N U I MAYN O O T H
Ol l sc oi l n a h Éi r ean n M á N u ad

Goals of this workshop
By the end of the course participants will
• Have drafted an article or other piece of writing
• Understand the mechanics of writing (including
structure and style)
• Know more about the publishing process
• Know more about increasing the visibility of their
publications
• Have developed increased confidence and
motivation to write

Why Publish?
• To share your practice
with others
• To increase the
impact/visibility of your
work
• To disseminate your
research findings
• To explore topics of
interest
• To add to the existing
body of knowledge and
create new knowledge
• To gain recognition and
establish a track record in
a particular field -
credibility/expertise
• To enhance your
curriculum vitae
• To promote your
institution
• To express yourself in a
creative way/personal
satisfaction

Different Types of Publications
• Newsletter
• Professional magazine
• Popular Magazine
• Academic (peer-
reviewed) Journal
• Hybrid Journal
• Poster
• Book Review
• Book Chapter
• Book (single author)
• Book (edited collection)
• Other opportunities –
conference
presentation, radio
broadcast, television, so
cial media

Sources for writing
• Research/thesis
• A particular project
• Your practice/everyday work
• Topic that interests you
• A paper you presented
• Other
• Consider whether you want to collaborate (principal
author)

6
What to Publish
• Research-based article
• Practice-based article
• Case Study
• Conference Presentation/Poster/Paper
• Book chapter
• Book

Identifying Publishing Outlets
• Do a database search on your topic to see where else articles on
this topic have been published
• Databases in Griffith College – Ask your Librarian
• www.rian.ie (publications by staff in Irish Universities)
• Search on Google Scholar
• Directory of Open Access Journals – DOAJ.org
• Professional Networks -
EDIN, AISHE, Academia.edu, researchgate.net etc. electronic
discussion lists etc.
• Calls for papers/book chapters/themed issues of journals
• AISHE-J - www.aishe.org
• Who is your audience? What is the purpose of your piece of
writing?

Structure of practice-based article
• Introduction
• Background/Context
• Case Study
• Results/Reflection
• Conclusion
• Possibly some references

Research-based article
• Abstract (informative or structured)
• Introduction
• Background/Context
• Literature Review
• Methodolgy
• Results/Analysis
• Discussion
• Conclusion
• References

Journal analysis
 Who is the publisher?
 Who is the editor/on the
editorial board?
 Is the journal national or
international?
 What do the guidelines
for contributions
stipulate?
 Is some or all of the
content peer-reviewed?
 How many issues are
there per year and how
many of these are
themed?
 What types of material
are published?
 Are articles illustrated?
 How many references do
typical papers include?
 How long is the average
article?

Drafting a query e-mail
• Before writing/submitting
• Editor
• Single sentences
– I am writing an article on…
– My experience is this area…
– I think that readers of your journal would be
interested in… because…

Outlining
• Order ideas
• Sift & eliminate ideas
• Contextualise/Give
framework
• View structure at a
glance
• Can work on different
sections – writing is not
a linear process
• Makes the process
manageable
The reason many aspiring authors fail
is that they throw themselves
immediately into the activity of
writing without realizing it is the
forethought, analysis and preparation
that determine the quality of the
finished product
Day, A. (2007) How to Get Research
Published in Journals. Burlington, VT.:
Ashgate. P. 9

Outlining/Structuring
• There are different ways to structure articles
• Study the structure of articles in your target
journal
• Read first for story then for structure
• Model articles on other articles that work well
(template)
• Different structures can achieve the same results
ways
• Be aware of your audience

Outlining
Murray, R. (2005) Writing for Academic Journals. Maidenhead: McGraw-Hill/Open
University Press, p. 9
Context/Background
Literature review
Method/approach
Results/Analysis
Discussion
Conclusion
Topic 1 – 250 words
Topic 2 – 250 words
Topic 3- 250 words
Introduction

