This document provides guidance and advice for writing articles for publication in professional journals. It discusses reasons for writing, how to get started, types of articles, quantitative and qualitative research articles, book publishing, working with editors and reviewers, dealing with rejection, and developing writing skills over time. The key messages are that writing clarifies thinking, advances knowledge, and improves teaching and practice; it involves reading widely, soliciting feedback, and persistence in writing and revising; and working with editors and reviewers helps improve work for wider dissemination.
Dr. Kritsonis, Writing for Professional Publication in National Refereed Journals
1. Writing for Professional Publication in National
Refereed Journals: A Session for Faculty
And Doctoral Students
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
Prairie View A&M University/The Texas A&M University System
1. Professional reasons for writing for publication - Promotion; tenure;
recognition by peers; seeing name in print; making a contribution to
written knowledge – advancing knowledge; clarifying thoughts; writing
is a liberating experience; improving teacher; teaching aide; inform
theory; inform practice; reflect on practice; invite help/criticism from
colleagues; income/consulting opportunities.
2. Personal reasons for writing for publication - For fun and growth; to
relax and “recreate”; personal satisfaction; improve communication
skills; ego building; sharpen your inquiry skills; define and refine new
ideas.
3. How real writers behave - Reading extensively and picking up
vocabulary and sentence patterns; develop a sense of style from reading;
reading aloud from paying attention to the sounds of words; writing and
revising work that really means something to them; soliciting opinions
from trusted, truthful colleagues; getting feedback from those who write;
belonging to a learning community of writers.
4. Writer’s write for the following reasons - Communicate important
ideas; to tell the stories of their professional lives and share their wisdom
of practice; to connect with a wider audience; to make a contribution to
their chosen field; to obtain tangible rewards (e.g., promotion, consulting
work; to enlarge, extend, and organize thinking; to maintain and enhance
learning about a topic of interest; to establish and participate in
professional networks of like-minded individuals; to be heard and engage
in the discourse of the professional community; to develop expertise and
be recognized for specialized competence in their field.
2. 5. How to get started - Write, write, write, write, and write; be doing
things; be active and alive; have colleagues; cooperative; offer to read
papers and manuscripts; offer to do book reviews; critique and edit; read
attentive; be observant; be courteous; be helpful; use technology; do short
but interesting pieces; do vignettes (to describe or sketch briefly); do
anecdotes (short narrative, interesting amusing incident); write, write,
write, write, write; have writers tolls: dictionary, thesaurus, style
manuals, library access, publication directory; read critically; be busy
doing; write, write, write, write, and write.
6. What will “sell” the editor on your work? What beginners often miss
is that, after you have identified an area of interest, the best ideas are
most likely to surface during writing rather than prior to writing.
7. Formula: Brilliant Ideas + Good Luck + Knowing the Right People =
Publication - Many newcomers to the task of writing articles would
produce a formula like this to explain success in writing and publishing
in professional journal articles.
8. On scholarly work - Requires a high level of disciplined-related
expertise; breaks new ground, is innovative; can be replicated or
elaborated; provides documentation of results; is subjected to peer
review; has significance or impact; pursuing these goals of scholarship
and publication all begins with reading.
9. Reasons to write and publish journal articles - Affirmation from peers;
potential influence on the field; staying current in the field; fulfilling the
mentoring role.
10. Writing and publishing journal articles enables you to… Disseminate
your ideas to a wider audience that typically is possible through
conference presentations; establish a reputation in the field as an expert
on a particular subject; master the content at a more sophisticated level,
thereby enhancing your teaching; expand your teaching role to include
anyone who happens to read your work (e.g., students who are
conducting library research, scholars in other countries searching for
information on the Internet); provide evidence of your competence as an
author and persuade a publisher that you have potential as a book author.
3. 11. Three basic types of articles: practical, review or theoretical, and
research - Practical Articles: Written for practitioners in the field.
Purpose: To explore the practical implications of theory and research
and improve professional practice. Format: Often centered on questions
or issues of concern to those in the field. Remember, practical articles
deal directly with the situation facing practitioners in the field. Often
they take the “how to” approach. They keep readers abreast of new
developments in the field.
Review or Theoretical Articles: Review theory and research.
