Writing process research: implications for manuscript support for academic authors

Kerans, Mary Ellen

doi:10.1016/b978-1-84334-666-1.50003-5

Cited by 6 publications

(6 citation statements)

References 20 publications

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“…Consequently, a translator-who necessarily has to read the source text very closely-can treat that version as a draft, discussing any errors, inconsistencies, argumentation gaps or style problems with the author and help resolve them to ensure the quality of the translated version sent for peer review (Kerans 2013;Shashok and Kerans 2001). Consequently, a translator-who necessarily has to read the source text very closely-can treat that version as a draft, discussing any errors, inconsistencies, argumentation gaps or style problems with the author and help resolve them to ensure the quality of the translated version sent for peer review (Kerans 2013;Shashok and Kerans 2001).…”

Section: What Level Of Quality Is Good Enough For the Journal's Purpose?mentioning

confidence: 99%

Bilingual publication of academic journals: motivations and practicalities

Morley¹,

Kerans²

2013

Supporting Research Writing

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Section: What Level Of Quality Is Good Enough For the Journal's Purpose?mentioning

confidence: 99%

Bilingual publication of academic journals: motivations and practicalities

Morley¹,

Kerans²

2013

Supporting Research Writing

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“…These interventions were mostly applications of linguistic knowledge, helping the author to produce error-free English to the extent of our abilities. Knowledge of the genre of the research article was also evident in our revisions, although because of the textwide implications of genre and other discourse-related features, contributions aimed at helping the author produce discoursally effective texts is a substantially more ambitious project, albeit one that other editors may undertake by accompanying authors more closely as they design research, perform experiments, and then draft their texts (Kerans, 2013). As we are not members of the authors' discourse communities, our interventions reflected less control over field knowledge, and we deferred these matters to our authorclients.…”

Section: Resultsmentioning

confidence: 89%

2. Introducing research rigour in the social sciences: Transcultural strategies for teaching ERPP writing, research design, and resistance to epistemic erasure

Cadman¹

2017

Publishing Research in English as an Additional Language: Practices, Pathways and Potentials

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This work is licenced under the Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0 or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. This licence allows for the copying, distribution, display and performance of this work for non-commercial purposes providing the work is clearly attributed to the copyright holders. Address all inquiries to the Director at the above address. List of contributorsLaurence Anthony is professor of applied linguistics at the Faculty of Science and Engineering, Waseda University, Japan. He has a BSc degree (Mathematical Physics) from the University of Manchester, UK, and MA (TESL/TEFL) and PhD (Applied Linguistics) degrees from the University of Birmingham, UK. He is a former director and the current co-ordinator of graduate school English in the Center for English Language Education in Science and Engineering [CELESE]. His main research interests are in corpus linguistics, educational technology and English for Specific Purposes [ESP] program design and teaching methodologies. He serves on the editorial boards of various international journals and is a frequent member of the scientific committees of international conferences. He received the National Prize of the Japan Association for English Corpus Studies [JAECS] in 2012 for his work in corpus software tools design. He is the developer of various corpus tools including AntConc, AntWordProfiler, FireAnt, and ProtAnt.Karen Bennett lectures in translation and academic writing at the Nova University in Lisbon. She has an MA and PhD in Translation Studies from the University of Lisbon, and researches the translation and transmission of knowledge (amongst other things) with the Centre for English, Translation and Anglo-Portuguese Studies [CETAPS] and University of Lisbon Centre for English Studies [ULICES/CEAUL]. She has published three books and numerous articles and book chapters, and is also currently co-editing a special issue of The Translator with Rita Queiroz de Barros on the subject of international English and translation.Ana Bocanegra-Valle is a senior lecturer at the University of Cadiz, Spain, where she teaches Maritime English to undergraduates and master's students. She has conducted research on needs analysis, Maritime English discourse, academic English and English for research publication purposes. She was editor of the LSP journal Ibérica between 2006 and 2014 and is at present book review editor for the journal ESP Today.Sally Burgess is a lecturer in English at the University of La Laguna, Spain. Her main research interests are in cross-cultural rhetoric, the contribution of language professionals to the preparation of research publications, the teaching of writing in the university context and, most recently, the effects of research evaluation policies on Spanish scholars' publishing practices. She has published on all of ...

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“…A fully bilingual scholarly journal facilitates communications in English while preserving the use of the local language and disseminating locally generated knowledge. The reasons for publishing bilingually include, but are not limited to, aspiring for or increasing an impact factor, reaching a broader readership, preserving more obscure languages, ensuring a better understanding by local readers of the published content, providing a venue for local academics who need to satisfy evaluation committees and, finally, facilitating scientific communication of authors who are more comfortable writing in their native language (Kerans, 2013).…”

Section: Discussionmentioning

confidence: 99%

A technology‐based, financially sustainable, quality improvement intervention in a medical journal for bilingualism from submission to publication

Bachelet

Rousseau‐Portalis

2023

Learned Publishing

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Key points While English is the dominant language in scientific literature, there are many reasons for introducing bilingualism in academic journals. Bilingualism has generally been avoided due to the perception of high costs and possible inconsistencies between the source language article and the translated version. A medical journal based in Santiago, Chile, carried out a two‐year‐long quality improvement intervention to overhaul the peer review, copyediting, translating and publication technologies to ensure full bilingualism from submission to online publication. The outcomes are full bilingualism for articles submitted in Spanish and simultaneous publication of both language versions while not compromising the financial sustainability of the journal.

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Writing process research: implications for manuscript support for academic authors

Cited by 6 publications

References 20 publications

Bilingual publication of academic journals: motivations and practicalities

Bilingual publication of academic journals: motivations and practicalities

2. Introducing research rigour in the social sciences: Transcultural strategies for teaching ERPP writing, research design, and resistance to epistemic erasure

A technology‐based, financially sustainable, quality improvement intervention in a medical journal for bilingualism from submission to publication

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