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This book on scholarly writing offers a unique, evidence-based, technology-supported approach to writing for publication across the disciplines. It is suitable both as a graduate level textbook and as support for faculty seeking professional development in scholarly writing. It is a sequel to Writing for Publication: Transitions and Tools That Support Scholars' Success. Current issues in Academia – such as the expectation that graduate students will publish, the option for doctoral students to publish in lieu of writing the dissertation, the pressure on scholars from various countries to contribute to professional journals written in English, and the metrics used to assess impact of published work – have influenced scholarly writing. Unlike other books on the topic, every chapter includes narratives of experience, self-assessment tools, guided practice activities, reviews of research, and discussion of controversies in publishing. All chapters incorporate curated online resources and technology supports as well. Across the spectrum of experience, ranging from aspiring author to prolific, readers are guided in ways to generate manuscripts that are not only readable and publishable but also downloaded and respectfully cited by their professional peers.
1. Becoming a Published Scholar: Identity Work of Authors
2. Writing the Literature Review: Common Mistakes and Best Practices
3. Writing for an Audience: Discourse Communities
4. Choosing a Topic: Focus and Title
5. Starting Small: Abstracts and Overviews
6. Establishing Expertise: Writing Partnerships, Multiple Projects, and Online Presence
7. Promoting Ethical Practices: Stakeholders and Publishers
8. Three Models for Writing Groups for Academic Authors: Structured Writing Groups, Writing Retreats, and Accountability Groups
9. Revising the Manuscript: Resilience and Responsiveness
10. Submitting the Manuscript for Formal Review: Efficient and Effective Strategies
11. Gaining an Insider's View: The Business of Publishing
12. Expanding Competence: Skills and Challenges
13. Writing Together: Collaborative Work
14. Extending Your Academic Footprint: Readability, Originality, and Altmetrics
Mary Renck Jalongo has earned eight national awards for excellence in writing. She has published college-level textbooks that survived to 6th edition, scholarly books and chapters, and journal articles in highly competitive outlets. Both at conferences and at individual postsecondary institutions, she has led writing groups for culturally diverse faculty from a wide range of disciplinary backgrounds. For 26 years, she taught a graduate-level course in writing for publication at Indiana University of Pennsylvania, where she was named professor of the year. Working with Springer Nature, she served as editor-in-chief of a bi-monthly journal for 25 years and continues as senior editor of a book series that began in 2008. As a member of a national editorial board with the Rockefeller Foundation, she edited the work of first-time authors to produce a journal published simultaneously in English and Spanish. Throughout her career, she has invested thousands of hours in editing the work of other authors, both novice and expert, in ways that supported them in revising, improving, and publishing their manuscripts.
Olivia N. Saracho has 43 years of experience as a faculty member at the University of Maryland (UMCP). She has written, co-authored, or edited numerous books for leading academic publishers and served as guest editor for special issues of the journals for various professional organizations. In 2020, she edited the fourth edition of a research handbook in education as well as the second edition of her book with the Routledge/Taylor and Francis Group. Over the past twenty years, Dr. Saracho has been the senior editor of a book series published by Information Age Press. Several of her recent publications offer advice to scholars seeking to publish their original quantitative, qualitative, and mixed-methods research.
