Writing for Publication: OT6026 Occupational Therapy Project 4 Íde O’Sullivan, Lawrence Cleary Regional Writing Centre

Writing for Writing for Publication:Publication:

OT6026 Occupational OT6026 Occupational Therapy Project 4Therapy Project 4

Writing for Writing for Publication:Publication:

OT6026 Occupational OT6026 Occupational Therapy Project 4Therapy Project 4

Íde O’Sullivan, Lawrence ClearyÍde O’Sullivan, Lawrence Cleary

Regional Writing CentreRegional Writing Centre

Regional Writing Centre 2

Workshop outline• Writing for publication• Getting started: Motivation and time

management• Key consideration:

– The writing process– The rhetorical situation – Academic writing style

• Structuring your paper• Strategies to develop writing: Peer

review


Reflection• Why write for publication?• Implications of publishing/not

publishing?• Misconceptions about writing and

publication• Common problems among new

writers• New writers’ worries/fears• Difficulties associated with writing


New writers’ errors(Murray 2005:4)

• “Writing too much about ‘the problem’”

• “Overstating the problem and claiming too much for their solution”

• “Overstating the critique of others’ work”

• “Not saying what they mean, losing focus through indirect writing”

• “Putting too many ideas in one paper”


Difficulties associated with writing

• Anxiety and fear of writing• Lack of confidence and motivation• Cracking the codes of academic writing• Getting started• Lack of guidance, practice and feedback• Misconceptions of writing

– Good writing skills are innate X– Think first, then write X

• The writing process is recursive


The process• Decide on the writing project• Choose a target journal• Get information about the journal

– Mission/vision of the journal– Identify categories of submission– Identify key subject areas

• Analyse the journal• Select a sample paper from the target

journal• Follow the guidelines for authors


The journal• “The British Journal of Occupational Therapy

(BJOT) is the official journal of the College of Occupational Therapists. Its purpose is to publish contributions of papers relevant to theory, practice, research, education and management in occupational therapy.”

• “Vision: A monthly journal presenting high quality international research and practice related papers that informs the knowledge and evidence base of occupational therapy and is easily accessible through online searches.”

British Journal of Occupational TherapyFebruary 2008, 71(2): 77


Types of publications• Scholarly Papers• Short Reports• Research Articles/Papers• Practice Analysis/Evaluations • Critical Reviews • Case Histories/Reviews• Opinion Pieces• Editorials • Letters to Editor• Book Reviews• Guest Editorials


Analysing the journal• Cracking the codes• Analysing the genre/text and modelling• Identify important criteria that will

make your writing more effective• Ask yourself the following questions:

– How is the paper structured?– How is the contribution articulated?– What level of context is provided?– What level of detail is used? – How long are the different sections?


Analysing the journal• What organisational features/patterns are

in evidence? • How are arguments and counterarguments

presented and structured?• What types of evidence are important?• What stylistic features are prominent?• Is the text cohesive? How does the author

achieve such cohesion?• What kind(s) of persuasive devises does

the author employ?• Voice?


Guidelines for authors• Categories of submission• Preparation of the manuscript

– Copyright– Ethics– Layout– Presentation

• Submission of the manuscript • The review process

– Editorial process– Editorial decisions

Getting Started Getting Started Writing and Keeping Writing and Keeping

GoingGoing

Getting Started Getting Started Writing and Keeping Writing and Keeping

GoingGoing


It is not too late• Take stock of where you are now• Outline your research project • Make plans based on the time that is

left• Organise your time accordingly• Get writing• Keep writing• Get a writing buddy• Allow time for revision and to put it all

together• Let family and friends know• Be selfish with your time


Where am I?

• What writing have you done and what writing do you need to do in order to complete your paper on time?

• Keep writing non-stop for 5 minutes.• Write in sentences.• Do not edit or censor your writing.• Private writing -- no one will read it.• Discuss what you have written in

pairs.


Getting started• Where and when do you write?• Why are you not writing?

– “I don’t feel ready to write.”– Writers’ block

• Getting unstuck– Writing to prompts/freewriting (write

anything)– Set writing goals– Write regularly– Integrate writing into your thinking– Break it down into a manageable

process


Outlining (Murray 2006)

• Title and draft introduction• Level 1 outlining

– Main headings

• Level 2 outlining– Sub-headings

• Level 3 outlining– Decide on content


‘Writing in layers’ (Murray 2006:125-27)

• Outline the structure: write your section heading for the research paper.

• Write a sentence or two on the contents of each section.

• List out sub-headings for each section.• Write an introductory paragraph for

each section.• At the top of each section, write the

word count requirement, draft number and date.


