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Supporting Research Writing


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Table of Contents

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

About the Author

Valerie Matarese, Ph.D. is an independent editor based in north-eastern Italy. Born in New York, she trained in biomedical sciences at US universities and worked as a researcher in university settings and at multinational firms in the USA and in Italy. In 1997, she launched an independent activity offering editing, writing and information research, and has served publishers, university researchers and companies with services such as journal copyediting, author's editing, team research writing and related training. She is an advocate of good scientific writing and adherence to internationally accepted standards for quality reporting.


"...this volume, with its focus on multilingual settings, is exactly the type of book that would have helped me when, as a scientist with no background in languages or in teaching, I was asked to help set up an English support team...Supporting Research Writing provides a whirlwind tour of every aspect of the role of supporting research writing and it is unique in that respect. It should be recommended reading for all academic writing teachers, translators and editors." -- Susan Kaplan Inselspital Berne, Switzerland "...a highly valuable volume which serves as an eye-opener for a broad readership. Most importantly, language professionals can be informed about the diversity of academic writing support which in turn empowers them in managing communication with their clients."--Journal of Second Language Writing, Supporting Research Writing "...offers valuable insights into the increasingly important work of language professionals in the publication of academic knowledge in English-medium journals...this book is a most relevant contribution."--Iberica, 28-14 "...an in-depth look at the roles and relationships between researchers for whom English is a second or additional language and the language professionals who help them to develop their writing for an Anglophone audience...an intriguing volume examining an aspect (multilingualism) of academic publishing not often addressed. It is highly recommended for academic and research libraries to help diversify academic content." --The Australian Library Journal, Vol. 63, No. 1, 2014 "A MUST for anyone who supports research writing through editing, translation, or teaching...the authors of this book have succeeded in meeting their goal to clarify and define the full spectrum of roles and responsibilities involved in research writing support services and in making such services more visible at a European level." --Medical Writing, Vol. 22, No. 4, 2013

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