Writing For Publication

1. Writing For Publication Jacqueline Owens, PhD, RN, CNE Editor-in-Chief, OJIN: The Online Journal of Issues in Nursing Assistant Professor of Nursing, Ashland University

2. Objectives • Describe 4 features of a publishable manuscript • Structure • Synthesis • Clarity • References • Describe the steps and outcomes in the publication process

3. Help for Style, Grammar, & Punctuation • Style manuals • APA, AMA • Other resources • Purdue Online Writing Lab http://owl.english.purdue.edu/ • Elements of Style (Strunk & White) • Nurse Author & Editor • www.NurseAuthorEditor.com. • Free quarterly publication • Access to Writing for Publication by Christine Webb • Translators for ESL • English skills + subject knowledge

4. Structuring Your Paper Getting Started, Logical Progression of Content, and Wrapping it Up

5. How to Get Started Choose a topic Start small Questions to ask (Webb, 2008): In what are you interested and have expertise? Why should you write an article for publication? Who do you want to read your article? How will you put your message across? Newsletters Letters to the Editor Presentations

6. How to Get Started Narrow your focus Other tips Start with a broad topic Write any words about topic Narrow it by considering your topic in the context of a specific population, procedure, case study, comparison, etc. Aim for one major focus per article Find a mentor Consider a co-author

7. Steps to Get Started (OWL, 1995-2008) • Brainstorm • List all ideas that you want to include in your paper. • Organize • Group related ideas together. • Order • Arrange material in subsections from general to specific or from abstract to concrete. • Label • Create main and sub headings using an outline form.

8. Why Outlines and Headings? • Benefits (Dexter, 2000; OWL, 1995-2008) • Aids writing process • Helps organize ideas • Presents material with logic • Shows relationships among ideas • Constructs ordered overview of manuscript • Defines boundaries and groups • Saves time because it forces you to decide how material is best conceptualized, organized, and presented

9. Use Accepted Headings & Progression • Example: Research article • Introduction (no heading, just begin) – state problem and support need for research • Review of Literature – may be subsumed in intro. KEEP IT BRIEF! • Methods (sample, design, data collection tools & process, R & V) • Results (what you found) Tables & Figures a plus, but don’t repeat! • Discussion Your findings + previous lit? Limitations? Research & practice implications?

10. Four Main Components for Effective Outlines (OWL, 1995-2008) • Coordination • All headings should have the same significance • Subordination • Headings should be general • Subheadings should be specific • Division • Each heading should have 2 or more subheadings • Parallelism • If you start one heading with a verb, all headings should start with a verb

11. Parallel Construction • What is parallelism? (Dexter, 2000) • Presenting several ideas of equal importance using the same or similar ordering or phrasing • Why is it important? • Repeated grammatical structures require less mental processing than a series of new structures >>>improved readability • Make it easier for reader to hold each of your previous ideas in mind while reading your subsequent ideas • What are some common examples? • Headings should mirror abstract • Compare and contrast 2 studies, procedures, etc. - order them consistently • Consistency of content, ideas, & terminology

12. Transitions • Transitions • Clear signal of direction change in subject or emphasis • Helps reader know how that change connects to previous discussion • Examples: • Brief statement of what has been said and what will follow • Summary transition phrases • The discussion above has focused on… • Now that we have examined… • New content transition phrases • It is also necessary to discuss… • We will now look at… • Questions as transition (use sparingly) • A question that arises here is…

13. Finishing Touches • Title (Webb, 2009) • Include essential words to grab readers’ attention • Avoid jokes, puns, catchphrases • NO abbreviations • Abstract (Fisher, 2005; Webb, 2008) • Check journal guidelines • Summarize article content in order of appearance • Pay special attention to first 40-50 words (computer database) • Write abstract in one tense

14. Finishing Touches • Keywords (Webb, 2008) • Important for computerized searches • Possible keyword areas and examples: • Population (children, elders) • Setting (acute care, long term care) • Type of article (literature review, concept analysis) • Research design or methodology (RCT, survey, grounded theory) • Professional group (nurses, nursing, midwives, advanced practice nurses)

15. Synthesizing Sources What will YOUR article contribute to the literature?

16. Your Challenge • Not enough to just summarize what is published • Draw critical information from more than one source and make sense of it for readers • Develop an original take on your topic area (Dexter, 2000) • Examples: • Background section: synthesize theory and empirical evidence; critique past work; assess what is known or not known; AND note how your work fits into this context • Research findings • In what ways were your findings expected? • In what ways were they different from what was expected? • What might account for the differences? • Not good form to string quotes together • You must paraphrase -doing so will help you synthesize

17. Ideas to Figure Out “your take” on the Topic • Review pertinent literature • Note what literature supports parts of your outline • Note similarities and differences • Create tables • Explain content for one heading to someone else – this helps you to put what you have found, and what you want to say, into your words • Take a rest and think about it • Seek analogies to summarize your point(s) • Think about your topic from several perspectives (e.g., patient, provider, family) to determine what you think is important to include

