Getting Published module writer Dr Melodie Lorie Cook
Dr. Melodie Lorie Cook has been teaching at the tertiary level both in Canada and Japan for over 20 years. She has published research on teacher education and expatriate experiences of education in Japan. She has been Associate Editor and Editor of JALT Journal and is currently a senior editor for JALT's Post-Conference Publication.
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Affiliation
University of Niigata Prefecture
Site
Contents
1.0 Objectives
2.0 Recommended Reading
3.0 What is Academic Writing?
3.1 The Parts of a Research Article
4.0 Why Should I Publish?
5.0 Different Venues for Academic Writing
5.1 JALT Postconference Publication (PCP)
5.2 The Language Teacher (TLT)
5.3 JALT Journal (JJ)
5.4 Other Venues
5.4.1 Kiyo
5.4.2 Special Interest Group (SIG) Publications
6.0 Other Types of Academic Writing
6.1 Book Reviews
6.2 Review Articles
7.0 What to Know Before You Start
8.0 Finding the Right Journal
8.1 Avoiding the Wrong Journals
9.0 The Publishing Process
10.0 Dos and Don’ts
10.1 Dos
10.2 Don’ts
11.0 Replicable Studies
12.0 Guest Blog
13.0 References
2.0 Recommended Reading
3.0 What is Academic Writing?
3.1 The Parts of a Research Article
4.0 Why Should I Publish?
5.0 Different Venues for Academic Writing
5.1 JALT Postconference Publication (PCP)
5.2 The Language Teacher (TLT)
5.3 JALT Journal (JJ)
5.4 Other Venues
5.4.1 Kiyo
5.4.2 Special Interest Group (SIG) Publications
6.0 Other Types of Academic Writing
6.1 Book Reviews
6.2 Review Articles
7.0 What to Know Before You Start
8.0 Finding the Right Journal
8.1 Avoiding the Wrong Journals
9.0 The Publishing Process
10.0 Dos and Don’ts
10.1 Dos
10.2 Don’ts
11.0 Replicable Studies
12.0 Guest Blog
13.0 References
1.0 Objectives
In this module, you will learn about academic writing, why publishing is important if you want to become a career teacher in Japan, different types of academic writing you can do, different types of publications and their status, finding the right journal for you, and how the publishing process works. You will also be provided with a list of accessible recommended reading. As this teacher training is for teachers in Japan, most references will be made to the Japan Association of Language teaching (JALT). JALT is the organization that ALTs’, who are interested in teaching, go to and write for.
2.0 Recommended Reading
You will be guided during the module when to read the text. Texts not included in the module are to be read after completing the module.
Academic Writing Definition. (n.d.). Retrieved from
https://www.esc.edu/online-writing-center/resources/academic-writing/definition/
Gough, W. M., & Kato, K. (2016). Community outreach and autonomous learning. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Retrieved from http://jalt-publications.org/node/4/articles/5422-community-outreach-and-autonomous-learning
JALT (2017). The Language Teacher Submission Guidelines. Retrieved from http://jalt-publications.org/tlt/submissions
JALT. (2017). Writer's Workshop. Retrieved from http://jalt-publications.org/node/4985/articles/5532-writing-%E2%80%9Cacademic %E2%80%9D-style.
McMurray, D. (Interviewer) & Reed, N. (Interviewee). (2017). An Interview with Nathaniel Reed on ALT Training Systems [Interview transcript]. Retrieved from
http://jalt-publications.org/node/4990/articles/5757-interview-nathaniel-reed-alt-training-systems
Paiz, J, M., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderland, L., Brizee, A., & Keck, R. (2016, May 13). General Format. Retrieved from
https://owl.english.purdue.edu/owl/resource/560/01/
Reed, N. (2016). Pedagogical teacher training for ALTs in Japanese public schools. In P. Clements., A. Krause., & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Retrieved from http://jalt-publications.org/node/4/articles/5368-pedagogical-teacher-training-alts-japanese-public-schools
Tensai, L, T. (2017). Tips for Teaching Academic Writing. In The Language Teacher 41(2) Retrieved from http://jalt-publications.org/node/5104/articles/5759-tips-teaching-academic-writing
What is the difference between a research paper and a review paper? (2015, January 21). Retrieved from http://www.editage.com/insights/what-is-the-difference-between-a-research-paper-and-a-review-paper
Academic Writing Definition. (n.d.). Retrieved from
https://www.esc.edu/online-writing-center/resources/academic-writing/definition/
Gough, W. M., & Kato, K. (2016). Community outreach and autonomous learning. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Retrieved from http://jalt-publications.org/node/4/articles/5422-community-outreach-and-autonomous-learning
JALT (2017). The Language Teacher Submission Guidelines. Retrieved from http://jalt-publications.org/tlt/submissions
JALT. (2017). Writer's Workshop. Retrieved from http://jalt-publications.org/node/4985/articles/5532-writing-%E2%80%9Cacademic %E2%80%9D-style.
