scholarly journals Perceptions of University Aviation Association Members Concerning Scholarly Writing and Publication

1990 ◽  
Vol 8 (1) ◽  
Author(s):  
Henry R. Lehrer
2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 858-858
Author(s):  
Suzanne Meeks

Abstract This presentation will emphasize the importance of plain, good writing. Editors of high impact journals read 10 or more manuscripts per week, and are under pressure to reject 80-90% of them. Regardless of scholarly quality, if the point and contribution are not clear in a quick scan of the paper, it likely will not be reviewed favorably. I will provide tips for strong scientific writing that are commonly violated in manuscript submissions, and provide references for additional writing support. I will also discuss some common publication ethics issues that arise during the review process, including author contributions and embedding your scholarship in the context of prior work.


2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 858-858
Author(s):  
Suzanne Meeks

Abstract The GSA publications team sponsors this annual symposium to assist prospective authors to successfully publish their gerontological scholarship in GSA’s high impact and influential journals. The first part of the session will include five brief presentations from the Editors-in-chief of Journals of Gerontology-Series B, Social and Psychological Sciences, The Gerontologist, and Innovation in Aging, plus one of GSA’s managing editors. We will integrate practical tips with principles of publication ethics and scholarly integrity. The topics will be as follows: (1) preparing your manuscript, including how to choose the right journal; (2) strong and ethical scholarly writing for multidisciplinary audiences; (3) transparency, documentation, and Open Science; (4) successfully responding to reviews; and (5) working with Scholar One. Following these presentations, we will hold round table discussions with editors from the GSA journals portfolio. At these roundtables, editors will answer questions related to the podium presentations and other questions specific to each journal. Intended audiences include emerging and international scholars, and authors interested in learning more about best practices and tips for getting their scholarly work published.


2018 ◽  
Vol 9 (6) ◽  
pp. 153
Author(s):  
Syed Mahmudur Rahman

Current day literary criticisms written in world englishes often seem to be a little hard to comprehend for readers because of critics’ tendency to use too much decorative language with too many theoretical views, jargons, and references of different sorts just to stick to an assumed standard of scholarly writing. This paper, based on a generalized study though, considers that assumed standard hyper elitist, which is affecting the easy entrance of a considerable portion of literary audience into the literary realm where the popularity in the form of reader-friendliness and comprehensibility of literary criticisms are compromised, and thoughts of some creditable thinkers remain unnoticed only because those promising thoughts apparently fail to be expressed in that supposed standard of language. Keeping the purpose of literary criticisms in mind, this paper places forth a seemingly valid question whether this sophisticated way of expressing is really mandatory or not, as the word ‘standard’ itself is subjected to be modified when needed, and the postmodern approach to the literary regime really tends to unsettle the frame of any standardization and deny the distinctions between ‘high’ and ‘low’. Thus, speculated implications of the paper included that the accessibility of greater number of audience into the arena of literary criticisms might be more liberally considered by established but elitist critics, while the stress of synthesized elitism in writing criticisms might also be mitigated for neophytes among critics.


Finisterra ◽  
2012 ◽  
Vol 33 (65) ◽  
Author(s):  
Danièle Laplace-Treyture

SCHOLARLY WRITING AND TRAVELS - This paper will examine the relationship between the geographic discourse on place and the experience of otherness, or alterity. Through the enunciation dimension of discourse, one can find signs in texts that indicate the degree to which the discourse is open to otherness. The openning of discourse to alterity offers to geographic discourse the possibility of integrating different meanings to place and therefore presenting more complex representations.


2018 ◽  
Author(s):  
Morton Ann Gernsbacher

Numerous style guides, including those issued by the American Psychological and the American Psychiatric Associations, prescribe that writers use only person-first language so that nouns referring to persons (e.g. children) always precede phrases referring to characteristics (e.g. children with typical development). Person-first language is based on the premise that everyone, regardless of whether they have a disability, is a person-first, and therefore everyone should be referred to with person-first language. However, my analysis of scholarly writing suggests that person-first language is used more frequently to refer to children with disabilities than to refer to children without disabilities; person-first language is more frequently used to refer to children with disabilities than adults with disabilities; and person-first language is most frequently used to refer to children with the most stigmatized disabilities. Therefore, the use of person-first language in scholarly writing may actually accentuate stigma rather than attenuate it. Recommendations are forwarded for language use that may reduce stigma.


2021 ◽  
Vol 31 ◽  
pp. 136-162
Author(s):  
Beverly FitzPatrick ◽  
Mike Chong ◽  
James Tuff ◽  
Sana Jamil ◽  
Khalid Al Hariri ◽  
...  

PhD students are enculturated into scholarly writing through relationships with their supervisors and other faculty. As part of a doctoral writing group, we explored students’ experiences that affected their writing, both cognitively and affectively, and how these experiences made them feel about themselves as academic writers. Six first and second year doctoral students participated in formal group discussions, using Edward de Bono’s (1985/1992) Six Thinking Hats to guide the discussions. In addition, the students wrote personal narratives about their writing experiences. Data were analyzed according to the rhetorical rectangle of logos, ethos, pathos, and kairos. Analysis revealed that students were having struggles with their identities as academic writers, not feeling as confident as they had before their programs, and questioning some of the pedagogy of teaching academic writing.


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