Writing for Professional Journals

Henson, Kenneth T.

doi:10.1177/003172170108201012

Cited by 32 publications

(20 citation statements)

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“…The participants' responses also reinforced journal editors' views that self-discipline, writing with colleagues, and making writing a priority are essential to becoming published (e.g., Smaby & Crews, 1998). Results regarding what motivates people to write were consistent with those of Ashford (1996), Ginter (2003), and Henson (2001), who suggested it is important that writing be meaningful and enjoyable, which fits with the humanistic principles of having a sense of purpose and the importance of creativity in one's work (Scholl, 2008). Finally, the participants appeared to exhibit personal characteristics described as essential for effective writers: persistence, managing time to write, and self-discipline (Ashford, 1996;Knollenberg, 2002;Smaby & Crews, 1998).…”

Section: Discussionsupporting

confidence: 61%

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Academic Writing: Reflections From Successful Counselor Educators

Hunt

Milsom

2011

J Humanistic Counseling

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Twelve counselor educators were interviewed to learn what developmental and educational experiences help counselors become successful writers. Qualitative analysis resulted in 4 themes that revealed the important role of certain personal qualities as well as the support of others. Recommendations for becoming a successful writer are provided.   Writing is an essential, and often creative, component of the work of counselor educators, who are required to publish as a part of their job requirements. Ramsey, Cavallaro, Kiselica, and Zila (2002) found that counseling faculty identified publishing journal articles and other written works as two of the three "most important activities for tenure and promotion decisions" (p. 47). Although limited attention has been given in the counseling literature to the writing process for either faculty or counseling practitioners, Morss and Murray (2001) noted, "It is 'absurd' not to study the real writing process of writers" (p. 36).Although writing is a developmental skill that individuals learn throughout their education, writing for publication is not the same as writing a case note or writing an assessment report. A review of the counseling literature revealed a variety of articles that addressed technical (e.g., grammar, organization of content, revising and editing) aspects of writing. For example, Kline and Farrell (2005) Sink, 2001) and the use of reviewer feedback (Ashford, 1996;Ginter, 2003;Smaby & Crews, 1998;Smaby, Crews, & Downing, 1999). Niles, Akos, and Cutler (2001) supported the need for technical writing skills. They interviewed prominent counselor educators and found that participants emphasized the development of technical writing skills as important to their scholarly success. Nevertheless, Ashford (1996) cautioned that individuals who focus solely on the technical aspects of writing without attending to the process of writing might be less successful. She described the process of writing as including elements such as when and where authors choose to write, making time to write, determining with whom to write, and motivation. Each of these elements relates to humanistic concepts of choice, autonomy, and self-understanding. Ashford (1996), Henson (2001), and Ginter (2003) also discussed the importance of individuals identifying why they choose to write. Henson suggested that people often write to share their ideas with others or to gain a better understanding of a concept. Supporting this view, Ashford (1996) noted, I write because I want to say something: to create a message that is clear, pleasing to my ear, and meaningful to me and, I hope, to others. I write because I have an urge to create. I also write because my livelihood depends on it. (p. 119) Also important to the process of writing is identifying reasons why people are unable to write. In a survey of 50 contributors to a psychotherapy journal, participants reported the following obstacles: (a) personal apprehensions about writing, (b) problems with organizing and conceptualizing their ideas, and ...

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Section: Discussionsupporting

confidence: 61%

“…Each of these elements relates to humanistic concepts of choice, autonomy, and self-understanding. Ashford (1996), Henson (2001), and Ginter (2003) also discussed the importance of individuals identifying why they choose to write. Henson suggested that people often write to share their ideas with others or to gain a better understanding of a concept.…”

mentioning

confidence: 99%

Academic Writing: Reflections From Successful Counselor Educators

Hunt

Milsom

2011

J Humanistic Counseling

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“…Content analysis of academic journals is an important aspect of educational research (Bowen 1992;Chang et al 2010;Henson 2001). There are high-impact journals such as the Review of Educational Research ranked first in the Thompson Reuters Citation Reports that are dedicated to the analysis of research literature.…”

Section: Introductionmentioning

confidence: 99%

Research trends on argumentation in science education: a journal content analysis from 1998–2014

2015

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Background: The primary objective of this paper is to provide a review of research on argumentation in science education based on publications from 1998 to 2014 in three science education journals. In recent years, the teaching and learning argumentation (i.e. the coordination of evidence and theory to support or refute an explanatory conclusion, model or prediction) has emerged as a significant educational goal. Argumentation is a critically important discourse process in science and it should be taught and learned in the science classroom as part of scientific inquiry and literacy. Argumentation stresses the evidence-based justification of knowledge claims, and it underpins reasoning across STEM domains. Our aim in this study was to investigate how argumentation has been positioned within the publications of three top academic journals: Science Education, International Journal of Science Education, and Journal of Research in Science Teaching. A methodology for content analysis of the journals is described using quantitative and qualitative techniques. Results: One of the contributions of our analysis is the illustration that researchers studying argumentation from a linguistic perspective have been emphasizing related concepts in different ways. While the emphasis has been on discourse and discussion across all journals, the related concepts of talk, conversation, dialogue and negotiation were observed to a lesser extent. Likewise, the fine-level analysis of the key epistemic concepts such as reasoning, evidence and inquiry indicates variation in coverage. Conclusions: The findings can provide evidence-based indicators for where more emphasis needs to be placed in future research on argumentation, and in particular they can provide guidelines for journals in soliciting articles that target underemphasized aspects of argumentation in science education.

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“…In my most recent report, I counseled writers to identify two or three goals, choose two or three journals with the same reference style, read a recent copy of each, and then use the journals as blueprints for their articles. 4 After analyzing this year's survey, I stand by that general advice. Table 1.…”

Section: The Current Surveymentioning

confidence: 99%