Advice on Writing and Publishing
Introduction This material aims to: enable you to become a more productive writer. let you review and adapt your writing processes.
Finding a personal writing goal The first step is clearly to determine a specific topic on which to write. In doing this it will be important to consider topics for which you already have resources on which to base your writing, such as notes, analysed data, reflections on your experience of teaching and so on. Developing this source material is in many ways a preparatory stage before beginning the task of writing for publication. It therefore makes sense to consider writing on topics that relate to your existing resources, experience and expertise. The next stage is to target a specific periodical, conference, edited book or so on. For details of periodicals that publish writing on teaching and the support of learning, see the Appendix and the Learning and Teaching in higher Education pages of the John Rylands library: (http://www.library.manchester.ac.uk/subjects/lthe/). The subject centres of the Higher Education Academy are also now publishing a variety of periodicals on teaching and learning in specific disciplines. For details of the relevant subject centre see the Academy website (www.he-academy.ac.uk). Strategies to get writing going Free writing - Write for a few minutes about anything at all that comes into your head. This can help to overcome so called writer's block, but it can also help to improve your writing skills (see Elbow, 1981). Generative writing - Write for a period of time on a specific topic, without attempting to revise any of your writing. The idea again is simply to generate a piece of text. When you apply this technique to a topic that is likely to form part of your personal writing goal then you generate useful copy to help meet your goal. At this stage you should not pay any attention to structure, spelling, grammar and so on. Find time for regular writing - Boice (p76-79, 1990) makes a number of suggestions to ensure that you write on a regular basis: Rearrange your writing environment to make it easier to write (use one or a few regular places, cut down on the distractions that are open to you, limit social interruptions, etc). Rearrange your writing habits (write each day, write when fresh rather than tired, avoid writing in binges - long blocks of time, plan to write at specific times, set daily goals, share your writing with others, work on more than one project at the same time - it can keep you interested).
Structuring writing Adding structure - After a period of generative writing (see above) you may find it helpful to rearrange your text so that it now follows a clear structure. You may find that the structure is only apparent to you after you have read through the text looking for connections between the different ideas. If you then add in further sentences to articulate this structure, then someone else reading the text will be able to see these connections between the ideas as well. Existing structures - You may wish to make use of an existing structure. An evaulation of an educational innovation might for instance include an introduction, literature review, methodology, implementation, evaluation and conclusions. Advantages of a clear structure - Once you have outlined a clear structure for the whole of your piece intended text it is then possible to set sub-goals. This will make it easier to write on a regular basis. Signposting - Not only is it essential that your writing follows a clear structure, it is also essential that the structure is apparent to the reader. One way to do this is to add words, phrases and design features that point out the structure. You will want to use headings and subheadings, include words and phrases such as 'therefore', 'hence', 'taking each of these points in turn', 'before looking at', 'finally', 'first of all' and so on. Revising writing Seek feedback - It is always worth seeking feedback from colleagues on your writing. They can indicate where there is a need for greater clarity. They can provide encouragement and advice. You can then revise your writing in light of their comments. Audience - Describe the audience for your writing in some detail. You need a clear grasp of exactly who your audience is if you are to tailor your writing to the audience. Are you saying what this particular audience is interested in hearing? What ideas are important to them? How have you paid attention to these ideas and related them to what you are trying to say? Language - You will usually need to revise your language on several occasions to ensure that it expresses what you want it to. Do you write concisely? Is your text always relevant to what you are really trying to say? Is the text visually appealing? Are you requiring the reader to engage actively with your ideas? Does all of the writing betray your own distinctive style? You need to be willing to revise your work again and again. Finding support It can be helpful to consider ways that you can find support from others in producing published outputs. There is a clear need to identify different patterns of support, as the following paper indicates: Murray R and MacKay G (1998) ‘Supporting academic development in public output’, International Journal for Academic Development 3(1) p54. For those colleagues involved in a team project, there is clearly good scope for mutual support on the project; mentoring is also worth considering – so that some form of integration occurs with those who are more established in writing for the given audience.
