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Publications 2016, 4(3), 24; doi:10.3390/publications4030024

Academic Publishing: Making the Implicit Explicit

Faculty of Education, Memorial University, Newfoundland, A1B 3X8, Canada
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Author to whom correspondence should be addressed.
Academic Editor: Yin Ling Cheung
Received: 24 May 2016 / Accepted: 19 July 2016 / Published: 22 July 2016
(This article belongs to the Special Issue Writing for Academic Publications)
View Full-Text   |   Download PDF [229 KB, uploaded 22 July 2016]

Abstract

For doctoral students, publishing in peer-reviewed journals is a task many face with anxiety and trepidation. The world of publishing, from choosing a journal, negotiating with editors and navigating reviewers’ responses is a bewildering place. Looking in from the outside, it seems that successful and productive academic writers have knowledge that is inaccessible to novice scholars. While there is a growing literature on writing for scholarly publication, many of these publications promote writing and publishing as a straightforward activity that anyone can achieve if they follow the rules. We argue that the specific and situated contexts in which academic writers negotiate publishing practices is more complicated and messy. In this paper, we attempt to make explicit our publishing processes to highlight the complex nature of publishing. We use autoethnographic narratives to provide discussion points and insights into the challenges of publishing peer reviewed articles. One narrative is by a doctoral student at the beginning of her publishing career, who expresses her desires, concerns and anxieties about writing for publication. The other narrative focuses on the publishing practices of a more experienced academic writer. Both are international scholars working in the Canadian context. The purpose of this paper is to explore academic publishing through the juxtaposition of these two narratives to make explicit some of the more implicit processes. Four themes emerge from these narratives. To publish successfully, academic writers need: (1) to be discourse analysts; (2) to have a critical competence; (3) to have writing fluency; and (4) to be emotionally intelligent. View Full-Text
Keywords: graduate student publishing; scholarly publication; research writing; productive academic writing; academic publishing; autoethnography graduate student publishing; scholarly publication; research writing; productive academic writing; academic publishing; autoethnography
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Badenhorst, C.; Xu, X. Academic Publishing: Making the Implicit Explicit. Publications 2016, 4, 24.

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