McMurray, D. (Interviewer) & Reed, N. (Interviewee). (2017). An Interview with Nathaniel Reed on ALT Training Systems [Interview transcript]. Retrieved from
http://jalt-publications.org/node/4990/articles/5757-interview-nathaniel-reed-alt-training-systems
Paiz, J, M., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderland, L., Brizee, A., & Keck, R. (2016, May 13). General Format. Retrieved from
https://owl.english.purdue.edu/owl/resource/560/01/
Reed, N. (2016). Pedagogical teacher training for ALTs in Japanese public schools. In P. Clements., A. Krause., & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Retrieved from http://jalt-publications.org/node/4/articles/5368-pedagogical-teacher-training-alts-japanese-public-schools
Tensai, L, T. (2017). Tips for Teaching Academic Writing. In The Language Teacher 41(2) Retrieved from http://jalt-publications.org/node/5104/articles/5759-tips-teaching-academic-writing
What is the difference between a research paper and a review paper? (2015, January 21). Retrieved from http://www.editage.com/insights/what-is-the-difference-between-a-research-paper-and-a-review-paper
3.0 What is Academic Writing?
You may have written, for example, that a tweet is very short, friendly, and informal; an email is a little more formal, but can also be friendly, and can be longer; a cover letter for a resume has a certain accepted style and is formal in register; and an essay is the longest, is formal in style, and has an academic register. Some of the considerations you would be thinking about when writing any of the above are length, audience, tone, and register.
What is specific to academic writing, in particular, is that you are writing for other academics. Here’s a definition of academic writing.
As you can see, academic writing goes beyond mere style; your content, too, must be written in the accepted “voice” of the publication you are writing for. Your writing must be cohesive, logical and organized the vocabulary you choose must be specific to your field, and so on. (Read this for further guidance). Academic writing is probably the most difficult kind of writing, but once you understand how it works, you can do it!
What is specific to academic writing, in particular, is that you are writing for other academics. Here’s a definition of academic writing.
As you can see, academic writing goes beyond mere style; your content, too, must be written in the accepted “voice” of the publication you are writing for. Your writing must be cohesive, logical and organized the vocabulary you choose must be specific to your field, and so on. (Read this for further guidance). Academic writing is probably the most difficult kind of writing, but once you understand how it works, you can do it!
For Reflection Questions 3.1 to 3.5: download, print and read this. You are going to use it to complete the chart below.
Section |
Where did you find it? |
Purpose |
Abstract |
At the beginning of the paper in both English and Japanese versions. |
Gives a summary of the entire article. Explains what the purpose of the study was and gives a few outcomes without spoilers. |
Background/Literature Review |
See - 3.1 |
See - 3.1 |
Method |
See - 3.2 |
See 3.2 |
Results |
See - 3.3 |
See - 3.3 |
Discussion |
See - 3.4 |
See - 3.4 |
Conclusion |
See - 3.5 |
See - 3.5 |
NOTE: Not all journal articles follow the same format, but this is what you will usually find. For further guidance on how to research, refer to your notes from the Doing Research module.
4.0 Why Should I Publish?
If you are considering a career teaching in Japan, you will absolutely need to
publish papers. You don’t have to aim for TESOL Quarterly, JALT Journal, or other “high-end” publications, but you will have to demonstrate that you can do research and write and that your work has been accepted by your peers.
Because of demographic changes in Japan’s society (population decline), there are fewer students. As a result, all students are now able to get into one university or another although competition continues at the top-tier universities. University entrance has become a buyer’s market, where universities are now competing with each other for students, rather than the other way around. One result is lower-ranked institutions are closing and fewer jobs are available.