Title
• Stimulate reader’s interest
• Working title/final title
• Final title should summarise the main idea of the
manuscript
• Attract and inform the reader
• Stand out
• Be accurate
• Be fully explanatory when standing alone
• Facilitate indexing and retrieval (avoid using abbreviations)
• Suggested length no more than 12 words (APA Publications
Manual)
For more on titles consult
Hartley, J. (2008) Academic Writing and Publishing: A practical handbook. London: Routledge, p. 23-27

Author’s Name & Institutional Affiliation
• Use the same form throughout your career
• Omit all titles and degrees (e.g. Dr., PhD)
• Where the is more than one author, names
should appear in the order of their
contributions
• Institutional affiliation should appear under
the author’s name
• Provide an e-mail address for correspondence

Abstract
• Generally only required with a peer-reviewed article
• Two types – informative and structured
• Synopsis
• Details essence (not the same as introduction)
• Length determined by journal – typically range from
150 to 250 words

Abstract
• Compare the abstract with an outline of the
manuscript’s headings to verify its accuracy
• Use clear and concise language
• Use verbs rather than their noun equivalent
(investigates rather than investigation)
• Use active rather than passive verbs
• Begin the abstract with the most important
points

Informative Abstract
9/18/2013 20
By surveying reference practitioners on their
perceptions of chat reference training, this
study presents effective training techniques
that could enhance the professional
preparation for chat reference personnel.
Results indicate that the most effective
training techniques involve hands-on practice
among trainees and easy access...

Structured Abstract
9/18/2013 21
• Purpose
• This article explores the benefits of a writing support programme in developing the skills and motivation
of librarians to write for academic publication.
• Design/methodology/approach
• A brief review of the literature is presented. The model developed and implemented by this author is
outlined. Findings from a survey of participants are discussed.
• Research limitations/implications
• The formal programme commenced in 2007. The publication process takes time, particularly in the case of
peer-reviewed journals. This is exploratory work. It will take time to build up a body of information and a
community of librarians writing for publication. Initial evidence indicates there is significant value to the
programme.
• Practical implications
• The model is transferable and could help in building skills and confidence in academic writing. In addition
academic writing could serve as a bridge between lecturing and library staff, addressing issues of common
concern across the academy.
• Originality/value
• This is the first formal writing support programme for librarians in Irish universities. Models exist in the US.
A similar model is used in the UK and Ireland to support lecturing staff writing for publication.
• Paper Type
• Case Study
• Keywords
• Librarians, publication, academic writing, writing intervention

Keywords
• Indexing terms
• The way your article will be retrieved by
databases/search engines etc.
• Avoid unnecessary prepositions especially in and of -
use library marketing rather than marketing of library
• What terms do you use to do searches on this topic?

Introduction
• Introduces the
substantive content of
the paper/the research
question/the problem
• Tells why this
issue/problem is
important
• Sets the scene
• States the purpose
• States the scope
• States how issue is
addressed/Describes
the research strategy
• Explains how this work
relates to previous work
in this area
• Usually starts from the
general and progresses
to the specific
• Generally quite brief -
no more that a sixth of
the total article length

Literature review
• Tells what others have
found on the topic
• Provides a context from
which to illustrate how
the work documented in
the rest of the paper
extends or advances
understanding and
knowledge
• Demonstrates that the
author is familiar with
thinking on a topic and
understands where their
work fits
• Highly selective and
specific, referring to
other pieces of work
most relevant to the
argument being made
• Link your findings and
conclusions back to the
literature review

Method
• Describes how the study was conducted/how
research was carried out
• Different types of studies have different
methodologies
• Subsections where relevant e.g. Participant
characteristics, sampling procedures, research design

Results
• Summary of collected data
• Analysis of data stating findings and how they are
being interpreted
Where required should supplement the argument
made with evidence e.g.
statistics, tables, charts, maps, or quotes

Discussion
• Examine, interpret and qualify results
• Draw conclusions and inferences from results
• Emphasize any theoretical or practical consequences
• Sometimes combined with results section if relatively
brief and straightforward
• Reaffirm how the research advances understanding
and knowledge
• Acknowledge the limitations of research
• Outlines how future studies could build on and extend
the research and argument reported

References & Footnotes
References
• Follow journal guidelines
• Complete
• Accurate
Footnotes
• Provide additional content

Appendices & Supplemental Materials
• Appendix – suitable for material that is
relatively brief and easily presented in print
format e.g. List, copy of survey etc.