Purpose: To synthesize previously published research. Format: They
are often organized around themes or trends in the research literature
identified by the author. Remember, review or theoretical articles
synthesize and critically evaluate materials that have already been
published. They tend to be “think pieces” that urge readers to reflect on
issues of some concern.
Research Articles: Reports of original research that include data
collected by authors. Purpose: To provide sufficient information for
other researchers to understand how they might replicate the study.
Format: Typically follows a format such as background, review of
literature, research, purpose, questions, subjects, methods, procedures,
findings, results, recommendations, and conclusions.
12. Quantitative Studies - When writing quantitative research articles, think
about reliability and validity and keep in mind the overarching goals of
empirical research: generalization and replication. In empirical research,
authors tend to say a little about a lot of participants (e.g., national
survey). You will need to provide at least enough detail for readers to
decide if your conclusions were warranted.
13. Qualitative Research - Qualitative studies are typically organized by
headings such as background/problem statement, subjects,
method/procedures, results, discussion, and recommendations and
conclusions. Qualitative research more often takes the form of case
studies, interviews, narrative research, and various types of
enthnography. When writing qualitative research articles, think about key
words and phrases from your participants that demonstrate how you
arrived at patterns and themes from the mass of words you recorded.
Keep in mind the goals of qualitative research: rich description of
individuals or cases that have the power to illuminate larger issues. In
qualitative research, you will tend to say a lot about a few individuals or
4. cases. You will need to be credible – in qualitative research, this means
you went deep and the sheer amount of information collected over time is
compelling. Your readers need to be structure by the “slice of life”
quality of your work that is captured in rich detail.
14. On writing books – Writing a book is like driving a car at night. You
only see as far as your headlights go, but you can make the whole trip
that way; after basic needs are met, human beings naturally strive for
belongingness and the esteem of others they admire.
15. Four phases of book publishing: Fun, Drudgery, Torture, and
Waiting - Fun: Talking about your idea, getting a proposal put together,
signing the contract and going out to celebrate with your editor,
colleagues, friends, family; Drudgery: Getting up (or staying up) in the
middle of the night, responding to all of the criticism of reviewers, and
struggling to write in addition to everything else you have to do or want
to do; Torture: Proofreading for errors; responding to a copy editor’s
questions about clarity, spelling, consistency, and missing references;
helping with the advertising and promotion; Waiting: Watching for the
publisher’s catalog, ripping open the carton to see the finished product
(that always looks so pitifully small in comparison to the time expended);
hoping for a respectable showing on the royalty statement, and
wondering why on earth you made such a paltry pay off. Given the
sobering view, why would anyone agree to write a book?
16. Some reasons to write a book – Authors learn from writing books; book
authors can make a contribution o their fields; book authors are invited to
speak at conferences and often paid to speak; book authors get to know
other book authors.
17. Where does the dollar go after a book is published? Printing 10%;
Distribution: 40-65%; Author Royalty 5-10%; Ongoing Promotion
10-15%; Overhead and Profit 20-35%.
18. What do editors and reviewers really want? Answer: Manuscripts they
don’t have to edit.
19. Earning approval from reviewers and editors - Principle 1: Make
your manuscript irresistible to reviewers and editors. Write and think
clearly. The chief difference between good writing and better writing is
the number of hesitations the reader experiences as they read. Reviewers
5. expect writing to flow so that they can read it smoothly, without reading
over or puzzling over what the writer intends. The number one thing that
editors and reviewers respond is the quality of the writing and thinking
on the printed page. Become familiar with the publishing outlet. Know
the journal and its readership. Respect the publisher’s role. Most
reviewers for scholarly journals are published authors themselves. They
are well acquainted with the pains and pleasures of writing. Reviewers
and editors are neither secretaries nor public servants. They are required
to render a decision of yes, no, or maybe. They are not even obligated,
strictly speaking, to say why. Principle 2: Don’t waste editors’ and
reviewers’ time. What follows are the most common ways authors waste
an editor’s time: a) Failing to do the necessary homework; b) Refusing to
revise; c) Protesting fair appraisals of work; d) Being impatient.
Principle 3: Accept responsibility for finding a suitable publishing
outlet. The typical journal takes about 3 months to review a manuscript.
