developing skills for publishing research articles internationally margaret cargill researcher...
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Developing skills for publishing research articles internationally
Developing skills for publishing research articles internationally
Margaret CargillResearcher Education and Development, Adelaide Graduate Centre
The University of Adelaide, Australia
Visiting Lecture
Presented at the Baoshan Campus, Shanghai University
9 November 2006
Developing skills for publishing research articles internationally
The University of Adelaide, South Australia
Developing skills for publishing research articles internationally
Margaret CargillBA, Dip Ed, MEd(TESOL) Has provided writing development for postgraduate research
students and academic staff in Agricultural and Ecological Sciences for 15 years
Runs collaborative paper writing workshops for state and national research organisations in Australia and at U of A
Has taught English for Specific Purposes in Australia, Switzerland, Tonga, Vietnam, Spain and China
Is researching the effectiveness of the approach used in this workshop; 2 papers to date
Editor of TESOL in Context, journal of the Australian Council of TESOL Associations; active reviewer for international journals and conferences
Developing skills for publishing research articles internationally
Outline The challenge Transferable teaching approach Example materials: referee criteria and
article structures Analysis of a sample empirical paper Conclusions for intending authors
Developing skills for publishing research articles internationally
The challenge Getting research published internationally
is a universal challenge More so for writers of English as an
Additional Language (EAL) Incorporates challenges
– with language– with research content– with showing membership of the international
research community
Developing skills for publishing research articles internationally
My experience addressing the challenge with writers of English as a first language with EAL research students in Australia With EAL writers in China
– Agricultural and ecological researchers – Research students (non-English-majors)– Annual 5-day workshops since 2001 – Funded by science organisations, e.g.
• Chinese Academy of Sciences (CAS)• Australian Centre for International Agricultural Research
– This trip for purposes of research on implementation of the teaching methodology in Chinese contexts
Developing skills for publishing research articles internationally
Transferable teaching approach - CIPSE CIPSE = Collaborative Interdisciplinary
Publication Skills Education Based on
– Results of genre analysis studies of research articles (RAs)
– Collaboration with ‘expert informants’ (authors, editors, referees) from content field
– Guided analysis of selected articles from field– Methodology from EAP/ESP– Participants work on writing a paper from their own
results– Referees’ requirements highlighted and applied
Developing skills for publishing research articles internationally
Today’s presentation addresses -
English graduate students and teachers who want to publish their own research
Research supervisors who want to help their students publish
Possibilities for developing the CIPSE approach through ongoing contact with interested teachers in the future
Developing skills for publishing research articles internationally
Examples of materials
Referee guidelines Article structures
– Empirical papers (data is collected and analysed)
– Argument papers (including papers about works of literature such as novels and plays): not covered today, but see Yang and Allison (2004), English for Specific Purposes 23: 264-279
Developing skills for publishing research articles internationally
The approval process (1)
Author submits manuscript with covering letter – address journal scope here
Editor decides if worthy of refereeing If yes, sends to (usually) 2 experts in the
field for review, usually ‘blind’ (no names) Each referee writes a report based on
guidelines/criteria provided by editor
Developing skills for publishing research articles internationally
The approval process (2)
Editor makes final decision:– Accept (rare)– Accept with minor revisions (detailed in report)– Revise and resubmit (will be reviewed again)– Reject
Editor’s letters to contributor: needs very careful scrutiny to avoid over-reactions
Developing skills for publishing research articles internationally
What are referees looking for? Interesting to the readers of the journal Grounded in the/a relevant literature (=
articles written by others on the topic) Methodologically sound Structure and organisation as expected Format requirements met (referencing etc) Makes an important contribution to the
field
Developing skills for publishing research articles internationally
Additional referee factors
Refereeing is unpaid work for busy people. Language problems may annoy, or impede full
understanding of intended meaning (Flowerdew 2001). Referees may not have skills/interest to edit text. Contributors can and should engage with referee
comments in some instances.
Developing skills for publishing research articles internationally
Genre analysis insights into article structure
Most work done on Introductions (eg Swales 1990, Samraj 2002)
Focus is on papers which report a study– Results, Discussions, Conclusions (eg Brett 1994, Holmes 1997,
Yang & Allison 2003)
Teaching texts also available (Weissberg and Buker 1990)
Pedagogical summaries useful for novice writers Results on RAs in Applied Linguistics suggest
considerable flexibility (Yang & Allison 2003, 2004)
Developing skills for publishing research articles internationally
IMRAD: the logic behind the structure Abstract Introduction
Methods
Results
Discussion/Conclusion/ Pedagogic implications
Materials and
methods
Results
Abstract
Introduction
Discussion
Developing skills for publishing research articles internationally
Results: the ‘driver’
Relates to ‘importance’ of contribution Four questions to ask about your results:
– What exactly do my results say? (= concise summary)
– What do these results mean in their context? (= conclusions that can be drawn)
– Who needs to know this? (= my audience)– Why do they need to know? (= contribution to
ongoing work in the field) (Cargill 2004)
Developing skills for publishing research articles internationally
Audience issues Consider starting with less famous journals that
target the audience you want to reach When seeking a journal, go to its internet
homepage and check out the section called Scope and Coverage / Audience.
