They are listed according to which chapter each appears in. The first edition of the writing workbook was translated into three languages; new translations will be coming for the second edition so far—Spanish, simplified Chinese, and traditional Chinese:.
Many use the writing workbook to teach courses and workshops for graduate students and faculty. There, you will find a form to fill out to request a syllabus. Gump, Review in Journal of Scholarly Publishing. There are many such texts out there that are of high quality, but this one proves itself a level above. All aspects of writing, ranging from psychological difficulties one can meet to work organization to how to formulate an argument, are covered.
PhD students as well as college and university professors will benefit from it when comes the time to write academic documents, articles, conference papers, and books. It is written in plain language, it is funny, there are a ton of useful practical tips based on real experiences, and it gives you a sense of belonging to a community. I believe this book will become a classic, and staple in its field, that can be used in many areas of study.
Each week, readers learn a particular feature of strong articles and work on revising theirs accordingly. At the end of twelve weeks, they send their article to a journal. This invaluable resource is the only guide that focuses specifically on publishing humanities and social science journal articles.
Writing Your Journal Article in Twelve Weeks can be used individually or in groups, and is particularly appropriate for graduate student professional development courses, junior faculty orientation workshops, post-doc groups, and journal article writing courses. She has taught journal article writing workshops in North America, Europe, and Africa. General instructions : Using the print or electronic version.
Completing tasks. Following disciplinary tracks and stage pathways. Using the workbook according to your temperament; by yourself; in a writing group; with a writing partner; with coauthors; or to teach a class or workshop. Some publishing terms and processes: What is a journal? What is an article? What processes do journal articles go through?
Giving feedback to author. Keys to positive writing experiences: successful academic writers write; read; make writing social; persist despite rejection; and pursue their passions. Your tasks: Designing a plan for submitting your article in twelve weeks. Day 1, reading the workbook. Day 2, designing your writing schedule. Day 3, selecting a paper for revision. Day 4, rereading your paper to identify revision tasks.
Day 5, setting up your writing site, citation software, and file backup system; addressing coauthorship; and reading a journal article. WEEK 2: Advancing Your Argument Instruction : Myths about publishable journal articles: being profoundly theoretical, packed with ideas, and entirely original. What gets published and why: how publishable articles pair evidence and approaches. What gets rejected and why: perfectly acceptable articles and those with no argument.
Understanding and making arguments: what is an argument; how do you know whether you have one; how do you make strong arguments; and how do you write an argument-driven article? Your tasks : Organizing your article around your argument. Day 2, testing out your argument.
Day 3, reviewing your article for argument. Days 4—5, revising your article around your argument. Ingredients of a good abstract: good SciQua and HumInt abstracts. Your tasks: Crafting an effective abstract. Day 1, talking your way to clarity about your article. Day 3, reading strong articles in your field. Day 4, reading articles to cite in your article.
Day 5, getting feedback on and revising your abstract. The importance of picking the right journal. Types of academic journals: nonrecommended, debatable, and preferred publishing outlets.
Your tasks: Finding suitable academic journals. Day 2, searching for journals. Days 3—4, evaluating academic journals. Day 5, reading relevant journals and writing query letters. Types of scholarly texts: primary, original, or exhibit sources; scholarly or secondary literature; and derivative or tertiary documents. Advice for scholars at resource-poor institutions.
Day 4, rereading your paper to identify revision tasks. Day 5, setting up your writing site, citation software, and file backup system; addressing coauthorship; and reading a journal article.
WEEK 2: Advancing Your Argument Instruction : Myths about publishable journal articles: being profoundly theoretical, packed with ideas, and entirely original. What gets published and why: how publishable articles pair evidence and approaches. What gets rejected and why: perfectly acceptable articles and those with no argument. Understanding and making arguments: what is an argument; how do you know whether you have one; how do you make strong arguments; and how do you write an argument-driven article?
Your tasks : Organizing your article around your argument. Day 2, testing out your argument. Day 3, reviewing your article for argument. Days 4—5, revising your article around your argument. Ingredients of a good abstract: good SciQua and HumInt abstracts. Your tasks: Crafting an effective abstract. Day 1, talking your way to clarity about your article. Day 3, reading strong articles in your field.
Day 4, reading articles to cite in your article. Day 5, getting feedback on and revising your abstract.
The importance of picking the right journal. Types of academic journals: nonrecommended, debatable, and preferred publishing outlets. Your tasks: Finding suitable academic journals.
Day 2, searching for journals. Days 3—4, evaluating academic journals. Day 5, reading relevant journals and writing query letters. Types of scholarly texts: primary, original, or exhibit sources; scholarly or secondary literature; and derivative or tertiary documents.
Advice for scholars at resource-poor institutions. Strategies for getting reading done: reading theoretical literature; related literature; and original, primary, or exhibit literature. Day 2, evaluating your current Works Cited list. Day 3, identifying and reading any additional works. Day 4, identifying your entry point into the related literature.
Day 5, writing or revising your related-literature review. Types of feedback: what to do and not do when giving and receiving feedback. Your tasks : Claiming significance. Day 3, writing and inserting your claims for significance. Days 4—5, revising your article according to feedback received. Types of evidence: textual; qualitative; quantitative; and experimental.
Your tasks: Revising your evidence. Day 2, highlighting and analyzing your evidence. Day 3, analyzing the quality, relevance, and placement of your evidence. Day 4, analyzing your interpretation of your evidence. Day 5, collecting additional evidence. Your tasks: Revising your presentation of evidence. Days 2—4, revising your presentation of evidence.
Day 5, checking your presentation of evidence by section. Types of journal article macrostructures: SciQua; HumInt; disciplinary; and synaptic macrostructure. Types of pre- and postdraft outlining.
Your tasks: Revising your structure. Day 3, making a postdraft outline of your article. Days 4—5, restructuring your article. On the importance of conclusions. Your tasks: Finalizing your opening and conclusion. Day 1, reading the workbook and revising your title.
Day 2, molding your introduction. Day 3, molding your introduction and choosing your name. Day 4, revising your abstract and author order. Day 5, constructing your conclusion. The Belcher Editing Diagnostic Test and its principles: reduce lists; strengthen verbs; clarify pronouns; decrease prepositions; and cut unnecessary words.
Your tasks : Editing your article. Days 2—5, revising your article using the Belcher Editing Diagnostic Test. Instruction: On the importance of finishing.
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