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Poslední úprava: Mgr. Kateřina Bělehrádková (02.10.2023)
Aitchison, C., J. Catterall, P. Ross and S. Burgin (2012) ‘Tough love and tears’: Learning doctoral writing in the sciences. Higher Education Research & Development, 31, pp. 435-447
Badenhorst, C., C. Moloney, J. Rosales, J. Dyer, L. Ru. (2015). Beyond deficit: Graduate student research-writing pedagogies. Teaching in Higher Education, 20, pp. 1-11
Belcher, D.D. (2007). Seeking acceptance in an English-only research world. Journal of Second Language Writing, 16 (2007), pp. 1-22
Berkenkotter, C., T.N. Huckin (1995). Genre knowledge in disciplinary communication: Cognition/culture/power. Lawrence Earlbaum, Mahwah, NJ
Cameron, J., K. Nairn, J. Higgins (2009). Demystifying academic writing: Reflections on emotions, know-how and academic identity. Journal of Geography in Higher Education, 33, pp. 269-284
Casanave, C.P., S. Vandrick (2003). Introduction: Issues in writing for publication. In C.P. Casanave, S. Vandriick (Eds.), Writing for scholarly publication, Lawrence Earlbaum, Mahwah, NJ, pp. 1-16
Coniam, D. (2012). Exploring reviewer reactions to papers submitted to academic journals System, 40, pp. 544-553
Englander, K. (2006). Revision of scientific manuscripts by nonnative-English-speaking scientists in response to journal editors’ language criticism of the language Journal of Applied Linguistics, 3, pp. 129-161
Gosden, H. (1995). Success in research article writing and revision: A social-constructionist perspective English for Specific Purposes, 13, pp. 37-57
Gosden, H. (2003). ‘Why not give us the full story?’: Functions of referees’ comments in peer reviews of scientific research papers. Journal of English for Academic Purposes, 2, pp. 87-101
Hewings, M. (2004). An ‘important contribution’ or ‘tiresome reading’? A study of evaluation in peer reviews of journal article submissions. Journal of Applied Linguistics, 1, pp. 247-274
Huang, J.C. (2010). Publishing and learning writing for publication in English: Perspectives of NNES PhD students in science. Journal of English for Academic Purposes, 9, pp. 33-44
Hyland, K. (2015). Academic publishing: Issues and challenges in the construction of knowledge. OUP, Oxford
Swales, J.M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press, Cambridge
Swales, J.M. (2004). Research genres Cambridge University Press, Cambridge
Wood, A. (2001). International scientific English: The language of research scientists around the world J. Flowerdew, M. Peacock (Eds.), Research perspectives on English for academic purposes, Cambridge University Press, New York, NY, pp. 81-83 |
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Poslední úprava: Mgr. Kateřina Bělehrádková (02.10.2023)
This course is only available to those students who have already submitted a student paper (BA/MA thesis, seminar paper) to a member of the Department of English Language and ELT Methodology and whose paper has been recommended for publication.
The aim of the course is to prepare a student paper for publication and submission to a suitable linguistic journal.
The course is conducted as a series of consultations with an aim to both prepare the text for publication and to select a suitable journal (or an edited volume etc.). The paper may first be presented at an international conference to collect feedback from international experts.
Depending on the nature of the cooperation between the student and the member of the department (the proportion of authorship), the paper will be presented and published either as a collaborative work under the names of both co-authors or under the name of the student alone. If a member of the department is included among the authors, the head of the department must be notified and the respective contribution of the co-authors needs to be clarified. |
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Poslední úprava: Mgr. Kateřina Bělehrádková (02.10.2023)
The credit is awarded on submitting the text for a review in a linguistic journal. Both the text and the journal must first be approved by the member of the department. Acceptance/publication of the text is not a credit requirement but may be rewarded with a scholarship by the faculty (pending such opportunity in a given year). |