professional writing – 5 steps to publication success

Professional Writing for Publication

5 Steps to Publication Success

Dr Jennie Bales

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CONTENTS1. TOPIC: What is your topic?

2. PUBLICATION: Where will you publish?

3. AUDIENCE: Who is your audience?

4. STRUCTURE: How will you structure it?

5. CONTENT: What will you include and how will you write it?

6. PUBLICATION SUCCESS: Why should you publish?


- Purpose• Purpose & Interest

– What do you want to share?

– Is it topical? • Follow electronic lists, blogs, twitter feeds to keep

abreast, subscribe to curriculum updates

– What is unique / special / innovative / applicable about your contribution?

– Are you passionate about the subject?

– Are you knowledgeable, familiar, experienced, immersed in the material?

– Have you tested ideas with a colleague?


- Focus• Identify the focus:

– Research

– Literature review

– Theory

– Professional learning

– Professional practice – planning, teaching, assessment

– Practical – e.g. web and ICT tools, teaching/thinking strategies, curriculum focus, literature, report

– Review


• Consider options:– State, National, International

– Conference paper

– Journals – print, electronic

– Book chapter

• Understand the intended readership

• Examine recent back issues to get a sense of the writing style, subject matter, inclusion of charts, images, URLs, referencing expectations

• Check and follow the publishing guidelines

• Refereed / Peer-reviewed vs Professional– Expectations and options vary


National Journals• Australian Journal of Education http://www.acer.edu.au/press/aje (research, print)

• Australian Journal of Teacher Education http://ro.ecu.edu.au/ajte/ (research, e-journal)

• Journal – Australian Educational Computing http://acce.edu.au/journal (refereed)

• English in Australia http://www.aate.org.au/index.php?id=26 (peer reviewed, English, language and literacy education)

• Australian Journal of Language and Literacy http://www.alea.edu.au/publications/AJLL (refereed, English, practice and theory)

• Practically Primary http://www.alea.edu.au/publications/practically-primary (English, primary teachers, practice)

• Literacy Learning: The Middle Years http://www.alea.edu.au/publications/literacy-learning (English, peer-reviewed, practice, research and policy)

• ACCESS http://www.asla.org.au/publications/access.aspx (refereed section, practice and research)

• Australian Primary Mathematics Classroom http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroom (Primary K-7, Mathematics, practice and innovation)

• Australian Mathematics Teacher http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Mathematics-Teacher (Mathematics teaching practice for students aged 11-16)

• Teaching Science http://asta.edu.au/resources/teachingscience (Sciences K-12, refereed / peer reviewed, theory, practice and practical)


• Language registers

– Formal voice (Third person)

– Casual voice (First and second person)

– Neutral (Third person, can seem remote and distant)

• Writing that will be published in journals and volumes generally require a formal ‘voice’ or tone. Things to consider include:

– Point of view – First, Second and Third Person. First – narrative and autobiographical, Second – implies you ‘know’ the reader and is personal, Third – more formal, traditionally used for fictional and academic writing

– Active voice is usually more concise and engaging than a passive voice

– Avoid the use of slang, contractions, clichés and jargon

– Avoid the overuse of descriptive or emotive language unless it suits a specific context.

– Correct grammar is important; avoid conjunctions at the start of sentences, write in complete sentences with a balance of short and long, punctuate correctly.


• Analyse similarly themed articles from recent back issues:– Use of headings, column width, inclusion of media

• Know word limit and break into sections to ensure a balance of content which may include:– introduction, background, supporting literature, body of paper,

conclusions, recommendations, actions

• Plan / mind map / storyboard – whatever works for you – have word count running through it

• Use headings and subheadings to give it structure – this also aids in following plan and checking that all significant content is covered

• Realistic time frame


- Planning


‘ABCC’ from Keogh, S, 2013, ‘Copy-editing 101’ Workshop notes.


Why get published?• Evidence of practice to meet employer’s requirements

– AITSL Professional Standards for Teachers• Select one standard and address a focus area to demonstrate highly accomplished

or lead understandings across standards

• 7.4 Engage with professional teaching networks and broader communities: contribute to networks and associations and build productive links with the wider community of teaching and learning.

– Meet outcomes articulated in personal Professional Development Plan

• Build professional profile– CV, broaden employment horizons, invited speaker and presenter

• Collegial sharing of innovative ideas, best practice and successful programs, strategies etc.

• Build research credibility

• Celebration of achievements

• Stimulate debate and seek feedback


References• Fogarty, M 2010, ‘Active voice’, Quick and dirty tips, viewed 2 August 2013

http://www.quickanddirtytips.com/education/grammar/active-voice-versus-passive-

voice?page=all

• Fogarty, M January 2011, ‘First, second and third person’, Quick and dirty tips, viewed 2

August 2013, http://www.quickanddirtytips.com/education/grammar/first-second-and-

third-person?page=all

• Gen, R (n.d.), ‘Language registers’, Dr. Ray Gen, viewed 2 August 2013,

http://www.genconnection.com/English/ap/LanguageRegisters.htm


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