Gone are the days when a BA and a foreign face would guarantee a cushy job at a top-level university. In Japan, like overseas, teaching work is becoming harder to get and more teachers are competing for fewer positions. Universities, too, realizing that the pool of potential teachers is high, have raised the bar and are asking more and more of their instructors, even for part-time positions. When I first came to Japan in the early ‘90s, I was one of the few lecturers with an MA in English Education; my university colleagues had MAs, but in non-education-related fields, such as art or geography. When I left my previous position in 2009 for a tenured one, I saw that several PhD holders with fluent Japanese ability competing for my three-year contracted position with a salary not much higher than that of an ALT.
In short, you will need publications, even to teach at the part-time level.
For example job postings see here and here. Note that publications are required even for BA holders.
publish papers. You don’t have to aim for TESOL Quarterly, JALT Journal, or other “high-end” publications, but you will have to demonstrate that you can do research and write and that your work has been accepted by your peers.
Because of demographic changes in Japan’s society (population decline), there are fewer students. As a result, all students are now able to get into one university or another although competition continues at the top-tier universities. University entrance has become a buyer’s market, where universities are now competing with each other for students, rather than the other way around. One result is lower-ranked institutions are closing and fewer jobs are available.
Gone are the days when a BA and a foreign face would guarantee a cushy job at a top-level university. In Japan, like overseas, teaching work is becoming harder to get and more teachers are competing for fewer positions. Universities, too, realizing that the pool of potential teachers is high, have raised the bar and are asking more and more of their instructors, even for part-time positions. When I first came to Japan in the early ‘90s, I was one of the few lecturers with an MA in English Education; my university colleagues had MAs, but in non-education-related fields, such as art or geography. When I left my previous position in 2009 for a tenured one, I saw that several PhD holders with fluent Japanese ability competing for my three-year contracted position with a salary not much higher than that of an ALT.
In short, you will need publications, even to teach at the part-time level.
For example job postings see here and here. Note that publications are required even for BA holders.
5.0 Different Types of Academic Writing
As I said earlier, you don’t need to publish in a “famous” international journal. There are plenty of venues for you to start off with. Because you are working in Japan, I’d like to introduce you to the main publications of the Japan Association of Language Teaching (JALT), the most widely-read among foreign teachers in Japan.
5.1 JALT Postconference Publication (PCP)
The JALT Postconference Publication is published about eight months after the previous conference. Papers are divided into two types: research-oriented and practice-oriented. If you do a presentation on a lesson plan, you can write it up as a paper, and it will be peer reviewed (by, at least, two anonymous reviewers who will read and comment on it), and published if deemed acceptable. This publication has the highest acceptance rate of all three JALT publications and is a good place for novice researchers to get publications under their belts.
Have a look at them here.
And the ALT training online Postconference paper here.
As you can see, some papers are selected for demonstrating the highest quality among all submissions. It is an honour to have your paper selected paper selected for publication.
Have a look at them here.
And the ALT training online Postconference paper here.
As you can see, some papers are selected for demonstrating the highest quality among all submissions. It is an honour to have your paper selected paper selected for publication.
5.2 The Language Teacher (TLT)
The Language Teacher is the most widely read publication under the JALT umbrella and is published every two months. There are many different types of articles. Journals are made available online 163 days after their publication in print.
Take a look at the Table of Contents for the latest issue here.
Articles, both with and without peer review. “My Share”, for example, is a popular column where teachers can share successful lesson plans. Many budding writers publish for the first time here (including most of the writers contributing to this course). In another column called “Interviews”, you can interview a leader in the English as a Foreign Language (EFL) field and have it published For example, you can look at this interview about ALT training online (ALTTO) here.
Research-related articles are also published. These are peer reviewed and edited. While it is more difficult to get published in TLT than in the PCP, your work will be widely read. Some universities place a higher priority on journal articles from these kinds of journals than proceedings (Note: ‘proceedings’ refers to papers written following a presentation at a conference), so it’s good to publish here once you have gained some writing experience.
Take a look at the Table of Contents for the latest issue here.
Articles, both with and without peer review. “My Share”, for example, is a popular column where teachers can share successful lesson plans. Many budding writers publish for the first time here (including most of the writers contributing to this course). In another column called “Interviews”, you can interview a leader in the English as a Foreign Language (EFL) field and have it published For example, you can look at this interview about ALT training online (ALTTO) here.
