This collection of first-person essays by established authors
provides a wealth of support and insights for new and experienced
academic writers in language education and multicultural studies.
Although writing for publication is becoming increasingly important
as these fields become both more professional and more competitive,
few scholars talk candidly about their experiences negotiating a
piece of writing into print. These essays will help researchers,
practitioners, and graduate students expand their understanding of
what it means--professionally and personally--to write for
publication. Carefully crafted, focused, and provocative, the
chapters in this volume document authors' experiences with a range
of practical, political, and personal issues in writing for
publication. Many portray the hardship and struggle that are not
obvious in a finished piece of writing. Readers are encouraged to
resonate with the events and issues portrayed, and to connect the
narratives to their own lives. Practical information, such as
contact information for journal and book publishers, manuscript
guidelines, and useful books are included in appendices. Although
organized thematically, the essays in Writing for Scholarly
Publication: Behind the Scenes in Language Education overlap in
many ways as each author considers multiple issues: *In the
Introduction, the editors discuss key aspects of writing for
scholarly publication, such as writing as situated practice, issues
faced by newcomers, the construction of personal identity through
writing, writing and transparency, facets of the interactive nature
of scholarly writing, and intertwined political issues. *Part I
focuses on issues and concerns faced by "Newcomers." *In Part II,
"Negotiating and Interacting," the essays closely examine the
interactions among authors, editors, manuscript reviewers, and
collaborators; these interactions tend to be the least often
discussed and these essays therefore offer readers fascinating
insights into the sensitive social, political, and personal
relationships among the many players in the scholarly writing game.
*"Identity Construction" is addressed in Part III, where authors
share their experiences with and reflections on the ways that
professional writing helps them construct their identities as
writers and scholars. *The essays in Part IV, "From the Periphery,"
help redefine what the notion of "periphery" might mean, from a
concept with a negative connotation of "outsider" to a positive
connotation of active and unconventional participant.
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