Writing for Scholarly Publication: Behind the Scenes in Language Education

Writing for Scholarly Publication: Behind the Scenes in Language Education

Writing for Scholarly Publication: Behind the Scenes in Language Education

Writing for Scholarly Publication: Behind the Scenes in Language Education

Synopsis

This collection of first-person essays by established authors provides a wealth of support and insights for new and experienced academic writers in language education and multicultural studies. Although writing for publication is becoming increasingly important as these fields become both more professional and more competitive, few scholars talk candidly about their experiences negotiating a piece of writing into print. These essays will help researchers, practitioners, and graduate students expand their understanding of what it means-professionally and personally-to write for publication. Carefully crafted, focused, and provocative, the chapters in this volume document authors' experiences with a range of practical, political, and personal issues in writing for publication. Many portray the hardship and struggle that are not obvious in a finished piece of writing. Readers are encouraged to resonate with the events and issues portrayed, and to connect the narratives to their own lives. Practical information, such as contact information for journal and book publishers, manuscript guidelines, and useful books are included in appendices. Although organized thematically, the essays in Writing for Scholarly Publication: Behind the Scenes in Language Education overlap in many ways as each author considers multiple issues: In the Introduction, the editors discuss key aspects of writing for scholarly publication, such as writing as situated practice, issues faced by newcomers, the construction of personal identity through writing, writing and transparency, facets of the interactive nature of scholarly writing, and intertwined political issues. Part I focuses on issues and concerns faced by "Newcomers." In Part II, "Negotiating and Interacting," the essays closely examine the interactions among authors, editors, manuscript reviewers, and collaborators; these interactions tend to be the least often discussed and these essays therefore offer readers fascinating insights into the sensitive social, political, and personal relationships among the many players in the scholarly writing game. "Identity Construction" is addressed in Part III, where authors share their experiences with and reflections on the ways that professional writing helps them construct their identities as writers and scholars. The essays in Part IV, "From the Periphery," help redefine what the notion of "periphery" might mean, from a concept with a negative connotation of "outsider" to a positive connotation of active and unconventional participant.

Excerpt

Writing for publication is becoming increasingly important in language education, as fields such as composition and rhetoric, teaching English to speakers of other languages (TESOL), and multicultural studies become both more professional and more competitive. Researchers and practitioners face pressures to publish as a way to secure or keep a job, to move up in rank, and to contribute to the field by sharing knowledge and communicating critically with interested readers. It is equally important for graduate students wishing to enter a tight marketplace to understand and experiment with writing for publication. Writing researchers and scholars, too, are curious about what happens behind the scenes in the construction of the artificially seamless published product. Yet few scholars talk candidly about their experiences negotiating a piece of writing into print. This collection of first-person essays by established authors and editors in second language and multicultural education begins to fill this gap by providing needed support and insights for new and experienced academic writers. We believe the essays will help readers expand their understanding of both what it means to write for publication in language education fields and what writing for publication can mean to them personally.

Writing for Scholarly Publication thus doubles as a professional book for language educators and a resource book for graduate students and novice writers. First, it is especially appropriate for graduate students and novice professionals in language education who are just beginning to write for publication or who may be having trouble getting published. The book is both a personal and a practical resource book for this group—a “textual mentor” in the sense that published academic writers share their own experiences and insights with readers. Second, it will appeal to scholars of academic and disciplinary discourse, both graduate students and faculty, who are researching the social, political, and personal aspects of aca-

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