Do My Students Know I Don't Like Writing? Shifting Attitudes and Instruction

Hall, Anna H.; White, Kelley Mayer

doi:10.1002/trtr.1850

Cited by 1 publication

(1 citation statement)

References 14 publications

(19 reference statements)

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“…There are many reasons stated about the causes of writing problems, with some explanations based on research findings and others from personal experience. Several of the commonly ascribed reasons include self-criticisms (Aitchison and Lee, 2006; Harris, 1985), fear of failure (Daly, 1985; Sullivan, 2013) from negative attitudes about oneself and phobias (Boice, 1985; Hall and White, 2019; Himaldi et al , 1985; Kronsky, 1979), as well as procrastination, perfectionism, negative early experiences, mental health, working habits and personality types (Ellenberger, 1970; Ellis and Knaus, 1977; Emig, 1981; Rushton et al , 1983; Yan and Zhang, 2022). Robert Boice (1990) stated that analyzing and understanding writing problems can be beneficial in reminding authors (or potential authors) about the attractive aspects of writing and can help individuals gain enthusiasm and curiosity.…”

Section: A Look At Selected Literature On Academic Writingmentioning

confidence: 99%

Advice from the editor’s desk: an introductory guide to success in education publishing

Alstete,

Flavian

2024

QAE

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Purpose This study aims to investigate basic/core principles and practical tools behind successful manuscript writing for education journals. Drawing on the insights of journal editors and related literature, this paper seeks to clarify the craft of preparing quality manuscripts to meet the expectations of academic journals. Design/methodology/approach This paper uses an interpretivist framework by incorporating a qualitative analysis of the literature with the authors’ experiences to identify key principles and issues in academic publishing. These narratives provide an empirical basis for understanding the mechanics and essence of effective manuscript crafting. The study integrates theoretical knowledge with actionable strategies, focusing on identifying the objectives and processes of writing, determining common challenges and directing readers toward comprehensive resources for guidance in article writing. Findings This study reveals that manuscript rejections often transcend technical shortcomings. Issues that are central to nonacceptance include misalignment with a journal’s thematic focus, absence of a coherent and persuasive argument, methodological weaknesses and insufficient evidence underpinning the assertions. Successful publication depends not just on data presentation and adherence to submission norms but also on developing a narrative that enriches the prevailing scholarly discourse. Our findings advocate for manuscripts that strike an appropriate balance between lucidity and analytical rigor, avoid superfluous technical language and express a mix of assertiveness and scholarly modesty. Originality/value Although there is literature on academic writing, very few recent articles have been uncovered that probe the intricacies of crafting education manuscripts and point to resources.

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