《学术英语写作与演讲 Academic Writing and Presentation in English》教学资源（阅读材料）Writing Your Journal Article in 12 Weeks（A Guide to Academic Publishing Success）

XX INTRODUCTION You may want to decide together what the penalty will be for not fol- lowing through.For instance,you can collect $20 from each member,put it in an envelope,and split the total among those who actually send their chap- ter out.Alternatively,you can use the money toward a group activity when you send off your articles,such as a celebratory meal.Of course,the best reward will be your sense of accomplishment when you submit the article. USING THE WORKBOOK WITH COAUTHORS You can also use this workbook with coauthors.How you use it depends on your cowriting process.If your cowriting consists of working separately and then splicing your writing together into an article,you can use the workbook as outlined in the earlier "Using This Workbook with a Writing Partner"or "Using This Workbook with a Writing Group"section.If you are working more closely,practically drafting every sentence together,you may want to read the workbook together and do the exercises together as well. USING THE WORKBOOK TO TEACH A CLASS You can also use this workbook to teach a ten-,twelve-,or fifteen-week writing class that meets once a week for two to three hours.Most graduate schools do not provide pragmatic writing instruction,so be prepared for your class to be popular!At each class meeting,assign the next week's chapter for reading and have the students do all the assignments over the course of the week.In class,discuss the advice given that week in the workbook,particularly any conflicting advice that students may have heard.Such discussions are excellent opportunities for altering expecta- tions according to your field and challenging students to arrive at what works best for them.Then have students report on how their daily writing proceeded and what they accomplished by doing the exercises.Encourage students to talk about their feelings about writing,both positive and nega- tive.Any of the assignments designed for partners or groups can,and per- haps should,be done in class.Make sure to use a full class session at least once for exchanging drafts,as detailed in Week 5.Additionally,have stu- dents make individual presentations on journals they would like to pub- lish in or on article standards in their field.For more information on using the workbook to teach a class,see my website www.wendybelcher.com. FEEDBACK TO THE AUTHOR I am constantly updating this workbook.If you have any thoughts on its con- tent,please contact me with them.I always welcome corrections of any sort

XX INTRODUCTION -(i) You may want to decide together what the penalty will be for not fol￾lowing through. For instance, you can collect $20 from each member, put it in an envelope, and split the total among those who actually send their chap￾ter out. Alternatively, you can use the money toward a group activity when you send off your articles, such as a celebratory meal. Of course, the best reward will be your sense of accomplishment when you submit the article. USING THE WORKBOOK WITH COAUTHORS You can also use this workbook with coauthors. How you use it depends on your cowriting process. If your cowriting consists of working separately and then splicing your writing together into an article, you can use the workbook as outlined in the earlier "Using This Workbook with a Writing Partner" or "Using This Workbook with a Writing Group" section. If you are working more closely, practically drafting every sentence together, you may want to read the workbook together and do the exercises together as well. USING THE WORKBOOK TO TEACH A CLASS You can also use this workbook to teach a ten-, twelve-, or fifteen-week writing class that meets once a week for two to three hours. Most graduate schools do not provide pragmatic writing instruction, so be prepared for your class to be popular! At each class meeting, assign the next week's chapter for reading and have the students do all the assignments over the course of the week. In class, discuss the advice given that week in the workbook, particularly any conflicting advice that students may have heard. Such discussions are excellent opportunities for altering expecta￾tions according to your field and challenging students to arrive at what works best for them. Then have students report on how their daily writing proceeded and what they accomplished by doing the exercises. Encourage students to talk about their feelings about writing, both positive and nega￾tive. Any of the assignments designed for partners or groups can, and per￾haps should, be done in class. Make sure to use a full class session at least once for exchanging drafts, as detailed in Week 5. Additionally, have stu￾dents make individual presentations on journals they would like to pub￾lish in or on article standards in their field. For more information on using the workbook to teach a class, see my website www.wendybelcher.com. FEEDBACK TO THE AUTHOR I am constantly updating this workbook. If you have any thoughts on its con￾tent, please contact me with them. I always welcome corrections of any sort

INTRODUCTION XXI (e.g.,where the workbook has typos or grammatical mistakes),examples from your work (e.g.,how you revised a poor title into a strong one),insights on what makes a journal article publishable(e.g.,how it works in your field), successful strategies for getting motivated,and exercises that helped you.To contact me,please go to my website www.wendybelcher.com

(!)- INTRODUCTION XXi (e.g., where the workbook has typos or grammatical mistakes), examples from your work (e.g., how you revised a poor title into a strong one), insights on what makes a journal article publishable (e.g., how it works in your field), successful strategies for getting motivated, and exercises that helped you. To contact me, please go to my website www.wendybelcher.com

