Supporting Research Writing

List of figures and tables

First foreword

Second foreword

Third foreword

Editor's preface

Valerie Matarese

About the contributors

Chapter 1: The contribution of language professionals to academic publication: multiple roles to achieve common goals

Abstract:

Introduction

Managing expectations

Establishing credibility as a language professional

Issues of authority and control

Putting it all together: the multifaceted nature of the language professional’s role

Learning points

Part 1: Teaching NNES authors to write in English

Chapter 2: Teaching academic writing in Europe: multilingual and multicultural contexts

Abstract:

Introduction

Teaching academic writing in European universities: origins, approaches and clientèle

Teaching academic writing: key perspectives and approaches

Who teaches academic writing and who should teach it?

Conclusions

Learning points

Chapter 3: Writing process research: implications for manuscript support for academic authors

Abstract:

Introduction

Real-world writing

Recursive writing

Revision and dissonance

Further considerations for non-anglophone settings

Generalizability and conclusions

Learning points

Chapter 4: Using genre analysis and corpus linguistics to teach research article writing

Abstract:

Introduction

Using genre analysis in a publications skills course: an overview

Relationships of structure to what editors and referees look for

Analysis of moves or stages: using insights from linguistics research to model Introduction structure

Introducing authors to corpus linguistics

Using this approach in one-to-one contexts

Learning points

Chapter 5: Using strategic, critical reading of research papers to teach scientific writing: the reading--research--writing continuum

Abstract:

Reading in the research setting

A writing course based on reading

A stand-alone reading module

The reading-research-writing continuum

Learning points

Part 2: Helping NNES authors publish through translation

Chapter 6: The translator as cultural mediator in research publication

Abstract:

Introduction

The dynamics of intercultural transactions

Conclusion

Learning points

Chapter 7: Giving authors a voice in another language through translation

Abstract:

Introduction

Knowledge creation, epistemology and voice

Translating voice

Conclusions and recommendations

Learning points

Chapter 8: Bilingual publication of academic journals: motivations and practicalities

Abstract:

Introduction

A small but steady trend towards bilingual publishing?

Why publish a bilingual journal?

The practicalities of bilingual publication

Final considerations

Learning points

Part 3: Facilitating publication through editing and writing support

Chapter 9: Defining and describing editing

Abstract:

A difficult term to define

Editing, publishing and redacting: an excursion into etymology

Types of editing

Defining and describing the editing assignment

A hybrid between editing and translation

A glossary of editing terminology (excluding journalism)

Learning points

Chapter 10: Journal copy-editing in a non-anglophone environment

Abstract:

Introduction

Defining NNES journals

Copy editors working for NNES journals

Challenges of copy-editing in NNES journals

The educating role of copy editors

An effective strategy for NNES journals

Conclusions

Learning points

Chapter 11: The authors' editor: working with authors to make drafts fit for purpose

Abstract

Introduction

Author editing

The levels of author editing

Working with NNES authors

Practicalities of author editing

Establishing a long-term relationship with authors

Recognition of the AE’s work

Conclusions

Learning points

Chapter 12: The writer's approach to facilitating research communication: a very different way of engaging with authors

Abstract

Introduction

The relationship between writing and authorship

Facilitating written communication—the writer’s approach

Ethical issues

Applicability to other approaches

Learning points

Part 4: Blurring the boundaries

Chapter 13: Didactic editing: bringing novice writers into the arena of scholarly publishing

Abstract

Introduction

Learning simply by reading edited texts

The advantages of editing proactively

Skills useful to novice and more experienced authors

Formal opportunities for teaching through editing

The benefits to authors’ editors

Learning points

Chapter 14: Collaborative research writing: developmental editing with an underlying educational vein

Abstract

The research paper in crisis, developmental editing to the rescue

Team research writing

Helping novice authors get started

Handling the manuscript not ready for editing

When collaborative writing may not work or is not appropriate

Conclusions

Learning points

Chapter 15: Putting ‘wordface’ work at the centre of academic text production: working with an international journal to develop an authors' mentoring programme

Abstract:

Introduction

Anglophone centre journals

Why and how the mentoring programme came about: three points of contact

The journal editor: concerns

The researcher: findings

The writing teacher-translator: insights

A shared perspective on the importance of ‘wordface’ work

The programme

Wordface work: facing in two directions

Funding

Outcomes of the programme

Conclusion

Learning points

Afterword: Supporting research writing in non-anglophone Europe: reflections and recurring themes

Abstract:

Introduction

The profession of writing support provision

Recurring themes in supporting research writing

Conclusions

Learning points

Index

Supporting Research Writing explores the range of services designed to facilitate academic writing and publication in English by non-native English-speaking (NNES) authors. It analyses the realities of offering services such as education, translation, editing and writing, and then considers the challenges and benefits that result when these boundaries are consciously blurred. It thus provides an opportunity for readers to reflect on their professional roles and the services that will best serve their clients’ needs. A recurring theme is, therefore, the interaction between language professional and client-author. The book offers insights into the opportunities and challenges presented by considering ourselves first and foremost as writing support professionals, differing in our primary approach (through teaching, translating, editing, writing, or a combination of those) but with a common goal. This view has major consequences for the training of professionals who support English-language publication by NNES academics and scientists. Supporting Research Writing will therefore be a stimulus to professional development for those who support English-language publication in real-life contexts and an important resource for those entering the profession.

• Takes a holistic approach to writing support and reveals how it is best conceived as a spectrum of overlapping and interrelated professional activities
• Stresses the importance of understanding the real-world needs of authors in their quest to publish
• Provides insights into the approaches used by experienced practitioners across Europe

Writing support professionals who help non-native English speaking academics and scientists publish high-quality articles in English for an international readership, such as teachers of academic and scientific writing, translators who work into English, editors performing various tasks from journal copyediting to author's editing and developmental editing, and technical and medical writers who facilitate manuscript production through direct interactions with authors