Supporting Research Writing

<p>List of figures and tables</p> <p>First foreword</p> <p>Second foreword</p> <p>Third foreword</p> <p>Editor's preface</p> <p>Valerie Matarese</p> <p>About the contributors</p> <p>Chapter 1: The contribution of language professionals to academic publication: multiple roles to achieve common goals</p> <p>Abstract:</p> <p>Introduction</p> <p>Managing expectations</p> <p>Establishing credibility as a language professional</p> <p>Issues of authority and control</p> <p>Putting it all together: the multifaceted nature of the language professional’s role</p> <p>Learning points</p> <p>Part 1: Teaching NNES authors to write in English</p> <p>Chapter 2: Teaching academic writing in Europe: multilingual and multicultural contexts</p> <p>Abstract:</p> <p>Introduction</p> <p>Teaching academic writing in European universities: origins, approaches and clientèle</p> <p>Teaching academic writing: key perspectives and approaches</p> <p>Who teaches academic writing and who should teach it?</p> <p>Conclusions</p> <p>Learning points</p> <p>Chapter 3: Writing process research: implications for manuscript support for academic authors</p> <p>Abstract:</p> <p>Introduction</p> <p>Real-world writing</p> <p>Recursive writing</p> <p>Revision and dissonance</p> <p>Further considerations for non-anglophone settings</p> <p>Generalizability and conclusions</p> <p>Learning points</p> <p>Chapter 4: Using genre analysis and corpus linguistics to teach research article writing</p> <p>Abstract:</p> <p>Introduction</p> <p>Using genre analysis in a publications skills course: an overview</p> <p>Relationships of structure to what editors and referees look for</p> <p>Analysis of moves or stages: using insights from linguistics research to model Introduction structure</p> <p>Introducing authors to corpus linguistics</p> <p>Using this approach in one-to-one contexts</p> <p>Learning points</p> <p>Chapter 5: Using strategic, critical reading of research papers to teach scientific writing: the reading--research--writing continuum</p> <p>Abstract:</p> <p>Reading in the research setting</p> <p>A writing course based on reading</p> <p>A stand-alone reading module</p> <p>The reading-research-writing continuum</p> <p>Learning points</p> <p>Part 2: Helping NNES authors publish through translation</p> <p>Chapter 6: The translator as cultural mediator in research publication</p> <p>Abstract:</p> <p>Introduction</p> <p>The dynamics of intercultural transactions</p> <p>Conclusion</p> <p>Learning points</p> <p>Chapter 7: Giving authors a voice in another language through translation</p> <p>Abstract:</p> <p>Introduction</p> <p>Knowledge creation, epistemology and voice</p> <p>Translating voice</p> <p>Conclusions and recommendations</p> <p>Learning points</p> <p>Chapter 8: Bilingual publication of academic journals: motivations and practicalities</p> <p>Abstract:</p> <p>Introduction</p> <p>A small but steady trend towards bilingual publishing?</p> <p>Why publish a bilingual journal?</p> <p>The practicalities of bilingual publication</p> <p>Final considerations</p> <p>Learning points</p> <p>Part 3: Facilitating publication through editing and writing support</p> <p>Chapter 9: Defining and describing editing</p> <p>Abstract:</p> <p>A difficult term to define</p> <p>Editing, publishing and redacting: an excursion into etymology</p> <p>Types of editing</p> <p>Defining and describing the editing assignment</p> <p>A hybrid between editing and translation</p> <p>A glossary of editing terminology (excluding journalism)</p> <p>Learning points</p> <p>Chapter 10: Journal copy-editing in a non-anglophone environment</p> <p>Abstract:</p> <p>Introduction</p> <p>Defining NNES journals</p> <p>Copy editors working for NNES journals</p> <p>Challenges of copy-editing in NNES journals</p> <p>The educating role of copy editors</p> <p>An effective strategy for NNES journals</p> <p>Conclusions</p> <p>Learning points</p> <p>Chapter 11: The authors' editor: working with authors to make drafts fit for purpose</p> <p>Abstract</p> <p>Introduction</p> <p>Author editing</p> <p>The levels of author editing</p> <p>Working with NNES authors</p> <p>Practicalities of author editing</p> <p>Establishing a long-term relationship with authors</p> <p>Recognition of the AE’s work</p> <p>Conclusions</p> <p>Learning points</p> <p>Chapter 12: The writer's approach to facilitating research communication: a very different way of engaging with authors</p> <p>Abstract</p> <p>Introduction</p> <p>The relationship between writing and authorship</p> <p>Facilitating written communication—the writer’s approach</p> <p>Ethical issues</p> <p>Applicability to other approaches</p> <p>Learning points</p> <p>Part 4: Blurring the boundaries</p> <p>Chapter 13: Didactic editing: bringing novice writers into the arena of scholarly publishing</p> <p>Abstract</p> <p>Introduction</p> <p>Learning simply by reading edited texts</p> <p>The advantages of editing proactively</p> <p>Skills useful to novice and more experienced authors</p> <p>Formal opportunities for teaching through editing</p> <p>The benefits to authors’ editors</p> <p>Learning points</p> <p>Chapter 14: Collaborative research writing: developmental editing with an underlying educational vein</p> <p>Abstract</p> <p>The research paper in crisis, developmental editing to the rescue</p> <p>Team research writing</p> <p>Helping novice authors get started</p> <p>Handling the manuscript not ready for editing</p> <p>When collaborative writing may not work or is not appropriate</p> <p>Conclusions</p> <p>Learning points</p> <p>Chapter 15: Putting ‘wordface’ work at the centre of academic text production: working with an international journal to develop an authors' mentoring programme</p> <p>Abstract:</p> <p>Introduction</p> <p>Anglophone centre journals</p> <p>Why and how the mentoring programme came about: three points of contact</p> <p>The journal editor: concerns</p> <p>The researcher: findings</p> <p>The writing teacher-translator: insights</p> <p>A shared perspective on the importance of ‘wordface’ work</p> <p>The programme</p> <p>Wordface work: facing in two directions</p> <p>Funding</p> <p>Outcomes of the programme</p> <p>Conclusion</p> <p>Learning points</p> <p>Afterword: Supporting research writing in non-anglophone Europe: reflections and recurring themes</p> <p>Abstract:</p> <p>Introduction</p> <p>The profession of writing support provision</p> <p>Recurring themes in supporting research writing</p> <p>Conclusions</p> <p>Learning points</p> <p>Index</p>