O Week 1 Designing Your Plan for Writing Day to Do Task Week 1 Daily Writing Tasks Estimated Task Time Day 1 Read through page 10 and fill in the boxes on 60 minutes (Monday?) those pages Day 2 Select a previously written text to develop for 60 minutes (Tuesday?) publication (pages 11-18) Day3 Choose and improve your writing site 60+minutes (Wednesday?) (pages 18-19) Day 4 Design a daily and weekly writing schedule 60 minutes (Thursday?) for twelve weeks;anticipate obstacles and interruptions (pages 19-39) Day 5 Start documenting how you spend your time 60 minutes (Friday?) currently (pages 39-40) Each week you will have specific tasks designed to aid you in accomplishing your goal of sending your academic article to a journal in twelve weeks.Above are the tasks for your first week,broken down day by day for five days of work and about five hours of work for the week.Some find it helpful to work on their article a bit every day of the week,to keep it fresh,in which case you should spend fifteen minutes revising the article on the sixth and seventh day.The first task,for Day 1,is to read the material below.This week has the most reading of any of the weeks. UNDERSTANDING FEELINGS ABOUT WRITING Writing is to academia what sex was to nineteenth-century Vienna:everybody does it and nobody talks about it.The leading researcher on academic writers found that most academics were more willing to talk about even their most per- sonal problems,including sexual dysfunction,than about problems with writing (Boice 1990,1).The prevalent belief among academics seems to be that writing, like sex,should come naturally and should be performed in polite privacy. Because of this silence,writing dysfunction is common in academia.A recent survey of over 40,000 U.S.faculty revealed that 26 percent of profes- sors spent zero hours a week writing,and almost 27 percent had never published a peer-reviewed journal article(Lindholm et al.2005).In addition, ▣1

-(!)---- Week 1 Desif}nin[J Your Plan for Writin[J Day to Do Task Week 1 Daily Writing Tasks Estimated Task lime Day 1 Read through page 10 and fill in the boxes on 60 minutes (Monday?) those pages Day 2 Select a previously written text to develop for 60 minutes (Tuesday?) publication (pages 11-18) Day3 Choose and improve your writing site 60+ minutes (.Wednesday?) (pages 18-19) Day4 Design a daily and weekly writing schedule 60 minutes (Thursday?) for twelve weeks; anticipate obstacles and interruptions (pages 19-39) Day 5 Start documenting how you spend your time 60 minutes (Friday?) currently (pages 39-40) Each week you will have specific tasks designed to aid you in accomplishing your goal of sending your academic article to a journal in twelve weeks. Above are the tasks for your first week, broken down day by day for five days of work and about five hours of work for the week. Some find it helpful to work on their article a bit every day of the week, to keep it fresh, in which case you should spend fifteen minutes revising the article on the sixth and seventh day. The first task, for Day 1, is to read the material below. This week has the most reading of any of the weeks. UNDERSTANDING FEELINGS ABOUT WRmNG Writing is to academia what sex was to nineteenth-century Vienna: everybody does it and nobody talks about it. The leading researcher on academic writers found that most academics were more willing to talk about even their most per￾sonal problems, including sexual dysfunction, than about problems with writing (Boice 1990, 1).1 The prevalent belief among academics seems to be that writing, like sex, should come naturally and should be performed in polite privacy. Because of this silence, writing dysfunction is common in academia. A recent survey of over 40,000 U.S. faculty revealed that 26 percent of profes￾sors spent zero hours a week writing, and almost 27 percent had never published a peer-reviewed journal article (Lindholm et al. 2005). In addition, Ii) 1

2 DESIGNING YOUR PLAN FOR WRITING 回 43 percent had not published any piece of writing in the past two years. The majority,62 percent,had never published a book.Put another way, only 25 percent of faculty spent more than eight hours every week writing and only 28 percent of faculty had produced more than two publications in the past two years.Furthermore,these statistics are self-reported and reflect the activities of only those organized enough to respond to the sur- vey.Some scholars believe the figure is much lower,estimating productive academic writers as less than 15 percent of faculty (Moxley and Taylor 1997,Simonton 1988).Since publication is the major marker of productiv- ity in academia,these statistics are surprising.Or are they? You do not have to be Freud to figure out that academia's silence about writing may be repressive.Writing is,after all,a creative process and like any such process,depends on connection.If you try to create in an envi- ronment where sharing is discouraged,dysfunction is the inevitable result.Certainly,many have found that talking about their struggles with writing has been very freeing,both for them and their chosen confidant. The lesson:Learning to talk about writing is an important key to becom- ing a productive writer. One of the reasons that academics do not talk about writing is that it involves talking about feelings.Academics tend to be more comfortable with the rational than the emotional.Therefore,even if we do manage to talk about writing,we are more likely to talk about content than process. In fact,many of us have feelings about writing that we rarely acknowl- edge in public.The first step to success is understanding your relation- ship to writing. So,let's get started with a very broad question.What feelings come up when you think about writing?I recommend that you call a classmate or colleague and discuss this question with them before using the chart below to jot down your answers.Or you can compose an e-mail to a friend or family member. My Feelings about My Experience of Writing (If you skipped this last exercise,do go back and write down at least one feeling.The fol- lowing will make more sense if you take the time to write something there.)