On Writing
If you’re clear in your mind about what you are going
to paint, there is no point in painting it (Picasso)
I have to start to write to have ideas (Françoise Sagan)
Writing is a process of discovery. Sometimes you don't
know what you know. You may know it but have no idea
how it fits together (Alice Walker)
9/18/2013 30

Writing
• To begin writing you
have to begin writing
• Writing generates ideas
• Don’t look for
perfection, just write
• Give yourself
permission to write
badly
• All writing is rewriting
I just put down any sort of rubbish,” a
celebrated critic once remarked about
his first attempts. And putting down
rubbish is good advice…the truth is
that once a sentence is lying on the
page, it is often shatteringly clear
what is right and what is wrong with
it. Put it down, and go on putting
more of it down. Everything can be
mended later
Watson, George (1987) Writing a thesis: a
guide to long essays and dissertations.
London: Longman, p. 39

Writing
• Can start at any point, but generally not conclusion
• Scientists often write the results section first
• Write in sentences
• Structure and Narrative
• Storytelling
• Tone (verbs, tense, first or third person, adjectives)
• Sentences
• Logical movement from sentence to sentence
• Paragraphs
• Transitions and signposts
• All add up to movement/coherence/flow

Writing as Storytelling
• Writing as storytelling
• Beginning, middle and end (not necessarily in that
order)
• What makes a story interesting?
• A story has a theme
• A story has movement
• A story has a flow
• Something happens/changes
• Perhaps try to write your piece from start to finish
before beginning editing

Drafting and Redrafting
• All writing is rewriting
• Draft and redraft
• Number, date and save drafts
• Refer back to your abstract
• Ask a critical colleague to read
• Revise title, abstract & article
• Check references against journal guidelines

Drafting and Redrafting
• When finished put aside for a period then
reread
• Spell check
• Date and File preprint (pre-refereeing)
• Let go
• If you have already sent a query e-mail to the
editor refer to that in your submission

Submission
• Professional Journal – editor
• Academic Journal – peer-review
• Usually double blind peer review
– Accept as is
– Accept with revisions
– Revise and resubmit
– Reject
Note: some content in academic journals may not be peer
reviewed e.g. book reviews, editorial content, some case
studies

Peer review
• Reply to editor indicating what you are going to do
• Make changes as quickly as possible
• Reread
• Resubmit outlining what you have done
• If you don’t take particular suggestions on board
explain why
• Keep postprint (post refereering)

Why editors reject manuscripts
• Author guidelines not followed
• Not thorough (little substance)
• Bad writing (lack of clarity and style) and/or
grammatical errors
• Subject of little/no interest to readers
• Poor statistics, tables, figures
• Subject or data out of date
• Unprofessional appearance
• Title
• Too simple – reporting
• Written at the wrong level

Writing for a themed issue of a journal or
edited collection
• Papers on a related topic
• Audience
• Guest Editor
• Invited contributors or call for contributors
• Brief
• Deadline

Publicising Your Work
Deposit in institutional or other repository
Policy available at www.sherpa.ac.uk
Set up slideshare account for presentations
www.slideshare.net
Create a profile using google scholar
http://scholar.google.co.uk/intl/en/scholar/ci
tations.html
Professional Network Profile

Professional Networking
www.mendeley.com
Researchgate.net
www.colwiz.com
www.ssrn.com
Academia.edu
academic.research.microsoft.com

Moving on with your writing
• Write
• Describe, reflect and
evaluate
• Talk/Network
• Notebook
• Data
• Collaborate
• Be strategic – Have a plan –
look for links/connections in
what you do
• Cite key people
• Set realistic goals
• Give and look for peer
support
• Consider everything you do
as potential material for a
presentation/paper
• Set up a writing circle
• Develop a culture of
celebration around
publication/presentation

Further Resources and
Bibliography on Academic Writing
http://www.academicwritinglibrarian.blogspot.ie/