Writing a paper for publication
Writing a paper for publication
Finding and positioning your argument
This resource provides a brief introduction to this topic, which should take you 15-20 minutes to complete. It includes activities to help you apply tips to your own context and reflect on your learning. Check out the further resources and references provided for further information on the topic.
Writing a paper for publication allows you to communicate a central argument of your research problem. This video introduces some key considerations for writing a paper for publication.
Activity
The following activity will take you through tips for choosing a journal and establishing your contribution. You can fill in your answers as you go and download them at the end.
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You can also try the following tips:
- Pitch your idea aloud to a real or imagined audience in 1-3 minutes to see if your argument is clear to yourself and others.
- Imagine your paper being cited in a sentence or two in another author's literature review on your topic (Thomson & Kamler, 2013). What point or contribution would you like to be remembered for?
- Use your abstract to work on shaping your argument. Refer to the ‘Title and abstract’ section for more information.
- Further resources
Use the side menu to go the next section: Planning your paper, where we explore article types and an article mapping tool.
Planning your paper
Once you’ve formed your argument and related it to your target journal, it’s time to create a plan for your paper. This will help you a lot in the writing stage.
Article types
In your planning, consider what type of paper you’re going to write based on the type of material you have on your topic. Deciding the type of article you write will help you to determine its structure. Different journals may accept different article types, but there are generally four main publication focuses:
- Empirical paper
Usually follows an IMRAD structure (Introduction, Methods, Results and Discussion) or some variation of this - Review paper
Includes literature reviews, systematic reviews and other reviews - 'Think piece' / theoretical paper
Focuses on discussing an idea conceptually - Modelling paper
Proposes and justifies a new model for solving a problem based on research
These types of paper differ in focus rather than exclusive content. Some papers strike a balance between these focuses and are therefore harder to categorise. You just need to be aware of these choices and which paper type your piece is leaning toward.
Examples of the four article types and their structures are given in the 'Title and abstract' section.
Mapping your writing
Watch this video to find out how to plan your paper using an article mapping template, then download the template below.
Download the article mapping template (Word Doc)
Use the side menu to go the next section: Title and abstract, where we look at writing an effective article title and abstract.
Title and abstract
Your article will need an effective title and abstract to be retrieved easily through search programs and to appeal to your readers. These are usually the most read parts of your paper.
Watch the following video for practical tips and examples to help you write your title and abstract.
Activity
The following sample abstracts illustrate how different types of academic paper could be structured. Complete this activity to discover a structure you can use in your own work. Choose the paper type you're interested in from the accordions below then follow the instructions to complete the activity.
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Empirical paper abstract
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(adapted from Richardson et al., 2016)
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Review paper abstract
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(adapted from Shadiev & Sintawati, 2020)
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Modelling paper abstract
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(adapted from Raamsdonk, 2018)
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'Think piece' or Theoretical paper abstract
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(adapted from Osberg & Biesta, 2010)
Use the side menu to go the next section: Writing your paper, where we look at effective writing strategies for publication.
Writing your paper
The writing stage is exciting! It’s where you can see your ideas coming to life. However, getting started and staying focused can be challenging. The following tips will help you to avoid procrastination and stay on track.
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Producing words
- 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.
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Developing quality
- 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.
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Writing as a social practice
- 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.
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Asking for feedback strategically
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.
Activity
Now, look at the current draft of your paper and answer the following questions to help you assess your own progress. You can download the list of questions and your answers on the last page of the activity.
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Further resources
How to write and structure a journal article
11 steps to structuring a science paper editors will take seriously
The perfect sentence vortex and how to escape it
(Scroll down to the bottom of the listing to access the blog entry titled 'The prefect sentence vortex and how to escape it')
Use the side menu to go the next section: Responding to peer reviews, where we explore strategies for the peer review process.
Responding to peer reviews
Peer review is a key part of the publication process. Blind reviewing means that you will be treated as an equal member in the field and that your paper will be judged based on its merits only.
Taking charge of your response
Most good journals use a peer review process to make sure what they publish has gone through high levels of scrutiny from academics in a field of research. To your readers, this means that your paper has met the publication standards of the journal.
After your paper has been read by an editor and deemed suitable for the journal, it will be sent to several (usually two) academics in your field to be reviewed.
The peer review process can take anywhere from a few months to a year, sometimes longer, depending on the journal. When you receive your reviewers’ reports, you will need to respond to them demonstrating that you have taken their suggestions onboard or explaining why you’ve decided not to follow some suggestions.
Reviewers may differ widely in their views and ways of giving feedback. Some are encouraging, while others can be directly critical. However, most reviewers invest their time and effort in giving feedback that they think will be useful to writers.
When responding to reviewers' reports:
- Try to take criticisms, even those you find challenging, as opportunities to develop as a writer and researcher. If you think some feedback is unfair or unhelpful, give reasonable explanations of what you have done instead of what was suggested.
- Don’t get carried away by the commentary. Focus instead on picking out suggested changes, or actionable items. You might find it useful to create a simple table listing the reviewers’ suggested changes in one column and your responses to these in another, indicating the evidence of each change and its page number.
Responding to peer reviews is an opportunity for you to argue your case further. When you’re responding to critique, it’s easy to ask the reactive question ‘How can I defend my position?’ but a more useful question might be: ‘How can I strengthen my argument?’ You can then incorporate strengthening elements in your paper to make the most of the peer review process.
To be able to do all this, you may need support from your peers, supervisors or other people you trust to give you advice. It’s a good idea to talk to them early on to help you understand and respond to peer reviews effectively.
Deciding on big revisions
To decide how best to respond to suggestions for big changes, think about:
- Scope: Is the suggested change within the scope I aim for?
- Quality: Will making the suggested change significantly improve the quality of my paper?
- Effort: What is an easier alternative to making the change suggested? E.g., can I add a few sentences to justify the methodology rather than changing it completely?
Final tip
Writing a paper for publication is a challenging but rewarding process, from finding and positioning your argument, planning and writing your paper through to responding to peer reviews. Reflecting on your learning along the way will help you develop as a researcher, writer and contributing member of your scholarly community.
For more information and support in your writing,Explore: Academic Skills Graduate Research services
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References
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.