A Publishing Primer

One irritating thing about starting anything new, whether it is grad school or a job, is all of the jargon that no one seems to like to explain. So, in this post I  explain what publications are, and the publication process.

What Academics Mean When They Talk About Publications

A publication generally refers to a piece of writing that is published in a journal or in a book. Popular press (i.e. magazine, newspaper) and blog pieces generally do not count as “publications.”

It would be cool if we could get credit for publishing in these journals. photo credit: Moleskines mostly. via photopin (license)

It would be cool if we could get credit for publishing in these journals.
photo credit: Moleskines mostly. via photopin (license)

All Publications Are Not Created Equally

There are several different types of publications, and they are not all equally respected. And, further, the respect that each gets varies across disciplines. If you are in psychology, journal articles are generally most highly respected. If you are in some subdisciplines of sociology, books are most highly respected.

Journal Articles

Journal articles in peer-reviewed journals are held in highest esteem, and the more the journal the article is published in gets cited, the higher the esteem of the journal, in general.

Peer review means that the paper was reviewed by other scholars in the field, most likely professors or advanced graduate students, and the author had to respond to the reviews to get published.

Editor reviewed means that the paper was reviewed by the editor only, and the author only had to respond to editorial comments to get published.

There are also journals where authors can pay to have their papers published, and this are usually regarded as the lowest quality.

Continue reading

Kill Your Darlings (or Kill Your “Research has found that”s)


photo credit: Unhindered by Talent via photopin cc

When I took our university’s Course Design Institute [which I highly recommend], I learned to think about my teaching in a new way.  One of the first questions I was asked was “What do your student need to know to move from novice to expert?” As we reflected on this question, we were supposed to think over what our students needed to know that were content-related and skill-related.  I was designing my research methods course at the time, so I reflected on what my students would need to know to successfully conduct research not only from a content standpoint, but also from a skill standpoint. The most important skill that I could think of was writing well. A researcher can be phenomenal, but if she or he cannot clearly explain their research, she or he will not be successful.

Writing is a particularly salient skill for me because when I first started submitting my papers, I regularly received negative feedback on my writing. My pattern of thinking then, which I think is common to many young scientists, was that if I do high-quality, methodologically sophisticated research, reviewers will see the value in my research and will react favorably.  Papers from scholars with this mindset tend to have longer result sections and shorter literature reviews. What I quickly learned in submitting my research was that nothing could replace good writing.  Reviewers do not like to read poorly written work, even if the data and methods are good. So, I would get comments from reviewers that commented on the poor quality of my writing and typos. I was tired of these comments, and the possibility that my papers were being penalized because of them.

Continue reading