Writing a paper for publication

_{*If content does not display below, refresh your browser.}

Drag and drop the key elements of this empirical paper abstract into the right place.

(adapted from Richardson et al., 2016)

_{*If content does not display below, refresh your browser.}

Drag and drop the key elements of this review paper abstract into the right place.

(adapted from Shadiev & Sintawati, 2020)

_{*If content does not display below, refresh your browser.}

Drag and drop the key elements of this modelling paper abstract into the right place.

(adapted from Raamsdonk, 2018)

_{*If content does not display below, refresh your browser.}

Drag and drop the key elements of this 'think piece' (theoretical) paper abstract into the right place.

(adapted from Osberg & Biesta, 2010)

• Set up systems to help you keep going, e.g. ‘write 300-1000 words a day five days a week’ or ‘complete at least 300 words before I do any reading or check emails’. Having a system, however modest, can sustain writing over time.
• Try generative writing techniques, which involve writing continuously without correction or judgement for a short interval or writing to prompts, such as 'My key findings are...', to get your ideas flowing.
• Try to avoid perfectionism – initially, getting the writing done is more important than getting it perfect. You might find that the act of writing offloads and clarifies your ideas and helps you structure them much better than thinking alone.
• Consider approaching your colleagues or peers to set up a writing group that meets to work quietly for a set length of time, e.g. 25 minutes, then breaks for 5 minutes for a social discussion between writing blocks.

• Use read-to-write strategies: Look through some recent publications in your target journal to observe how they are put together – notice the typical structures, writing moves and terminology used. This awareness can help you to attune your paper to the journal’s expectations or deviate from them in an informed, justified way. Understanding the conventional way of writing in the journal also helps you to balance ‘convention and novelty’ (Patriotta, 2017) in joining and adding to the conversation.
• Signpost your ideas throughout to help your readers navigate your writing. You can use the Academic Phrasebank to choose signposting expressions for different sections of your paper.
• You may need to refine your paper multiple times, with a different focus each time: content, organisation and structure, writing style and language expression.

• Writing can be a fun and social activity. Try to get support and feedback from trusted peers, supervisors, mentors or advisers during the writing process as this can boost your confidence and give you the reader’s perspective.
• Connecting to other graduate researchers can also help you to shape and test your ideas through engaging in scholarly dialogue. When published, your ideas will be in the public domain and become public good.
• As you write, imagine yourself as an authoritative writer speaking to your journal’s audience (Thomson & Kamler, 2013). This visualisation can help enhance your sense of authority and nurture a writer identity.
• Find a writing mate or join a writing group to review one another’s papers. This will not only give you feedback on your paper but also the experience of being a reader-reviewer of others’ work. This informal peer review experience can help prepare you for the more formal peer review process of a journal.
• If you’re co-authoring your paper, this can be a great opportunity to learn from others and become a collaborative writer. Setting clear parameters and establishing supportive relationships are key in co-authorship.

When asking for feedback, you can guide the person giving you feedback using these suggestions from Thomson and Kamler (2013, p. 173) by asking them to:

• Tell you their summary of your argument
• Tell you what point they think the article is trying to make
• Name two strengths of the paper
• Identify the most important improvement you should make to achieve the biggest 'gains' excluding spelling and grammar points.

Osberg, D., & Biesta, G. (2010). The end/s of education: Complexity and the conundrum of the inclusive educational curriculum. International Journal of Inclusive Education, 14(6), 593–607. https://doi.org/10.1080/13603110802530684

Patriotta, G. (2017). Crafting papers for publication: Novelty and convention in academic writing. Journal of Management Studies, 54(5), 747–759. https://doi.org/doi: 10.1111/joms.12280

Raamsdonk, J. (2018). Mechanisms underlying longevity: A genetic switch model of aging. Experimental Gerontology, 107, 136–139. https://doi.org/10.1016/j.exger.2017.08.005

Richardson, J., Gauert, A., Briones Montecinos, L., Fanlo, L., Alhashem, Z. M., Assar, R., Marti, E., Kabla, A., Härtel, S., & Linker, C. (2016). Leader cells define directionality of trunk, but not cranial, neural crest cell migration. Cell Rep, 15(9), 2076–2088. https://doi.org/10.1016/j.celrep.2016.04.067

Shadiev, R., & Sintawati, W. (2020). A review of research on intercultural learning supported by technology. Educational Research Review, 31, 1–12. https://doi.org/10.1016/j.edurev.2020.100338

Steinbok, P. (1995). Ethical considerations relating to writing a medical scientific paper for publication. Child’s Nervous System, 11(6), 323–328.

Stommel, W., & de Rijk, L. (2021). Ethical approval: None sought. How discourse analysts report ethical issues around publicly available online data. Research Ethics, 17(3), 275–297. http://dx.doi.org/10.1177/1747016120988767

Thomson, P. (2018). Writing for publication—Some beginning strategies. Patter. https://patthomson.net/2018/06/18/writing-for-publication-some-generative-strategies%e2%80%8b-to-begin/

Thomson, P., & Kamler, B. (2013). Writing for peer reviewed journals: Strategies for getting published. Routledge.