18. Writing with Clarity All you have to do is cross out all the wrong words. ~ Mark Twain

19. Reader Friendly Writing • Focus on reader • “Will my reader understand what I am saying?” versus “Am I saying what I want?” versus • Avoid trying to impress readers • No long words unless it increases precision; use everyday words • Use first person • Avoid jargon & technical terms (or explain) • Avoid statements that require the reader to look back to earlier sections • Place most important information at beginning of paragraph or sentence • Ask someone inside and outside of your specialty to read your work for understanding (Dexter, 2000; Webb 2008)

20. Writing a Reader Friendly Clinical Article (Webb, 2008) • Make it easy to follow • Headings, subheadings • Bullet points, boxes, and questions to stimulate reader interest • Use simple, direct language • Address readers directly (In your clinical area…) • Provide explanations for technical terms • Be clear how your points can improve nursing practice • Clinical examples / clinical relevance • Suggest how/where to find out more

21. Avoiding Bias Avoid Hyperbole & Opinion Expletives Eliminate needless qualifiers & expletives (Winslow, 2008) Rather Quite Very Unsupported assertions or generalizations are not acceptable (Dexter, 2000) Be aware of personal & professional biases Assuredly At least Certainly Clearly Decidedly Definitely I think Importantly In fact Indeed Naturally Remarkably

22. Singulars, Plurals, & Gender Issues • Writing in plural avoids several problems (Webb, 2003) • GENDER: Frequent use of his/hers and she/he • USE they • Overuse of “the” • Instead of “the patient with heart disease…” USE “patients with heart disease…”

23. Jargon • Avoid whenever possible: • Big words • Long sentences • Too many short, choppy sentences • Technical terms • Complex statements • Useless adverbs & adjectives (e.g., exact same, new innovation) • Empty phrases (e.g., “with the exception of” versus “except”) (Dexter, 2000; Winslow, 2008)

24. Verbs & Nouns Verbs Nouns Active versus passive voice Active voice >>> power & precision Meaning clear for readers Sentences more concise, less wordy Passive voice of limited use Control shifts in verb tense Research typically reported in past tense Nounification (Jacobson, n.d.) Nouns constructed from verb roots Dilutes impact of action verbs Example: Becoming a registered nurse has a requirement of passage of the NCLEX exam Becoming a registered nurse requires that you pass the NCLEX exam

25. Abbr. • Avoid – not always obvious to readers, especially ESL • Explain with first use • Coronary artery bypass graft (CABG) • Be very clear when writing about different types of healthcare providers – generic term “nurse” can refer to many different types of providers and abbreviations can be confusing. Provide an explanation.

26. Tips for Tables & Figures • Use commonly accepted ways to describe statistical methods and analyses – don’t reinvent the wheel • Avoid redundancy – text should highlight or interpret table content, not repeat it • Keep it simple • Check journal guidelines for limits • Refer to all tables and figures in text • If including a previously published table or figure, seek permission to reprint (Dexter, 2000; Webb, 2008)

27. Preparing for Revision • Awkward phrases, faulty logic, incomplete sentences, lack of agreement between subject and verb, typos, repetitiveness? Read your manuscript aloud (Dexter, 2000). • Read slow enough to focus on details • Critique every word, sentence, and paragraph with an eagle eye! • Proof: spellchecker AND proofread

28. Using References How to avoid plagiarism

29. When to Reference • Another person’s idea or work • Another person’s thoughts • Quote • Fact not commonly known • Opposite of common belief • Specific fact, percent, or number from another source • Report of findings from someone else’s research • Someone’s theory, model, or instrument (Brooks-Brunn, 1998)

30. How to Reference • Journal guidelines • Accurate paraphrasing • Page/paragraph number with quotations • Match body of text and reference list • Record exact details of reference (Dexter, 2000; Webb, 2008)

31. What Happens Next?

32. Article Accepted for Publication!

33. References • Brooks-Brunn, J. (1998). How and when to reference. Nurse Author & Editor, 8(2), 1-4. • Dexter, P. (2000). Tips for scholarly writing in nursing. Journal of Professional Nursing, 16(1), 6-12. • Fisher, W.E. (2005). Abstract writing. Journal of Surgical Research 128, 162–164. • Oermann, M., & Hays, J. (2010). Writing for publication in nursing (2nd ed.). New York, NY: Springer Publishing Company. • Purdue online writing lab. Available: http://owl.english.purdue.edu/owl/resource/544/02/ • Webb, C. (2008). Writing for publication. Wiley-Blackwell. Available: http://www.nurseauthoreditor.com/forauthors.asp • Winslow, E.H. (2008). Writing for publication: You can do it! Journal for Healthcare Quality, 30(4), 12-16.