Maria J Grant provides her personal experiences and insights into writing for publication over 15 years. She began contributing to journal papers in 1998 and took on roles like peer reviewer and editor. She discusses expectations to publish, different writing formats, how academic writing differs, and tips to enhance manuscript acceptance chances like considering your audience and message. She describes founding a cross-disciplinary writers' group that uses action learning principles like reflection and peer support to stimulate writing.

1. Hints, Tips and Personal
Experiences of Writing for
Publication
Maria J Grant
Research Fellow (Writing for Publication)

2. Writing for Publication & Me
1998, I contributed to my first journal
paper
2003, I first began to contribute to the
evidence base in the form of a
commentary
2004, I put myself forward as a peer
reviewer
2005, I published my first solo peer-
review for a journal
2006, I was appointed as Review Editor
2009, I was appointed Editor-in-Chief

3. Expectation to Publish
Grant, M.J., Sen, B. & Spring, S. (eds) Research, evaluation and audit:
Key steps in demonstrating your value, London: Facet Publishing,
2013.
Grant, M.J. & Cavanagh, A. & Yorke, J. The impact of caring for those
with Chronic Obstructive Pulmonary Disease (COPD) on carers'
psychological well-being: a narrative review, International Journal of
Nursing Studies, 2012, 49 (11): 1459-1471.
Hardiker, N.R. & Grant, M.J. Factors that influence public engagement
with eHealth: a literature review, International Journal of Medical
Informatics, 2011, 80 (1): 1-12.
Grant, M.J. & Munro, W. & McIsaac, J. & Hill, S. Cross-Disciplinary
Writers' Group Stimulates Fresh Approaches to Scholarly
Communication: A Reflective Case Study within a Higher Education
Institution in the North West of England, New Review of Academic
Librarianship, 2010, 16 (S1): 44-64.
Grant, M.J. & Booth, A. A typology of reviews: an analysis of 14 review
types and associated methodologies, Health Information and
Libraries Journal, 2009, 26 (2): 91-108.

4. Different Forms of Writing for
Publication
Twitter
Facebook
Blogs
Newsletters
Book reviews
Practitioner accounts
http://bit.ly/pgUxaH

5. Writing Academic Papers
Is Different
Level of rigour when writing is higher
Expected to support statements with
references
Contextualise what is known about the
subject and any gaps in the evidence
How does your manuscript adds to the body
of knowledge

6. What You Can Do to Enhance
the Chances of Your
Manuscript Being Accepted
1. Audience
2. Message
3. Editorial Team
4. Guidelines
5. Published Papers
6. Setting the Context
7. Experienced
Colleagues

7. Consider Your Audience
Academic vs. Practitioner
publications
– HILJ vs. HLG Newsletter
Journals each have defined
and unique scope
Imagine an individual you are
writing for…
http://bit.ly/1qvD0bU

8. What is the “Take Home”
Message?
Not only what you want
to say
What can the readers of
your manuscript
usefully apply to their
own practice?
http://bit.ly/nS9QxS

9. Editorial Team
Not sure if your
manuscript fits…
http://bit.ly/9RMH6S

10. Author Guidelines
Read the guidelines…
and then follow them
Guidelines will help you
determine:
– In scope
– Structured abstract
– Structure of the
manuscript
– Word count
– Referencing style
http://bit.ly/cv7S6j

11. Look at Past Issues
Learn from people who’ve
already been through
the process
http://bit.ly/qOaJWR

12. Setting the Context
Literature review
– What is known about
the subject area?
– What are the gaps
identified in the
literature?
– How does your
manuscript address
this gap?
– International context
http://bit.ly/n8ed3j

13. Experienced Colleagues
Learn from colleagues
with publishing
experience
– Writing together
– Editing and advising

14. Why Might You Want to Write
for Publication?
Dissemination of research
findings
Stimulate debate
Expectation of peers and
employers
Prestige
Credibility with colleagues
Financial incentives
http://bit.ly/1lUIkk5

15. First Steps…
Decided I wanted to write but
wasn’t sure how to get
started
In 2006, an external speaker
came to talk about ‘Getting
Published’ at the University
of Salford
Lots of reasons not to write
What can we do to address
these problem?
http://phil-race.co.uk/

16. What Does the Evidence
Suggest?
Writing courses run by experts
Writing retreats to avoid distractions
“How to” guides on writing for publication
http://bit.ly/1vsXHFn http://bit.ly.mPrbiM http://bit.ly.nE5ooz

17. Writers Groups
Dominant model of writing
support
May, or may not, be led by a
facilitator
Provide a collegiate and
supportive environment in
which writing is seen as a
social activity that benefits
from discussion between
peers

18. Cross Disciplinary Writers
Group Structure

19. Cross Disciplinary Writers
Group
Books and book chapters
Conferences
• Oral presentations
• Poster presentations
Journal articles
• Non-peer reviewed articles
• Peer-reviewed articles
Reports
• Internally funded
• Externally funded
Others
• Editorship
• Peer reviewing
• Writing for publication workshops