Research-related articles are also published. These are peer reviewed and edited. While it is more difficult to get published in TLT than in the PCP, your work will be widely read. Some universities place a higher priority on journal articles from these kinds of journals than proceedings (Note: ‘proceedings’ refers to papers written following a presentation at a conference), so it’s good to publish here once you have gained some writing experience.
5.3 JALT Journal (JJ)
JALT Journal is JALT’s flagship journal and it is aimed at experienced researchers. It has an acceptance rate of 10% and is the highest-level journal among JALT’s publications. Readership is generally at the PhD level. Please take a look at the articles here, but I wouldn’t recommend this journal to novice writers.
5.4 Other Venues
5.4.1 Kiyo
Kiyo are in-house publications from individual universities’ departments. Take a look at my Academia.edu page here. Scroll down to “The Multidimensional Model, Processability Theory and the Teachability/Learnability Hypothesis: Suggestions for the Japanese Context”, download it, and read it.
This was originally a paper I wrote as an assignment for my PhD. I turned it into a journal article and had it published in the kiyo of the university I was working in at the time. Although far from my best work, it’s one of the most popular according to Academia.edu, getting hits from all over the world. Also, this paper was published without peer review, which is common at Japanese universities; unless they hire outside reviewers, they will publish anything you submit. In spite of this, kiyo articles are taken seriously during the hiring process.
5.4.2 Special Interest Group (SIG) Publications
JALT has a number of Special Interest Groups (SIGs) in areas like bilingualism, college and university educators, teaching younger learners, and so on. (For a full list, go here). If you go back to my academia page and scroll up to “An Android’s Progress” you will find a charming article I wrote for a pragmatics course, also part of my PhD program. I told the then-editor of the Pragmatics SIG that I had written it and she requested I submit it. I still get hits on it, although it was written around 2006. A friend of mine in Canada, who does ESL teacher training, uses it in his Pragmatics lectures. This paper was also not peer reviewed either, but it is popular.
Here’s another example from TLT wired.
Kiyo are in-house publications from individual universities’ departments. Take a look at my Academia.edu page here. Scroll down to “The Multidimensional Model, Processability Theory and the Teachability/Learnability Hypothesis: Suggestions for the Japanese Context”, download it, and read it.
This was originally a paper I wrote as an assignment for my PhD. I turned it into a journal article and had it published in the kiyo of the university I was working in at the time. Although far from my best work, it’s one of the most popular according to Academia.edu, getting hits from all over the world. Also, this paper was published without peer review, which is common at Japanese universities; unless they hire outside reviewers, they will publish anything you submit. In spite of this, kiyo articles are taken seriously during the hiring process.
5.4.2 Special Interest Group (SIG) Publications
JALT has a number of Special Interest Groups (SIGs) in areas like bilingualism, college and university educators, teaching younger learners, and so on. (For a full list, go here). If you go back to my academia page and scroll up to “An Android’s Progress” you will find a charming article I wrote for a pragmatics course, also part of my PhD program. I told the then-editor of the Pragmatics SIG that I had written it and she requested I submit it. I still get hits on it, although it was written around 2006. A friend of mine in Canada, who does ESL teacher training, uses it in his Pragmatics lectures. This paper was also not peer reviewed either, but it is popular.
Here’s another example from TLT wired.
6.0 Other Types of Academic Writing
Above, I introduced you to the main publications of JALT as well as university publications. There are also other kinds of things you can write besides journal articles.
6.1 Book Reviews
Another way to get published is to write a review of a book. Not only do you get published, but you also get free books! Both TLT and JJ have book review sections. For example, look at this. Although book reviews are not peer reviewed, they are edited and published for the public.
6.2 Review Articles
Review articles are summaries of published research, generally an extended literature review looked at through a particular lens from a particular angle by the author. Here is more information on review articles.
7.0 What to Know Before You Start
Before you start submitting articles to journals, here is the most important advice of all:
As a former editor of JALT Journal, I can’t stress enough how important these are. One of the reasons why the number of published articles in JJ is so low (10%) is that most of the submissions sent are off the remit.
- READ THE JOURNAL YOU ARE CONSIDERING WRITING FOR!
- READ THE GUIDELINES AND REMIT FOR THE JOURNAL!