Further resources Boice R (1990) Professors as writers: a self-help guide to productive writing (Stillwater, OK: New Forums) Elbow P (1981) Writing with power: techniques for mastering the writing process (Oxford: Oxford University) Murrary R and MacKay G (1998) Supporting academic development in public output: reflections and propositions International Journal of Academic Development 3, 1 Hamilton D (undated) Selecting a voice in academic writing [Online, accessed 24th April 2006], http://www.liv.ac.uk/education/hd/voice.html (This article provides an excellent analysis of what is required for effective writing in a general academic context.) Acknowledgments The content of this paper is based on a series of workshops that were held for the Special Interest Group of the Teaching Research and Development Network at the University of Manchester to support writing for publications related to teaching. The workshops were held during 2000-01. The initial material for this resource on writing skills and publishing was written by Peter Kahn, December 2001: http://www.intranet.man.ac.uk/rsd/ci/resources/writing.html The material for the series of workshops on writing skills and the material for the related webpage was developed in light of ideas contained in the above publications. Ideas are also inspired in part by the following publication: Murray R and MacKay G (1998) Writers' groups for researchers and how to run them, UCoSDA Briefing Paper 60 (Sheffield: UCoSDA)
Appendix 1: Publishing research into teaching developments
There are a wide range of journals which publish papers on research into teaching, and reports of teaching developments within higher education. These include social science journals, journals that take reports on practitioner research and evaluation, and institutional and subject centre journals on learning and teaching. The methodological and theoretical rigour will clearly vary significantly between these journals, as will the audience. You may wish to consider the following questions in assessing a journal, as well as considering those journals that are cited most frequently in your work itself. Discussion with a colleague will clearly also be valuable in this assessment. Who reads this journal? Can we identify any distinct communities of practice that read this journal? What audience should we be trying to reach? What is the standing of this journal? How difficult is it likely to be able to get published in this journal? Is it included ISI Social Science Citation Index, allowing assessment to be made of citation rates and impact factor? Which educational research paradigms does this journal tend to prefer (e.g. qualitative vs quantitative)? Following the analysis in Tight, 2004, how essential is a theoretical basis for work in this journal? Can you characterise any debates that are evident in the journal? (Editors do often prefer to publish in relation to ongoing debates.) Do these link to our work?
Journals focused on higher education
Teaching in Higher Education The journal addresses the roles of teaching, learning and the curriculum in higher education in order to explore and clarify the intellectual challenges which they present. The journal is interdisciplinary and aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching. Studies in Higher Education Welcomes empirically based, reflective and synoptic articles dealing with any aspect of higher education, approached from any perspective or discipline. A key criterion for publication is that articles should be written in an accessible, but rigorous, style that is likely to engage those without a specialist interest in the topic being discussed. As Studies in Higher Education is an international journal, it is also important that authors engage with relevant literature from other countries, and explain, where appropriate, the national context for their research.
Active Learning in Higher Education The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education. Available electronically on SAGE Journals Online at http://alh.sagepub.com. Three issues per year; 3000-5000 words. International Journal for Academic Development Development in higher education is a fast growing area. The purpose of the International Journal for Academic Development is to enable educational developers in higher education across the world to exchange ideas about practice and extend the theory of educational
development, with the goal of improving the quality of higher education internationally. The editors welcome original contributions on any aspect of academic development in higher and other post-school education (including staff development, educational development, instructional development and faculty development) and closely related topics. Higher Education Research and Development. Serves the needs of teachers, researchers, students, administrators and those concerned with the present and future of higher education. The journal publishes research-based articles on the theory and practice of higher education. This includes comparative reviews and critically reflective case studies, as well as empirically-based papers. All articles are appropriately framed for an international audience, and are designed to lead to critical insights into the area being addressed. Arts and Humanities in Higher Education Publishes articles, reviews and scholarly comment relating to the arts and humanities in higher education serving the community of arts and humanities educators internationally. http://www.sagepub.co.uk/journalsProdDesc.nav?prodId=Journal201562 Assessment and Evaluation in Higher Education This journal focuses on all aspects of assessment and evaluation within the various disciplines representative of higher education throughout the world. AEHE welcomes pragmatic, research-based and reflective studies. Articles should be between 3000-5000 words in length. Journal of Further and Higher Education Recent contributions have included work on social science teaching, records of achievement and competencies in higher education. Articles should be of 3500-8000 words. ALT - J (Association for Learning Technology Journal) 2 issues p.a. This journal aims to promote the quality of learning technology in higher education. Maximum length of article is 5000 words. Readership - Higher Education. Innovations in Education and Training International 4 issues p.a. Word limit of articles not specified. Formerly the 'Educational and Training Technology International' journal, this journal now has a broader focus. Future issues cover themes including: flexible and work-based learning; electronic course delivery; continuing vocational education and continuing professional development; integrating IT into education and training; and quality issues. Readership: international. Interdisciplinary Journal of Problem-based Learning Submission of articles that report on original research, classroom or project descriptions and evaluations, syntheses of the literature, assessments of the state of the art, and theoretical or conceptual positions that relate to the use of PBL, including the planning, management, operation, and evaluation of PBL are highly desired. Please note that for original research we expect to see an explanation of the research question(s), description