Writing a ‘page 98 paper’

• My research question is … • Researchers who have looked at this

subject are … • They argue that … • Debate centres on the issue of … • There is work to be done on … • My research is closest to that of X in that

… • My contribution will be …

(Murray 2006:104)

Key ConsiderationsKey ConsiderationsKey ConsiderationsKey Considerations


Key stages in the process

• Pre-writing

• Drafting

• Revision

• Editing and Proofreading


The rhetorical situation

• Occasion

• Topic

• Audience

• Purpose

• Writer

NB: Joining the conversation


Organising principles

• Research question

• Thesis

• Hypothesis


Stylistic differences that mark academic writing

• Complexity• Formality• Objectivity• Accuracy

• Precision• Explicitness• Hedging• Responsibility

(Gillet 2008)

Structuring your Structuring your paperpaper

Structuring your Structuring your paperpaper


Structure

Preliminaries

Main Text

End Matter


The manuscript• Introduction• Literature review• Method• Results/Findings• Analysis/Discussion• Conclusions


The introduction• In academic writing, an introduction, or

opening, has four purposes: To introduce the topic of the essayTo indicate the context of the conversation

through background informationTo give some indication of the overall plan

of the paperTo catch the reader’s attention, usually by

convincing the reader of its relevance.


In brief….• The introduction should be funnel shaped

• Begin with broad statements.• Make these statements more and more specific

as the writer narrows the scope of the topic and comes to the problem.

• Be sure that the question, hypothesis or claim is one that can be handled in a report of the length specified.

• This question, hypothesis or claim is your thesis statement.


Methodology and research design

• In the methodology section, two main issues are addressed: – The methods used to gather data– The methods used to analyse the

data• How were your results obtained and

how did you came to the conclusions put forth?


Methodology and research design

Justification• Why and how did you choose the

targeted population/sample?• Why did you choose the particular

method?• Is the methodology appropriate to

your field of study?• Is the methodology appropriate to

the objectives of the study?


Results and discussion• The results section must not only

present the results; it must make the results meaningful for the reader.

• The discussion should not simply provide more detail about the results; it should interpret and explain the results.

• Methods of organising the results and discussion.


Results• Organising the results• Readability• Accessibility (graphs, tables)• Use of appendices for raw data• Making the results meaningful

– Explanation– Simplification– Trends– Significant results– Relationships/correlations


Discussion• Organising the discussion• Summarise the main results in order to

remind the reader of your key findings.• Put the results of the research into

context.• Support the validity of the results by

referring to similar results.• Explain the differences between your

findings and that of previous researchers. • Can you explain the unexpected results?


Conclusion• To what extend have the aims of the

study been achieved?• How has your primary and secondary

research helped answer the research question posed?

• Have your hypotheses been proved/disproved/partially proved?

• Did the study raise any further questions?

• Any recommendations for future research?


Elements of a good conclusion

A conclusion should:Remind the reader of the main points of

your argumentBring ‘closure to the interpretation of the

data’ (Leedy 2001:291)Be clearBe logicalBe credible


Academic principles• Maintaining academic principles

– Ethics– Referencing– Honesty– Objectivity

• Hedge. Distinguish between absolutes and probabilities. Absolutes are 100% certain. Probabilities are less than 100% certain.

• Be responsible. Provide traceable evidence and justifications for any claims you make or any opinions you have formed as a result of your research.


Flow• Logical method of development• Effective transition signals• Good signposting• Consistent point of view• Conciseness (careful word choice)• Clarity of expression• Paragraph structure

– Unity– Coherence


Paragraph structure• What is a paragraph?

– Series of sentences– Coherent (introduction, middle, end)– Common theme

• Every sentence in a paragraph develops one topic or idea.

• Paragraphs signal the logically organised progression of ideas.

• The flow of information should be organised around themes and comments.

• The main idea in one paragraph should flow logically into the next.

• Shifts in the argument or changes in direction should be accurately signalled using appropriate adverbials, conjunctions, and prepositions.

Microsoft Word Document


Paragraph structure

• Just as an essay is guided by a thesis statement, a paragraph is organised around its topic sentence.

• A topic sentence informs the reader of the topic to be discussed.

• A topic sentence contains controlling ideas which limit the scope of the discussion to ideas that are manageable in a paragraph.


Paragraph structure: Supporting sentences

• The sentences that follow expand upon the topic, using controlling ideas to limit the discussion. The main idea is supported by– Evidence in the form of facts, statistics,

theoretical probabilities, reputable, educated opinions,

– Illustrations in the form of examples and extended examples, and

– Argumentation based on the evidence presented.

– Qualifying statements indicate the limitations of the support or argument.


Paragraph structure: Concluding sentences

• Not every paragraph needs a concluding sentence.

• Concluding sentences can either comment on the information in the text, or

• They can paraphrase the topic sentence.


Paragraph structure: Unity

• Paragraphs should be unified.• ‘Unity means that only one main idea

is discussed in a paragraph. The main idea is stated in the topic sentence, and then each and every supporting sentence develops that idea’ (Oshima and Hogue 1999:18).