2 DESIGNING YOUR - ,_.. PLAN FOR WRITING l!J 43 percent had not published any piece of writing in the past two years. The majority, 62 percent, had never published a book. Put another way, only 25 percent of faculty spent more than eight hours every week writing and only 28 percent of faculty had produced more than two publications in the past two years. Furthermore, these statistics are self-reported and reflect the activities of only those organized enough to respond to the sur￾vey. Some scholars believe the figure is much lower, estimating productive academic writers as less than 15 percent of faculty (Moxley and Taylor 1997, Simonton 1988). Since publication is the major marker of productiv￾ity in academia, these statistics are surprising. Or are they? You do not have to be Freud to figure out that academia's silence about writing may be repressive. Writing is, after all, a creative process and like any such process, depends on connection. If you try to create in an envi￾ronment where sharing is discouraged, dysfunction is the inevitable result. Certainly, many have found that talking about their struggles with writing has been very freeing, both for them and their chosen confidant. The lesson: Leaming to talk about writing is an important key to becom￾ing a productive writer. One of the reasons that academics do not talk about writing is that it involves talking about feelings. Academics tend to be more comfortable with the rational than the emotional. Therefore, even if we do manage to talk about writing, we are more likely to talk about content than process. In fact, many of us have feelings about writing that we rarely acknowl￾edge in public. The first step to success is understanding your relation￾ship to writing. So, let's get started with a very broad question. What feelings come up when you think about writing? I recommend that you call a classmate or colleague and discuss this question with them before using the chart below to jot down your answers. Or you can compose an e-mail to a friend or family member. My Feelings about My Experience of Writing (If you skipped this last exercise, do go back and write down at least one feeling. The fol￾lowing will make more sense if you take the time to write something there.)

WEEK 1: 3 INSTRUCTION When I ask this question about feelings in class,usually negative feel- ings come up first.I have cited these verbatim from my class notes: I feel both terror and boredom....I get depressed when I think about having to write....I feel discouraged because I feel like I have never done enough research to start writing....I have fun in the beginning but Ireally hate revising....Ienjoy revising,but Ihate getting that first draft down....My advisor is so critical that whenever I think of writ- ing I feel inadequate....I feel like there are rules that everyone knows but me....I feel like procrastinating whenever I think of how much writing I have to do and how little I have done....I feel ashamed of my writing skills....I wish my English was better....Ifeel that if peo- ple read my writing they will know that I'm a dumb bunny....I feel like I work at writing for hours and have so little to show for it....I spend so much time critiquing my students'writing that I shut down when I come to my own....Iget a good idea but then I feel a fog come over me....When I think about the fact that my entire career depends on publication,I feel completely paralyzed....I feel confident that I could do anything,if I could just get out of bed. Guess what?You are not alone!Most writers,even accomplished writers, hear these inner negative voices that whisper their fears to them whenever they think about writing.Using this workbook will diminish those voices,but the most important step is to realize that these feelings are warranted.Writing is difficult and scary.Feeling anxious is an entirely appropriate response. It is worthwhile to spend some time thinking about what links your negative feelings.Do they revolve around one or two anxieties,percep- tions,habits?Do they point to a particular fear,such as what others will think of you?Or to a particular negative self-assessment,such as labeling yourself lazy?Use the next chart to identify these links. Common Elements in My Negative Feelings about Writing (You will spend time later in the chapter on how to address your negative feelings,but for now,just write them down.)

When I ask this question about feelings in class, usually negative feel￾ings come up first. I have cited these verbatim from my class notes: I feel both terror and boredom .... I get depressed when I think about having to write .... I feel discouraged because I feel like I have never done enough research to start writing .... I have fun in the beginning but I really hate revising .... I enjoy revising, but I hate getting that first draft down .... My advisor is so critical that whenever I think of writ￾ing I feel inadequate .. . . I feel like there are rules that everyone knows but me .. . . I feel like procrastinating whenever I think of how much writing I have to do and how little I have done .... I feel ashamed of my writing skills .... I wish my English was better .... I feel that if peo￾ple read my writing they will know that I'm a dumb bunny. . .. I feel like I work at writing for hours and have so little to show for it. ... I spend so much time critiquing my students' writing that I shut down when I come to my own .... I get a good idea but then I feel a fog come over me .... When I think about the fact that my entire career depends on publication, I feel completely paralyzed .... I feel confident that I could do anything, if I could just get out of bed. Guess what? You are not alone! Most writers, even accomplished writers, hear these inner negative voices that whisper their fears to them whenever they think about writing. Using this workbook will diminish those voices, but the most important step is to realize that these feelings are warranted. Writing is difficult and scary. Feeling anxious is an entirely appropriate response. It is worthwhile to spend some time thinking about what links your negative feelings. Do they revolve around one or two anxieties, percep￾tions, habits? Do they point to a particular fear, such as what others will think of you? Or to a particular negative self-assessment, such as labeling yourself lazy? Use the next chart to identify these links. Common Elements in My Negative Feelings about Writing (You will spend time later in the chapter on how to address your negative feelings, but for now, just write them down.) WEEK 1: ] INSTRUCTION