of the methods employed, analyses used, and recommendations for implementation and further research. Discipline Specific Journals There is a wide range of discipline-specific journals which publish research on educational innovations. If you are not aware of such journals in your discipline, approach your Academy subject centre: www.he-academy.ac.uk. Engineering Education is a peer-reviewed, international journal and is freely available via the website of the Engineering Subject Centre and distributed in paper format to all UK university libraries and Engineering departments. Engineering Education is published in the Spring and Autumn each year by the Engineering subject centre. The Medicine, Dentistry and Veterinary Medicine subject centre publishes a learning and teaching newsletter/magazine entitled 01 three times a year, which will be made available in electronic format from this website. Each A4 sized full colour issue is around 36 pages long, and follow an easy to read newsy, journalistic style we have taken our inspiration from Science magazine for the editorial style. The subject centre hope to complement the existing peer reviewed journals by providing an extra dissemination route for projects and services from an early stage in their existence and for highlighting good practice in the sector.
Institutional journals A number of institutions now publish their own journals on learning and teaching in higher education, often in association with a conference. A selection of these are as follows: Learning and Teaching in Higher Education, University of Gloucestershire: LATHE is an interdisciplinary refereed journal providing an accessible international forum for scholarly debate related to learning, teaching and assessment in higher education. LATHE aims to serve as an effective dissemination mechanism for pedagogic research and development through the publication of scholarly articles, book reviews and case studies of effective practice. The Editorial Board encourages contributions which promote innovative teaching, learning and assessment approaches that may be considered for adoption or adaptation by academics worldwide. http://www.glos.ac.uk/adu/clt/journals/lathe/index.cfm Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, University of Glasgow, This journal offers an opportunity for those involved in University learning and teaching to disseminate their practice. It aims to publish accounts of scholarly practice that report on small-scale practitioner research and case studies of practice that involve reflection, critique, implications for future practice and are informed by relevant literature, with a focus on enhancement of student learning. This publication thus offers a forum to develop and share scholarly informed practice in Higher Education through either works in progress or more detailed accounts of scholarly practice. There will be opportunities for discussions/comments regarding works in progress to be shared with journal readers on the journal site. The journal is published twice a year (April and October). Submission Deadlines: April 2008 - Deadline for submissions January 15th 2008 This volume is a SPECIAL EDITION focusing on Enquiry Based Learning. October 2008 - Deadline for submissions July 15th 2008. http://www.pestlhe.org.uk/index.php/pestlhe Pedagogical Research in Maximising Education, Liverpool Hope University: PRIME focuses on all aspects of pedagogical reseach in higher education and provides a means by which academic staff can share research and highlight new learning and teaching
initiatives. PRIME is also a platform from which suitable articles can be developed and submitted to national and international journals, advice and support is available through the contact with the editor or the e-mail address given below.http://www.hope.ac.uk/learningandteaching/prhe/prime.php Education in a Changing Environment Conference, University of Salford: This database contains the proceedings of the University of Salford's annual Education in a Changing Environment Conference. Use the menu to the right to view the proceedings by theme, author and year. Alternatively search the paper titles by keyword. http://www.ece.salford.ac.uk/proceedings/
Journals focused on education more widely
British Education Research Journal Articles should be between 3000-6000 words. Educational Studies 2 copies of each article required, short papers are particularly welcome and no article should exceed 5000 words. An abstract of 100-150 words required. Evaluation Research in Education The aim of the journal is to make methods of evaluation and research in education available to teachers, administrators and research workers. It reports evaluation and research findings, looks at conceptual and methodological issues and considers the implications of this in practice. Articles should not exceed 6000 words. Journal of Vocational Education & Training All articles should be between 4000 and 7000 words, accompanied by an abstract of 100 150 words. Readership: international. Oxford Review of Education Articles should be 4000 - 8000 words in length (3 copies, plus abstract of 100 - 120 words). Readership - International. Quality Assurance in Education The journal examines quality in education and attempts to bridge the gap between theory and practice. It also looks at any lessons that education can learn from industry, and vice versa. Articles should be 4,000 - 5,000 words in length, although shorter articles are welcome. Acknowledgement: The initial selection of journals for this paper drew on material developed by Andy Hannan, Reader in Education and Director of Research in the Faculty of Arts & Education, University of Plymouth.
