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 clientèle
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
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."--Ibérica, 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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