As a former editor of JALT Journal, I can’t stress enough how important these are. One of the reasons why the number of published articles in JJ is so low (10%) is that most of the submissions sent are off the remit.
Go to the following links, read them, and fill in the charts in Reflection Questions 7.2, 7.3, 7.4, 7.5 below:
Here is a table to download and complete for your reference.
Again, as a former editor, I can’t stress how important it is to follow these guidelines. If you don’t, journals will reject your submissions outright and the seriousness of your desire to publish will be called into question.
Again, as a former editor, I can’t stress how important it is to follow these guidelines. If you don’t, journals will reject your submissions outright and the seriousness of your desire to publish will be called into question.
8.0 Finding The Right Journal
If you are planning on making a career out of teaching in Japan, it’s best to submit to Japan-based journals, such as those listed above. If your research results can be applicable to a wider audience in Asia, Asian EFL Journal may be a good choice for you. You can also publish in Asian University Journals. Here is a useful website.
As mentioned in the previous section, read a few articles and the submission guidelines for the journal – that will help you decide if your paper is a good fit.
As mentioned in the previous section, read a few articles and the submission guidelines for the journal – that will help you decide if your paper is a good fit.
8.1 Avoiding The Wrong Journals
In some countries, such as China and Iran, graduate students must publish in order to graduate. To help them, many predatory for-profit journals have been created. For a hefty fee, authors are guaranteed quick publication of their work. This means that peer review is probably not done or is hastily done. (Here’s is a link to a list of predatory journals).
Why should you stay away from predatory journals? After receiving numerous solicitations to publish with them, my colleague Howard Brown and I wrote this article to warn prospective victims away.
As you can see, the “editors” of these journals will try to flatter you into submitting almost anything you have to them to publish. Not only will they charge you to publish them, but they will also charge people to download and read them. If you decide to go this route, you may have trouble being taken seriously when a hiring committee goes through your publications list, which they will do with a fine-toothed comb.
Why should you stay away from predatory journals? After receiving numerous solicitations to publish with them, my colleague Howard Brown and I wrote this article to warn prospective victims away.
As you can see, the “editors” of these journals will try to flatter you into submitting almost anything you have to them to publish. Not only will they charge you to publish them, but they will also charge people to download and read them. If you decide to go this route, you may have trouble being taken seriously when a hiring committee goes through your publications list, which they will do with a fine-toothed comb.
9.0 The Publishing Process
Generally, the publishing process looks something like this. Time lines will vary according to how popular the journal is and how many manuscripts are submitted to the editors.
- Author submits article
- Editor reviews article
- If rejected, the editor informs the author, stating reasons and giving recommendations (this varies from journal to journal).
- If accepted, the editor informs the author that the paper will be sent out for peer review.
- Paper is sent to reviewers, who have a pre-determined length of time (varies by journal, but generally three months) to review the article — generally blind review (neither the reviewers nor the author knows who is reading or who has written the manuscript).
- Reviewers have several choices — to reject an article, or to accept it:
- With no revisions necessary (extremely rare).
- With some revisions necessary (they will often give suggestions).
- With many revisions necessary (they will often give suggestions).
- The author is given a pre-determined length of time to revise the article (usually one month or so).
- The revised manuscript is sent back to the original reviewers and if necessary, a new one is written.
- If the reviewers are satisfied with the changes, the manuscript goes to the editor to check and then on to the production team for proofreading, layout, etc.
- If the reviewers are not satisfied with the changes, the manuscript will go back to the author again for more revising.
- If the reviewers accept the revisions, the manuscript goes to the editor to check and then on to the production team for proofreading, layout, etc.
- If the reviewers are still not satisfied, they will request more revisions or reject the manuscript.
- The revised manuscript is sent back to the original reviewers and if necessary, a new one is written.
- Articles sent to the production team are checked and there may be contact between the author and production team if issues arise.
- The author will be asked to sign a consent-for-publication form.
- The paper is published.
The whole process can take from six months (rare) to two years from start to finish. What you should keep in mind is that even if a journal sends your paper out for review, that doesn’t mean publication is guaranteed. As Lenny Kravitz sang, “It ain’t over ‘til it’s over.”
10.0 Replication Studies
Replication studies are a great way for ALTs to get published. As well as saving teachers the challenge of thinking of a new research area, they make previous findings easier to generalize and contribute to a deeper the understanding of teaching in Japanese public schools. Researchers are usually keen to have their study replicated to improve relevance and explore new findings, so they would welcome your request for the tools they used to conduct the initial research (like the questionnaires they used).