Paragraph structure: Coherence

• Coherence means that your paragraph is easy to read and understand because – your supporting sentences are in some

kind of logical order– your ideas are connected by the use of

appropriate transition signals– your pronoun references clearly point

to the intended antecedent and is consistent

– you have repeated or substituted key nouns. (Oshima and Hogue 2006:22)


Example: (Meei-Fang et al.

2007:471) People with dementia are particularly vulnerable to malnutrition: they have a decreased ability to understand directions and to express their needs verbally, are easily distracted from eating, prone to become agitated, and may use utensils incorrectly. Inability to feed oneself (eating dependency) is a major risk factor for malnutrition among older people living in long-term care settings (Abbasi & Rudman 1994, Durnbaugh et al. 1996). When people with dementia can no longer take food voluntarily, assistance is required although, as the disease progresses, even taking food with assistance can become difficult and, in some instances, tube-feeding may be required to supply nutrition. This form of feeding can, however, cause distress and anxiety, not only for the person being fed, but also for caregivers (Akerlund & Norberg 1985, Burgener & Shimer 1993).


Reasons for rejecting manuscripts: Brown, Rodger

and Brown (2005:88)• Methodology or research design

problems• Poorly developed idea• Poorly written• Data interpretation problems• Literature review not

relevant/comprehensive/up to date• Content undocumented • Statistical problems• Term-paper type article• Issues of validity, reliability and

trustworthiness not addressed



and Brown (2005:88)• Poorly referenced• Content not important/significant • Discussion not based on results/findings• Content inaccurate• Content not consistent with journal

purpose• Implications of findings and results on

practice not included • Submission format guidelines not followed• Manuscript too lengthy• Key terms and concepts not clearly

defined



and Brown (2005:88)

• Aim/purpose of paper not clearly stated • Limitations of research study not

included/acknowledged • Content not current or timely• Clinically not applicable • Too technical • Manuscript submitted concurrently to

another journal• Subject/topic covered recently • Content already scheduled for future


Overview: Reasons for rejecting

• Poor writing skills• Poor research skills• Failure to consider the journal’s audience• Failure to follow the journal’s guidelines • Before you start establish familiarity with

– The journal– The audience– The submission guidelines

Strategies to Strategies to Develop Writing: Develop Writing:

Peer Review Peer Review

Strategies to Strategies to Develop Writing: Develop Writing:

Peer Review Peer Review


Dialogue about writing• Peer-review• Generative writing• The “writing sandwich” (Murray

2005:85): writing, talking, writing• Writing “buddies” (Murray and Moore

2006:102)• Writers’ groups• Engaging in critiques of one another’s

work allows you to become effective critics of your own work.


Writing an abstract• Brown’s 8 questions (Murray, 2005:108-

114)• Framework to help you draft an abstract• Allows you to see the paper as a whole

and focus on the main points of the argument

• Written at an early stage in the writing process, it helps you maintain the main focus as you write the paper.

• Revise it as you go.


Brown’s 8 questions1. Who are the intended readers? (3-5 names)2. What did you do? (50 words)3. Why did you do it? (50 words)4. What happened? (50 words)5. What do the results mean in theory? (50

words)6. What do the results mean in practice? (50

words)7. What is the key benefit for readers (25

words)8. What remains unresolved? (no word limit)


Resources•Ebest, S.B., Alred, G., Brusaw, C.T. and Oliu, W.E. (2005)

Writing from A to Z: The Easy-to-use Reference Handbook, 5th edition. New York: McGraw-Hill.

•Shannon Consortium Regional Writing Centre, UL http://www.ul.ie/rwc/

•Strunk, W. and White, E.B. (2000) The Elements of Style, 4th ed. New York: Longman.

•Using English for Academic Purposes http://www.uefap.com/index.htm

•The Writer’s Garden http://www. cyberlyber.com/writermain.htm

•The OWL at Purdue http://owl.english.purdue.edu/•The Writing Center at the University of North Carolina at

Chapel Hill http://www.unc.edu/depts /wcweb/handouts/index.html


Works cited• Brown, T.G., Rodger, S. and Brown, A. (2005) ‘Publication

Practices of English Language Occupational Therapy Journals’, British Journal of Occupational Therapy, 68(2): 85-92.

• Elbow, P. (1998) Writing without Teachers (2nd edition). New York: Oxford University Press.

• Elbow, P. and Belanoff, P. (2003) Being a Writer: A Community of Writers Revisited. New York: McGraw-Hill.

• Moore, S. and Murphy, M. (2005) How to be a Student: 100 Great Ideas and Practical Hints for Students Everywhere. UK: Open University Press.

• Murray, R. (2005) Writing for Academic Journals. UK: Open University Press.

• Murray, R. (2006) How to Write a Thesis (2nd edition). UK: Open University Press.

• Murray, R. and Moore, S. (2006) The Handbook of Academic Writing: A Fresh Approach. UK: Open University Press.

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Writing for Publication: OT6026 Occupational Therapy Project 4 Íde O’Sullivan, Lawrence Cleary Regional Writing Centre