Email the editor asking if your topic is suitable. Aim to scan several issues of the journal, and read
several papers, to get an idea of the style and approach – even titles and abstracts only.
Try to refer to some articles in the same journal (see journal homepage for abstracts).
Developing skills for publishing research articles internationally
Example paper for today’s talk
Yang Ruiying and Desmond Allison (2003)
Research articles in applied linguistics:
moving from results to conclusions.
English for Specific Purposes 22, 365-385
Developing skills for publishing research articles internationally
Yang and Allison’s Results
Question AnswerWhat do the results say?
Organisational options in AL concluding sections; moves/steps in AL Discussions; able to capture data of 20 RAs insightfully
What do they mean in context?
Considering all types of concluding sections together increases usefulness of analysis for research and teaching purposes
Who needs to know?
Genre-analysis researchers; those teaching students to write research articles in AL
Why? To expand knowledge of RA structure; potentially to improve teaching effectiveness
Developing skills for publishing research articles internationally
The five stages of an Introduction (after Weissberg and Buker 1990)
General
Specific
1. General statements about a field of research to provide the reader with a setting or context for the problem to be reported and claim its centrality
2. More specific statements about the aspects of the problem already studied by other researchers, laying a foundation of information already known
3. Statements that indicate the need for more investigation to create a gap or research niche for the present study
4. Very specific statements giving the purpose or objective of the author’s study or its principal activity
5. Optional statement(s) that give a value or justification for carrying out the study
Developing skills for publishing research articles internationally
Stage Realisation1- Setting RAs, the central genre of knowledge production, have
received extensive attention in genre analysis…
2- Previous wk Most studies have… Much research has been done on…
3- Gap So far, virtually no published research takes account of the influence of neighbouring sections… Despite more recent progress in understanding selected sections, the general picture remains unclear.
4- Present aim Our study accordingly explores some of the ways in which empirical research articles in one discipline proceed from presenting results through to closure.
5- Justification The Results and subsequent sections are crucial and essentially related stages of RAs, in which …
Extra step Our paper develops as follows. After reviewing…, we briefly describe…
Developing skills for publishing research articles internationally
Conclusions for intending authors (1)
Consider from the planning stages how you will aim to meet refereeing criteria.
Select a ‘package’ of results and match to a suitable journal.
Become an apprentice genre analyst: read all papers for genre features as well as content.
Developing skills for publishing research articles internationally
Conclusions for intending authors (2)
Consider informal ‘journal clubs’ to discuss articles – Where in the article do the authors make and
substantiate their claims of ‘relevance’, ‘importance’, etc.?
– Can you identify possible ‘sentence templates’ that could be re-used for similar purposes?
Developing skills for publishing research articles internationally
Conclusions for intending authors (3)
Publishing a paper is joining an inter-national conversation.– Listen to others’ voices keenly as preparation for
writing (ie read their papers).– Think about features of the Chinese context that
may form a point of interest or comparison for your international audience.
Developing skills for publishing research articles internationally
Conclusions for intending authors (4) Recent research highlights the tension
between text and context in learning research writing (eg Johns and Swales 2002).
A valuable contribution to understanding the context of the research article can come from collaborating with ‘insider’ experts.
However, the context of RAs is not (and should not be seen as) fixed (Canagarajah 2002).
Developing skills for publishing research articles internationally
The future?
The international academy needs to hear more of the voices of teachers and researchers of English writing in China.
Real internationalisation requires multi-lateral conversations.
Much work remains– in learning / teaching publishing skills, and– in researching contexts and outcomes.
Developing skills for publishing research articles internationally
Thank you
Margaret Cargill
Developing skills for publishing research articles internationally
References Brett, P. (1994). “A genre analysis of the Results section of sociology articles.” English for Specific Purposes
13(1): 47-59. Canagarajah, S. (2002) "Multilingual writers and the academic community: towards a critical relationship."
Journal of English for Academic Purposes 1: 29-44. Cargill, M. (2004). “Transferable skills within research degrees: a collaborative genre-based approach to
developing publication skills and its implications for research education.” Teaching in Higher Education 9(1): 83-98.
Flowerdew, J. (2001). “Attitudes of journal editors to nonnative speaker contributions.” TESOL Quarterly 35(1): 121-150.
Holmes, R. (1997). “Genre analysis, and the social sciences: an investigation of the structure of research article discussion sections in three disciplines.” English for Specific Purposes 16(4): 321-337.
Johns, A. M. and J. M. Swales (2002). “Literacy and disciplinary practices: opening and closing perspectives.” Journal of English for Academic Purposes 1: 13-28.
Samraj, B. (2002). “Introductions to research articles: variations across disciplines.” English for Specific Purposes 21(1): 1-18.
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge, Cambridge University Press.
Weissberg, R. and S. Buker (1990). Writing Up Research: Experimental research report writing for students of English. Englewood Cliffs, New Jersey, USA, Prentice Hall Regents.
Yang, R. and D. Allison (2003). “Research articles in applied linguistics: moving from results to conclusions.” English for Specific Purposes 22: 365-385.Yang, R. and D. Allison (2004). "Research articles in applied linguistics: structures from a functional perspective.“ English for Specific Purposes 23: 264-279.