Some things to consider when planning to do a replication study:
Below is a growing list of Japan-based studies that are replicable and, where possible, the tools used in the initial study. You can use the forum or Facebook page to find other ALT research partners to do your study – doing research from various locations around Japan will have a much bigger impact on the study’s generalizability and how other teachers can use your findings for practical purposes.
Katanoda, H., & Wada, T. (2012). A Study of Phonics Teaching in the Case of Japan’s Elementary School 日本の小学校におけるフォニックス指導についての一考察. Departmental Bulleting Paper, 11. Retrieved from
https://meisandai.repo.nii.ac.jp/index.php?active_action=repository_view_main_item_detail&page_id=13&block_id=21&item_id=124&item_no=1
Yabukoshi, T., & Takeuchi, O. (2009). Language learning strategies used by lower secondary school learners in a Japanese EFL context. Kansai University Institutional Repository, Retrieved from
https://kuir.jm.kansai-u.ac.jp/dspace/bitstream/10112/6360/1/KU-1100-20090000-01.pdf
The questionnaire for this study is here.
Some things to consider when planning to do a replication study:
- Is the original research question still relevant?
- Is relevant literature relating to the study still being published?
- Can the replication study empirically support the original study, by either clarifying or extending its generalizability?
- Do you have access to adequate information from the original study?
Below is a growing list of Japan-based studies that are replicable and, where possible, the tools used in the initial study. You can use the forum or Facebook page to find other ALT research partners to do your study – doing research from various locations around Japan will have a much bigger impact on the study’s generalizability and how other teachers can use your findings for practical purposes.
Katanoda, H., & Wada, T. (2012). A Study of Phonics Teaching in the Case of Japan’s Elementary School 日本の小学校におけるフォニックス指導についての一考察. Departmental Bulleting Paper, 11. Retrieved from
https://meisandai.repo.nii.ac.jp/index.php?active_action=repository_view_main_item_detail&page_id=13&block_id=21&item_id=124&item_no=1
Yabukoshi, T., & Takeuchi, O. (2009). Language learning strategies used by lower secondary school learners in a Japanese EFL context. Kansai University Institutional Repository, Retrieved from
https://kuir.jm.kansai-u.ac.jp/dspace/bitstream/10112/6360/1/KU-1100-20090000-01.pdf
The questionnaire for this study is here.
- You can add to add to this list by emailing the paper/title you think would be useful to replicate: [email protected]
11.0 Dos and Don'ts
11.1 Dos
- Always read the journal remit and articles from it, so you know if your work will be a good fit or not.
- Always follow the journal guidelines to the letter.
- Buy an APA style guide and read it!
- Find a buddy or two to read your work before you submit it. Or, get help from the JALT writers’ peer support group: http://jalt-publications.org/psg/.
- Take comments from reviewers, even if unfavourable, on board – they are trying to help you improve your work.
- If at first you don’t succeed, try another journal. If that doesn’t work, try yet another. Everyone, no matter how famous, has had their manuscripts rejected from one journal or another.
- Volunteer to proofread for a publication – this will help you improve not only your academic skills by familiarizing you with the genre, but also help you identify good and not-so-good writing
11.2 Don'ts
- Don’t send your work to more than one journal at a time.
- Don’t plagiarize others’ - or even your own - work! Know how to cite and reference others’ work.
- Don’t use words that you don’t really know the meaning of. A qualitative study is more than one or two quotations from a respondent to your interview and a quantitative study is more than a few descriptive statistics.
- Don’t use anthropomorphisms in your work. A paper doesn’t study a group of people, a person does. In other words, don’t attribute actions to inanimate objects. Check your APA manual or this list to make sure you are using the correct verbs, see here.
12.0 Guest Blog
Another opportunity for ALTs to practice writing is for them to write a guest blog here on ALT Training Online. Email your ideas for a guest blog topic, with or without notes, to the Community Content Manager, David Hayter. From there you'll discuss content, structure and a publication date it. We hope you make the most of this wiring opportunity, and supporting thousands of other ALTs at the same time.
Email David Hayter at: [email protected]
Email David Hayter at: [email protected]
Congratulations on completing module 22!
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