20. International Writers Group
Books and book chapters
Conferences
• Oral presentations
• Poster presentations
Journal articles
• Non-peer reviewed articles
• Peer-reviewed articles
Reports
• Internally funded
• Externally funded
Others
• Editorship
• Peer reviewing
• Writing for publication workshops

21. Open Meeting
September 2011
• Was a writers
group wanted?
• How regularly we
would meet?
• How long we
would meet for
• Structure of
meeting
http://bit.ly/p9wyrJ

22. Peer Support Writers Group
October 2011
• Monthly
• Writing for
feedback
• Discussion Topic
http://bit.ly/p9wyrJ

23. What is Action Learning?
“Action learning is a
continuous process of
learning and reflection that
happens with the support of
a group or ‘set’ of
colleagues, working on real
issues, with the intention of
getting things done.”
(McGill et al, 2004 p11)
http://bit.ly/10udRje

24. What is Action Learning?
“Action learning builds on the
relationship between reflection
and action. Learning by
experience involves reflection,
i.e. reconsidering past events,
making sense of our actions,
and possibly finding new ways
of behaving at future events.”
(McGill et al, 2004 p13)
http://bit.ly/10udRje

25. Reflection
“[The] greatest personal
and professional
benefit is reported from
analytical reflection,
that is, when time is
given to considering
the implications of past
events on future
practice.”

26. Reflective Learning
“[Action learning sets
capitalise on] the idea of
individuals being
resources of abundance
that can be drawn upon
to further learning.”
(McGill et al, 2004 p21) http://bit.ly/1bbDPws

27. What are Action Learning
Sets?
• Provide the time and space for reflection and
learning
• Deliberate and intentional provision of time
and space for set members to engage in
reflective learning
• Legitimises the allocation of time and space
for reflection
• Enable the individual to take responsibility,
decide on action, and move on

28. Time and Space for Reflection
“The frequency of set meetings is negotiated and
agreed at the start of the cycle, and set meeting
dates are decided and diaried in advance.”
(McGill et al, 2004 p15)
“An interval of one month or six weeks between set
meetings is usual; any longer affects the
momentum and work of the set.”
(McGill et al, 2004 p15)
On the second Wednesday of the month…

29. Time and Space for Reflection
“The frequency of set meetings is negotiated and
agreed at the start of the cycle, and set meeting
dates are decided and diaried in advance.”
(McGill et al, 2004 p15)
“An interval of one month or six weeks between set
meetings is usual; any longer affects the
momentum and work of the set.”
(McGill et al, 2004 p15)

30. Time and Space for Reflection
“The frequency of set meetings is negotiated and
agreed at the start of the cycle, and set meeting
dates are decided and diaried in advance.”
(McGill et al, 2004 p15)
“An interval of one month or six weeks between set
meetings is usual; any longer affects the
momentum and work of the set.”
(McGill et al, 2004 p15)
On the second Wednesday of the month…

31. Consider…
“Learning to talk about
writing is an important
key to becoming a
productive writer.”
(Belcher, 2009 p2)
http://amzn.to/16aNxth

32. Consider…
“Even if we do
manage to talk
about writing, we
are more likely to
talk about content
rather than
process.”
(Belcher, 2009 p2)
http://bit.ly/1aISf8u

33. Content as a Facilitator of
Process…
• Defining our terms of
reference
• Structuring our writing
• Our potential readership
• Presentation of information
• Types of writing
• Peer review

34. Peer Support Writers Group
January 2014
• Monthly
• Discussion Topic
• Writing for
feedback
http://bit.ly/p9wyrJ

35. Writing for
Feedback
“all really helpful” “stimulated [me] into action”
“getting some nice feedback”“safe and helpful”

36. Not Just the Meetings…
“so useful”
“inspired [me to write]”

37. Weekly Writing Tips
@MariaJGrant

38. “Getting Started: Writing for
Publication”, 25th
July 2014
Explore issues
around identifying
writing
opportunities in
your everyday
work setting
http://bit.ly/1mvvPuR

39. References
Belcher, W. L. (2009) Writing your journal article in 12
weeks: a guide to academic publishing success.
London: Sage.
Grant, M. J. (2007) The role of reflection in the library
and information sector: a systematic review, Health
Information and Libraries Journal, 24: 155-166.
Grant, M. J., Munro, W., McIsaac, J. and Hill, S. (2010)
Cross-disciplinary writers‘ group stimulates fresh
approaches to scholarly communication: a reflective
case study within a higher education institution in
the north west of England, New Review of Academic
Librarianship, 16: 1, 44-64.
McGill, I. And Brockbank, A. (2004) The action learning
handbook: powerful techniques for education,
professional development & training. Oxon:
Routledge.
Mewburn, I. (2014) The thesis whisperer.
http://thesiswhisperer.com/
http://bit.ly/1lF311N

40. Maria J Grant
Email: m.j.grant@salford.ac.uk
Twitter: @MariaJGrant
Facebook: http://on.fb.me.ovBuiM