Multiple submissions – sending the same article to different journals at
the same time are not acceptable. Principle 4: Grow up about criticism.
One way to defuse the explosive potential of criticism from editorial
boards is to conduct an in-house edit of any materials you write before
you submit it. Those who can be of the greatest assistance are intelligent
and outspoken people, including members of the following groups: Well-
read individuals outside your field or who are novices in your field. They
can offer a check on clarity. Content experts who have in-depth
knowledge of your subject. They can offer a check on accuracy. Readers
of the outlet you seek to publish. They are members of the intended
audience who can offer an opinion on whether your work is well suited
for the particular publication. Authors and editors who are sticklers for
details and have mastered the style sheet (e.g., American Psychological
Association Style) and format of published works.
Principle 5: Understand the evaluation criteria. Editors are
knowledgeable about writing in ways that most authors are not. The
process of evaluating a manuscript’s relative worth is fundamental to
peer - review. Principle 6: Volunteer to become a reviewer. Peer
reviewing is worth doing, for the things you learn about yourself as a
writer. Every time you provide a thoughtful response to another’s work,
whether the manuscript is publishable or not, you gain additional insight
into organizing manuscripts. Reviewing also will enable you to glimpse
the world of publishing from the inside out as you work with an editor.
Reviewers usually are chosen on the basis of commitment to the aims and
philosophy of the organization; specialized credentials, competence, and
6. reputation in the field; demonstrated skills as an author/editor;
consistency in providing a prompt review; willingness to provide
constructive feedback. Remember, a bad section of writing in a
manuscript is like a log in the middle of your living room. If you leave it
there, you will have to keep stumbling over it or walking around it. You
could wait for it to decompose but it is far more efficient to chop it into
firewood or haul it outside as soon as you notice it. Principle 7: Use
editorial feedback to improve the work. When editors first skim through
your article, they tend to seek affirmative answers to three questions
related to the accuracy, creativity, and significance of the article – at their
simplest, these questions are: Is it true? Is it new? Is it important?
Principle 8: Used editorial feedback to improve the work. When a
manuscript is review, three basic decisions are possible: ACCEPTANCE
– The manuscript requires only minimal revisions, changes that can be
made during the normal editorial process. CONDITIONAL
ACCEPTANCE – The manuscript has merit but requires more
substantial revision. REJECTION – An outright rejection is often
signaled by a form letter. Principle 9: Regard reviewers and editors as
allies. The best editors know how to balance priorities and manage
people. The editor is expected to consider the quality of the product and
the performance of the workers while remaining accountable to those
who hold the purse strings. Remember, editors like nothing better than
identifying good writers who will be a source of high-quality
manuscripts. When you communicate with editors, strive to be
professional and business-like. Politeness counts, persistence pays,
listening skills are important, and learn to take criticism well. Follow
directions. Match the style of work to the journal, but conservative
(editors will be), reviewers disagree, and editors make mistakes.
Principle 10: Joseph Pulitzer advised writers to, “Put it before them
briefly so they will read it, clearly so they will appreciate it,
picturesquely so they remember it, and, above all, accurately so they will
be guided by its light.”
20. What to remember about bad writing - It takes little effort.
21. How to get fired as a reviewer - Lose the manuscript or let it sit on your
desk; suggest that the author include something that already appears in
the manuscript; criticize the author for making errors, then write a review
that contains mistakes; go off on a tangent and write a two-page response
to one sentence while ignoring the rest of the manuscript; pass the
7. manuscript on to someone else to review or quote from it prior to
publication without permission; write a treatise on how you would have
written the article or book; treat anonymous peer review as a way to
punish with impunity.
22. Publish or perish or teach or impeach - You become a better teacher
from your writing. You become a better writer from writing.
23. I’ve been rejected many times - should I give up? Rejection is an
inescapable part of writing; rejection should not be taken as an indication
that you are unsuited to the writing life; make a writing appointment with
yourself that will not be cancelled except in a real emergency; where
rejections are concerned, remember, keep trying, no matter what, try
again, fail gain, and fail better
24. In writing, how you read is important - A civilian readers for
entertainment, information, solace. A writer reads for all these, and for
craft and technique and tricks of the trade. A writer reads critically,
noting what works and what does not work. A writer is always watching,
even when he’s reading.
