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Creating a Support Structure for Academic Writing and Publication Support: The Rationale and Lessons Learned

Creating a Support Structure for Academic Writing and Publication Support: The Rationale and Lessons Learned

Tonette S. Rocco, Lori Ann Gionti, Cynthia M. Januszka, Sunny L. Munn, Joshua C. Collins
Copyright: © 2015 |Pages: 17
ISBN13: 9781466674097|ISBN10: 1466674091|EISBN13: 9781466674103
DOI: 10.4018/978-1-4666-7409-7.ch002
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MLA

Rocco, Tonette S., et al. "Creating a Support Structure for Academic Writing and Publication Support: The Rationale and Lessons Learned." Handbook of Research on Scholarly Publishing and Research Methods, edited by Viktor Wang, IGI Global, 2015, pp. 21-37. https://doi.org/10.4018/978-1-4666-7409-7.ch002

APA

Rocco, T. S., Gionti, L. A., Januszka, C. M., Munn, S. L., & Collins, J. C. (2015). Creating a Support Structure for Academic Writing and Publication Support: The Rationale and Lessons Learned. In V. Wang (Ed.), Handbook of Research on Scholarly Publishing and Research Methods (pp. 21-37). IGI Global. https://doi.org/10.4018/978-1-4666-7409-7.ch002

Chicago

Rocco, Tonette S., et al. "Creating a Support Structure for Academic Writing and Publication Support: The Rationale and Lessons Learned." In Handbook of Research on Scholarly Publishing and Research Methods, edited by Viktor Wang, 21-37. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-7409-7.ch002

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Abstract

Although research and writing for publication are seen as important responsibilities for most graduate students and faculty, many struggle to understand the process and how to succeed. Unfortunately, writing centers at most universities do not cater to these kinds of needs but rather to course-specific needs of undergraduate students. This chapter presents and explains the principles underlying Florida International University's establishment of The Office of Academic Writing and Publication Support, an office specifically designed to aid the scholarly writing efforts of graduate students and faculty. In doing so, this chapter aims to describe strategies and programs for the improvement of scholarly writing, provide insight into the kind of learning that can take place in a university writing center, and reflect on successes and missteps along the way. This chapter may be especially helpful to educators who seek to create similar offices or services at their own institutions.

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