Writing for Publication as a Native Speaker: The Experiences of Two Anglophone Novice Scholars

Published on Jan 1, 2019
· DOI :10.1007/978-3-319-95333-5_5
Ismaeil Fazel1
Estimated H-index: 1
(SFU: Simon Fraser University)
Extant empirical literature on writing for scholarly publication has tended to predominantly focus on impediments facing English as an Additional Language (EAL) doctoral students (e.g., Ho in Journal of English for Academic Purposes 27: 1–13, 2017; Li in TESOL Quarterly 41: 55–79, 2007) in getting published. Little empirical research, except for Habibie (Research literacies and writing pedagogies for masters and doctoral writers. Brill Publishing, Leiden, Netherlands, pp. 51–67, 2016), has attended to issues encountered by Anglophone doctoral students in academic publication. In this chapter, drawing from the writing-for-publication experiences of two Anglophone doctoral students at a Canadian research-intensive university, I will present the discursive and nondiscursive issues and challenges potentially facing novice Anglophone scholars in the process of writing for scholarly publication.
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