25. How teachable is writing? Writing can be taught. The person has to
have motivation to write and take on the task with persistence.
Willingness to work at it over a period of time until something like a
pattern of success has been built.
26. “I can’t seem to tell how my writing is going while I am doing it.
Can you help? Writing is usually a matter of feeling your way, line by
line and page by page. Much of the time you simply will not know
whether something will work until after you have written it. Remember,
try out many different styles and combinations; then, select the best one
for yourself.
27. Remember your purpose in writing - Your purpose in writing, even
when you are writing as an expert on a topic, is not to show off but to
share your ideas in a spirit of generosity.
28. What differentiates ordinary writing from writing with style -
Effective writing, academic or otherwise, has a certain unpredictability
and element of surprise. To write with style, first be “a good date for your
8. reader.” Create something of interest and value. Get below the surface
which is really the writer’s job. Never write a bad sentence if you can
help it.
29. It must get somewhat easier to write; otherwise, how would some
authors become so prolific? Writers are comparable to athletes in
training. At first, it may seem torturous to spend an hour composing, but,
with practice and encouragement, you will learn to tolerate longer stints
of writing. No matter how well conditioned you may be, you will always
break a sweat. A trained writer has built up the endurance to take on
more demanding writing tasks and complete them. But whether you are
a marathon writer or a marathon runner, the measure of your success is
doing more, not doing less. Another distinction between the more or less
experienced is the determination and confidence to go the distance.
30. If writing for publication does not prove to be lucrative, why bother?
Think about the things that you have written already. How did the act of
writing shape your ideas? Creative work is worthwhile because it is good
for your mind in the same way that being healthy is good for your body.
With every sentence you write, you have learned something. It has done
you good. It has stretched your understanding. Show respect for your
writing. It is about what the readers should know. If this puts a strain on a
professional relationship, then so be it.
31. Why creative work is worthwhile - Because it offers you freedom.
32. Show respect for your writing - It is about what the readers should
know. If this puts a strain on a professional relationship, then so be it.
33. “Why I Write” (Orwell) - Sheer egoism, aesthetic enthusiasm, historical
impulse, and political purpose.
34. What really makes an academic write? If it is only a necessity of the
education profession, no wonder one’s fingers get tired. No human
activity can sap the strength from body and life from spirit as much as
writing in which one does not believe.
35. The Writer’s Essential Tools – Words and the power to face unpleasant
facts.
9. 36. No human activity can sap the strength from body and life from
spirit as much as writing in which one doesn’t believe. It should be an
exhilarating thought for anyone who sits before the keyboard day after
day, the idea that writing is a way of continuing to be. And writing is
what scholars do. There are worse ways to spend a life than climbing
your own mountain.
37. “Because it was there” (Edmund Hillary) - With this comment he
supplied generations with a ready-made and unanswerable defense for
any new undertaking even writing.
38. Why we write - Nothing really explains why we write, but it’s a sure
thing that we try to put words together because of who each of us is.
39. Climbing Your Own Mountain – Writers are a minority of gifted,
willful people who are determined to live their own lives to the end, and
writers belong in this class.
40. Be yourself - Have fun writing. “Chance favors those in motion.” (Zen)
References
Bernstein, J. (1998). How and why. In L. Gutkind (Ed.), The essayist at
work: Profiles of creative nonfiction writers. Portsmouth, NH:
Heinemann.
Brande, D. (1981/1934). Becoming a writer. New York: Tarcher/Putnam.
Edelstein, S. (1999). 100 things every writer needs to know. New York:
Perigree.
Jalongo, M.R., (2002). Writing for publication: A practical guide for
educators. Norwood, MA: Christopher-Gordon Publishers,
Incorporated.
Kerr, M.E. (1998). Blood on the forehead: What I know about writing. New
York: Harper-Collins.
King, S. (2000). On writing: A memoir of the craft. New York: Scribner.
Kritsonis, W.A., & Griffith, K.G. (2007). On writing well for professional
publication in national refereed journals in education. The Lamar
University Electronic Journal of Student Research, 4(Summer).
Retrieved March 15, 2008, from http://dept.lamar.edu/lustudentjnl/
Lamb, B. (1997). Booknotes. New York: Times.
