Many writing textbooks include instruction in the steps of the writing process.听 Beginning with brainstorming, working through drafts and editing, the process usually culminates in publication.听 At the IEC, every student has the opportunity to be nominated for publication each term in the Showcase booklet.听 By featuring students鈥� successful writing, the publishing step validates the writers and inspires students and staff.听 This cycle is aimed to mirror authentic writing practices in academic fields.听 Yet how do we as professionals participate in the writing process?听 One of the goals of the Flatirons Forum: the journal serving the International English Center is to be part of this publishing process for all staff as writers, researchers and collaborators.听 To articulate this goal, we have written one aim as 鈥淭his publication provides a platform for professionals to initiate journal writing or to highlight previously published ideas.鈥� Publishing, therefore, is an encouraged goal to foster both staff development and research in the field.听听听 However, where do emerging writers acquire publishing skills and how do published writers connect with their colleagues? The Flatirons Forum serves to foster this transition for writers at the IEC.
In an interview with Nick Einterz (7 February 2018), he shares his experience in recycling research or concepts into presentations and articles for different audiences and publications and how the IEC Journal can be part of that cycle. 听
Welsh:听 Since writing is time consuming, can authors re-submit the same article to different publications? Can faculty resubmit an article from the Flatirons Forum to another publication?
Einterz:听 Generally speaking, no. Many journals accept articles with the expressed understanding that a writer鈥檚 work will be uniquely displayed in their publication and not in others.听Here鈥檚 an excerpt from the Oxford Applied Linguistics journal鈥檚 submission guidelines:
The Editors will assume that an article submitted for their consideration has not previously been published and is not being considered for publication elsewhere, either in the submitted form or in a modified version.听
Here鈥檚 an excerpt from TESOL Quarterly鈥檚 submission guidelines:
It is understood that work submitted to TQ has not been previously published or is not under consideration for publication elsewhere.
Here鈥檚 an excerpt from author services from the Wiley Library which facilitates the publication of many journal articles for a publisher such as TESOL:
The contribution is submitted only to the specified journal and has not been published before.
Welsh:听 So if authors cannot use the same article for the Flatirons Forum and must re-work their writing for each publication, how can authors develop their writing from the Flatirons Forum to another publication and what would be the advantages of this transition?
Einterz:听 There may be multiple advantages to reworking an article or presentation. For example, a publication for the IEC journal may be somewhat exploratory. In other words, faculty may write about an activity they believe was successful and describe the specifics of that activity. However, that article may not include a literature review of supportive research, an experimental methodology or any clear conclusions about the effect of the lesson on students as measured by some assessment. Therefore, faculty could build upon the IEC submission to create a more formal and exhaustive analysis of the IEC article.
Furthermore, title changes are important for multiple reasons. For example, the title of a CoTESOL presentation may reflect the presenter鈥檚 impressions/conclusions as of November when CoTESOL occurs. However, once TESOL approaches in March, those impressions/conclusions may have changed. So having separate titles for those presentations is necessary both for academic purposes and for publication purposes. Of course, it鈥檚 difficult to account for these changes as TESOL submission deadlines are before CoTESOL submission deadlines. So, while it is important to have an appealing title for a presentation, that title can be written so that it leaves room for conclusions that the presenter has yet to reach.
Welsh:听 How can the IEC Journal fit into the publication cycle鈥攅ither at the beginning as you explore a theme or after publication, as a place to summarize, share, connect to our practice, curriculum, and students?
Einterz: I鈥檝e addressed how the IEC Journal may help in the onset of developing a more comprehensive article. However, the IEC Journal can be a forum for exposing already published works鈥� content and aim.
For example, if faculty want to summarize a work they have published in a journal, they can do so. The IEC journal can quote the published article as long as it provides attribution to the original publication. It is important, however, that the IEC submission in this case is strictly a summary and consistently refers to the original publication without self-plagiarizing.
Welsh:听 At the IEC, therefore, faculty have the opportunity to share their idea potentially three times鈥攊n an exploratory article in the Flatirons Forum, then transitioned to a professional journal with added research and methodology and finally as a summary article in the Flatirons Form.
How do you find new venues for publication or presentations?
Einterz:听 Below is a list of journals common to the ESL profession. It is not an exhaustive list.
- 听
Welsh:听 How can faculty make their publications more competitive in the review process?
Einterz:听 As many know, topics that are currently popular and of interest to faculty and researchers in applied linguistics seem to have a good chance of being accepted. However, if a topic is popular, it is likely represented by many quality proposals and publications. In any case, I would suggest creativity and uniqueness, especially when submitting to a journal for publication. Finding a unique topic or a unique approach to a popular topic may require a review of recently published works in whichever journal faculty are considering.
Methodology may be an even more effective competitive edge.听 Methodology, in this case, refers to how an author arrives at her conclusions and how she reports her results. Ann Lazarton, who currently works with听international graduate students in Graduate Research Presentations and Conference Writing at the University of Minnesota, has written extensively about the state of research in TESOL and Applied Linguistics. She has noted that the methodology of papers in Language Learning, The Modern Language Journal, Studies in Second Language Acquisition and TESOL Quarterly presented quantitative data and analyses related to their methods, but they often did so incorrectly or unethically and used inappropriate statistical techniques. Furthermore, she, as well as other researchers, have noted that the qualitative approach (authors reporting classroom observations anecdotally) has become more common recently, but that these approaches are met with significant criticism due to their subjective nature. Generally, according to many researchers in TESOL and Applied Linguistics, publications that ethically and responsibly report findings are in need.
To address these issues in my own professional development, I am currently completing a Masters of Engineering with an Applied Statistics focus. I am eager to work with faculty who are interested in transitioning their Flatirons Forum submissions into high quality journal submissions based on qualitative, quantitative and mixed methodologies.
Lastly, perhaps the most effective edge involves appealing to an individual journal鈥檚 audience. 听Many journals have rather established audiences and focuses as can be seen in their missions or in past editions of their publications. For example, among journals in applied linguistics, some focus on classroom practice while others have a proclivity for ethnographic case studies. Even among assessment-focused journals, some emphasize experimentation using mixed-methodologies while others may focus on qualitative assessment. Generally, all well-regarded journals have established discourses, and finding a way for your publication to contribute to that discourse may help your chances.
Welsh:听 Thank you, Nick, for sharing your time and expertise.
In conclusion, the Flatirons Forum is an accessible and safe way to develop professionally as a writer; therefore, an idea for the IEC journal may be a starting point before adding more research, methodology or feedback from your peers for an outside publication. After publishing in an outside journal, a synthesis of your research would complete the cycle. 听To begin writing for the Flatirons Forum consider Trends and Insights for a short report or Focus Articles to explore key areas of pedagogy or practice.听 To summarize your previous publication or a conference that you attended, consider writing Reviews and Resources to share your expertise and transition the information back to your colleagues.
References
- Lazaraton, A. (2017). Qualitative Methods of Validation. Language Testing and Assessment (Encyclopedia of Language and Education).
- Mohammad R. Hashemi, E. B. (2013). Mixed methods research: Toward new research designs in applied linguistics. The Modern Language Journal, 828-852.
- Richards, K. (2009). Trends in qualitative research in language teaching since 2000. Cambridge University Press, 147-180.
听