Appendix 2: A comparison of two journals
Journal 1 Teaching in Higher Education is an international, peer-reviewed journal. The journal addresses the roles of teaching, learning and the curriculum in higher education in order to explore and clarify the intellectual challenges which they present. The journal is interdisciplinary and aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching. In particular the journal: critically examines the values and presuppositions underpinning teaching identifies new agendas for research introduces comparative perspectives and insights drawn from different cultures aims to apply and develop sustained reflection, investigation and critique to learning and teaching in higher education considers how teaching and research can be brought into closer relationship and teaching in higher education can itself become a field of research
Readership Teaching in Higher Education offers a particular challenge to develop a discourse of teaching and learning which transcends disciplinary boundaries and specialisms whilst drawing upon the rigour of a range of disciplines and takes a view of learning which entails concepts of transformation and critique in relation to dominant traditions and visions. It will therefore appeal to those who wish to explore how such aims might be realised through a commitment to teaching in a variety of cultural and disciplinary contexts represented in higher education internationally. Journal 2 The Journal of Hospitality, Leisure, Sport and Tourism Education (JoHLSTE) is the international, peer-reviewed, online journal of the Higher Education Academy Network for this subject grouping. Its aims are to: a) promote, enhance and disseminate research, good practice and innovation in all aspects of education in Hospitality, Leisure, Sport and Tourism to its prime audience including teachers, researchers, employers, and policy makers. b) encourage greater understanding, links and collaboration across its constituent fields. JoHLSTE is designed to have maximum impact through it being freely available on-line, fully archived and peer-reviewed. JoHLSTE is divided into seven sections: Editorial; Academic Papers; Practice Papers, Perspectives, Comments and Rejoinders, Research Notes and Reports and Education Resource Reviews. (1) The Editorial addresses items of contemporary interest and provides an introduction to the articles in the current issue. (2) For the Academic Papers section JoHLSTE invites full-length manuscripts (around 5000 words) from a variety of disciplines. These papers will be subject to double blind
peer review. Subjects covered include the broad areas of knowledge, policy, curriculum, learning and teaching, assessment, resources, employability, careers and quality. Both conceptual and empirical approaches are welcome. Manuscripts may take the form of research papers, case studies, literature reviews, critical evaluations, new methodologies and action research. Purely descriptive accounts are not considered suitable. (3) The Practice Papers section encourages shorter contributions (around 2000 words) from practicing teachers and others involved in the delivery of education and training including; employers, educational managers, staff developers and library and careers guidance staff. In particular, it encourages reflection on, and critical review of good (and bad) practice with a view to sharing experiences and promoting a "learning profession". (4) The Perspectives section offers a platform (around 1000-1500 words) for contributors to make an initial mapping of the issues surrounding a recent development in Hospitality, Leisure, Sport and Tourism education. As such it can act as an early stimulant for further research. (5) Comments and Rejoinders offers an opportunity for readers to comment on articles published in previous editions of the journal. (6) Research Notes and Reports, which are shorter report-style pieces and commentaries, will also be considered for publication. (7) Education Resource Reviews offer provide critiques of resources related to student learning or effective teaching. A wide range of resources may be reviewed, including textbooks, websites, CD-ROMs, videos, databases and articles.