Document Type
Article
Version Deposited
Published Version
Publication Date
2-2023
Publication Title
The Qualitative Report
DOI
10.46743/2160-3715/2023.5464
Abstract
The purpose of this article is to clarify the academic writing process and stages of publication for novice scholars. With doctoral student mentorship being highly dependent on relationships with faculty mentors, the quality and type of mentorship received varies widely. We designed this article to provide a shared starting point for new scholars trying to navigate the writing and publication process. We use our experiences as three newly tenured faculty members to provide some guidance for students. Additionally, this article adds to the existing body of knowledge on the academic writing process by bringing some hidden curriculum and norms to the forefront and making the information available to all students. Article highlights include four areas of focus of academic publishing: (a) the presentation to publication process; (b) journal choice and preparing for journal submission; (c) revision as a communal process; and (d) the journal response. Within this article, we have recommended several places where new scholars can make decisions ranging from where to submit papers, who and how to ask for help, and ways that they can respond to reviewers.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Ferguson, S. L., Sam, C., & Elder, B. (2023). Making the Academic Writing Process Explicit for Doctoral Students in the Social Sciences. The Qualitative Report, 28(2), 495-516. https://doi.org/10.46743/2160-3715/2023.5464
Comments
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License. Open access was made possible by the Rowan University Libraries Open Access Publishing Fund.