished because they have never learned how to revise their drafts, not because they have bad ideas.
This workbook focuses on revision as a key to publication. Half their pages are devoted to improving word choice and syntax. Scholarship about writing supported my own observation that what most authors need is a better grasp of macrorevising such as making argu- ments, structuring the whole, and summarizing , not microrevising such as improving style through better punctuation and the reduction of adverbs. I have divided these disciplines into two tracks. Many people use the words field and discipline interchangeably, but I use field throughout to mean a subcategory of a discipline.
Many scholars have used this workbook to write journal articles in the humanities or interpretive social sciences abbreviated in the workbook as HumInt. The humanities disciplines include philosophy, religion, history, literature, and the arts including visual arts like painting and photography; media arts like film and television; applied arts like architecture; and performing arts like dance, theater, and music.
Some have used the workbook to write interdisciplinary articles about social constructions such as gender, sexuality, race, culture, ethnicity, nation, region, class, and ethics. And some have used it to write articles in the interpretive social sciences such as cultural anthropology, cultural sociology, human geography, political theory, and so on.
Still others have used it to write about research in the social science professions, such as education, business management, communications, public policy, social welfare, urban planning, library science, criminology, development studies, forestry, or inter- national relations. They follow the SciQua track if the article reports on a qualitative or quantitative study, or the HumInt track if the article is interpretive. Only a few have used it for legal writing.
The workbook was not originally written for those in the natural sciences. So those writing up research in most of the applied sciences e. They follow the SciQua track. However, such readers will have to do more than other readers to adapt the book for their purposes, especially regarding time frames. I still recommend that scientists read and use How to Write and Publish a Scientific Paper Gastel and Day , which is practical and accessible, although rather oriented toward biology; Writing in the Sciences Penrose and Katz , which includes writing grant proposals and conference papers; and the encyclopedic Scientific Writing and Communication Hofmann , which em- phasizes sentence and paragraph structure.
Reading the workbook is just a fifth of the work you must do to ready an article for a journal. Doing is learning.
Also, check my website to see whether any interactive forms have been posted. Completing Tasks Each workbook week consists of some instruction from me as well as specific tasks for you to complete each day for five days of that week.
That is, I founded this workbook on the research that shows that those who write daily publish more than those who write rarely.
They are also happier! The times listed for the duration of each task are minimums; some tasks may take quite a bit longer. Persevering is the key. Task Types There are five types of tasks in this book. In workbook tasks, you read the workbook and complete the exercises.
In social tasks, you talk about or share your writing with another academic, a writing partner, or a writing group. In writing tasks, you write some part of your article, such as the abstract, or something related to your article, such as a query let- ter.
In planning tasks, you document your plans and track your success in achieving them. In reading tasks, you read journal articles in your field. If you want some sense of how others completed the tasks or how the tasks helped them, check out such blogs. This track assumes that you have a rough draft based on some research, and that you will proceed through the workbook chapters in se- quence.
If you like a structured approach and the security of detailed instructions, then proceed through the workbook in sequence.
If you do that, you will complete and submit your article to a journal. Some readers hate to be told what to do, preferring not to follow detailed instructions. Instead, set aside an hour or two every week to read a workbook chapter and note its implications for your revision of your article, and set aside at least five hours a week to work on the actual revising. When you have completed all the chapters, you are ready to send off your article to a journal. Using the Workbook by Yourself Most readers use this workbook on their own.
Research shows that writing groups help you stay motivated, because they provide support and friendly pressure Johnston et al. To use the workbook in this way, find three or more people who want to revise an article and are willing to commit to doing so in the same time frame. Selecting group members. If your department already has a journal reading group or writing group, use it as a base. In fact, it can sometimes be helpful to work with people who are unfamiliar with your content, which forces you to be clear about your topic.
Such colleagues can bring a fresh perspective, getting you to see something from a new angle. Some combinations are good to avoid, though. Power dynamics may negatively affect groups composed of graduate students and faculty from the same department, or groups including untenured and tenured faculty from the same university although I know of some groups in Norway that have done just that with suc- cess. Completing tasks with group members. When the workbook task is to submit your journal article to someone else for review, do so with others from your group.
Giving feedback to group members. The first focuses on building strengths, the second on identifying limits. You are working together to become productive writers, not per- fectionists. Also, be sure to monitor the discussion and make sure that the meeting time is mostly spent discussing writing, not fears and anxieties about the profession.
Finally, treat all drafts and discussions as confidential, as the group must be a safe place for peo- ple to present their writing at any stage. Making a commitment to group members. This endeavor will work only if your group takes it seriously.
Make a written commitment to work together for an agreed amount of time. Although initially it may seem forced, people who make written commitments to each other find that they are more productive. You may either design your own agree- ment form or use the one on the next page.
If I need to adjust the time frame and order of tasks, I will do so in consultation with the group. If I cannot meet any of these commitments because of a prolonged illness or a family emergency, I will inform the group immediately. Many people have found it useful to prom- ise to pay a penalty for not following through on their commitment. For those students who did not meet their commitment, the instructor prompt- ly sent their check to that loathed organization along with their phone number, so they got on annoying call lists.
He claimed that this worked as a great motivator! Other possi- ble penalties can be an act of penance such as grading exams for the writing partner or public shame such as writing about the commitment failure to three friends or on social media.
Most of us prefer the carrot to the stick, favoring positive incentives rather than negative ones. Alternately, you can use the money toward a group activity when everyone sends off their article, such as a celebratory meal. Of course, the best reward will be your sense of accomplish- ment when you submit the article. Using the Workbook with a Writing Partner You can also use this workbook with a writing partner. This is a wonderfully effective method for completing your journal article.
The research shows that such partnerships also increase faculty productivity Geller and Eodice ; Moss, Highberg, and Nicolas Some do their best with a competitor, others with someone who is supportive. Ideally, your partner will be both: someone who encourages you when you feel discouraged, but whose drive pushes you to keep up.
You and your partner complete the tasks independently, but meet in person once a week to go over the assignments and exchange writing. Make a written commitment to each other to work together for an agreed amount of time, and agree on the possible penalties or benefits.
If I need to adjust the time frame and order of tasks, I will do so in consultation with my partner. Remember that coauthoring requires careful discussion of author order; I will give more advice about this in the week 1 chapter. Using the Workbook to Teach a Class or Workshop You can also use this workbook to teach a writing course or a professional development workshop.
To aid instructors and directors of such centers I have created syllabi based on the workbook, enabling you to teach a course or workshop that will be rewarding and relatively effortless for you. Fill out my Google Form at goo. Be prepared for yours to be popular! Here is that information. What Is a Journal?
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