{"product_id":"supporting-research-writing-roles-and-challenges-in-multilingual-settings-paperback-9781843346661","title":"Supporting Research Writing; Roles and Challenges in Multilingual Settings (Paperback \/ softback) 9781843346661","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eSupporting Research Writing\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eRoles and Challenges in Multilingual Settings\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eValerie Matarese (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781843346661, Elsevier Science\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 6 November 2012\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e330 pages\u003cbr\u003e23.4 x 15.6 x 2.1 cm, 0.57 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\"...this volume, with its focus on multilingual settings, is exactly the type of book that would have helped me when, as a scientist with no background in languages or in teaching, I was asked to help set up an English support team...Supporting Research Writing provides a whirlwind tour of every aspect of the role of supporting research writing and it is unique in that respect. It should be recommended reading for all academic writing teachers, translators and editors.\" -- \u003cb\u003eSusan Kaplan Inselspital Berne, Switzerland\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"...a highly valuable volume which serves as an eye-opener for a broad readership. Most importantly, language professionals can be informed about the diversity of academic writing support which in turn empowers them in managing communication with their clients.\"--\u003cb\u003eJournal of Second Language Writing, Supporting Research Writing\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"...offers valuable insights into the increasingly important work of language professionals in the publication of academic knowledge in English-medium journals...this book is a most relevant contribution.\"--\u003cb\u003eIbérica, 28-14\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"…an in-depth look at the roles and relationships between researchers for whom English is a second or additional language and the language professionals who help them to develop their writing for an Anglophone audience…an intriguing volume examining an aspect (multilingualism) of academic publishing not often addressed. It is highly recommended for academic and research libraries to help diversify academic content.\" --\u003cb\u003eThe Australian Library Journal, Vol. 63, No. 1, 2014\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"A MUST for anyone who supports research writing through editing, translation, or teaching…the authors of this book have succeeded in meeting their goal to clarify and define the full spectrum of roles and responsibilities involved in research writing support services and in making such services more visible at a European level.\" --\u003cb\u003eMedical Writing, Vol. 22, No. 4, 2013\u003c\/b\u003e\u003c\/p\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eSupporting Research Writing explores the range of services designed to facilitate academic writing and publication in English by non-native English-speaking (NNES) authors. It analyses the realities of offering services such as education, translation, editing and writing, and then considers the challenges and benefits that result when these boundaries are consciously blurred. It thus provides an opportunity for readers to reflect on their professional roles and the services that will best serve their clients’ needs. A recurring theme is, therefore, the interaction between language professional and client-author. The book offers insights into the opportunities and challenges presented by considering ourselves first and foremost as writing support professionals, differing in our primary approach (through teaching, translating, editing, writing, or a combination of those) but with a common goal. This view has major consequences for the training of professionals who support English-language publication by NNES academics and scientists. Supporting Research Writing will therefore be a stimulus to professional development for those who support English-language publication in real-life contexts and an important resource for those entering the profession.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eList of figures and tables\u003c\/p\u003e \u003cp\u003eFirst foreword\u003c\/p\u003e \u003cp\u003eSecond foreword\u003c\/p\u003e \u003cp\u003eThird foreword\u003c\/p\u003e \u003cp\u003eEditor's preface\u003c\/p\u003e \u003cp\u003eValerie Matarese\u003c\/p\u003e \u003cp\u003eAbout the contributors\u003c\/p\u003e \u003cp\u003eChapter 1: The contribution of language professionals to academic publication: multiple roles to achieve common goals\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eManaging expectations\u003c\/p\u003e \u003cp\u003eEstablishing credibility as a language professional\u003c\/p\u003e \u003cp\u003eIssues of authority and control\u003c\/p\u003e \u003cp\u003ePutting it all together: the multifaceted nature of the language professional’s role\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003ePart 1: Teaching NNES authors to write in English\u003c\/p\u003e \u003cp\u003eChapter 2: Teaching academic writing in Europe: multilingual and multicultural contexts\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eTeaching academic writing in European universities: origins, approaches and clientèle\u003c\/p\u003e \u003cp\u003eTeaching academic writing: key perspectives and approaches\u003c\/p\u003e \u003cp\u003eWho teaches academic writing and who should teach it?\u003c\/p\u003e \u003cp\u003eConclusions\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eChapter 3: Writing process research: implications for manuscript support for academic authors\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eReal-world writing\u003c\/p\u003e \u003cp\u003eRecursive writing\u003c\/p\u003e \u003cp\u003eRevision and dissonance\u003c\/p\u003e \u003cp\u003eFurther considerations for non-anglophone settings\u003c\/p\u003e \u003cp\u003eGeneralizability and conclusions\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eChapter 4: Using genre analysis and corpus linguistics to teach research article writing\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eUsing genre analysis in a publications skills course: an overview\u003c\/p\u003e \u003cp\u003eRelationships of structure to what editors and referees look for\u003c\/p\u003e \u003cp\u003eAnalysis of moves or stages: using insights from linguistics research to model Introduction structure\u003c\/p\u003e \u003cp\u003eIntroducing authors to corpus linguistics\u003c\/p\u003e \u003cp\u003eUsing this approach in one-to-one contexts\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eChapter 5: Using strategic, critical reading of research papers to teach scientific writing: the reading--research--writing continuum\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eReading in the research setting\u003c\/p\u003e \u003cp\u003eA writing course based on reading\u003c\/p\u003e \u003cp\u003eA stand-alone reading module\u003c\/p\u003e \u003cp\u003eThe reading-research-writing continuum\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003ePart 2: Helping NNES authors publish through translation\u003c\/p\u003e \u003cp\u003eChapter 6: The translator as cultural mediator in research publication\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eThe dynamics of intercultural transactions\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eChapter 7: Giving authors a voice in another language through translation\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eKnowledge creation, epistemology and voice\u003c\/p\u003e \u003cp\u003eTranslating voice\u003c\/p\u003e \u003cp\u003eConclusions and recommendations\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eChapter 8: Bilingual publication of academic journals: motivations and practicalities\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eA small but steady trend towards bilingual publishing?\u003c\/p\u003e \u003cp\u003eWhy publish a bilingual journal?\u003c\/p\u003e \u003cp\u003eThe practicalities of bilingual publication\u003c\/p\u003e \u003cp\u003eFinal considerations\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003ePart 3: Facilitating publication through editing and writing support\u003c\/p\u003e \u003cp\u003eChapter 9: Defining and describing editing\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eA difficult term to define\u003c\/p\u003e \u003cp\u003eEditing, publishing and redacting: an excursion into etymology\u003c\/p\u003e \u003cp\u003eTypes of editing\u003c\/p\u003e \u003cp\u003eDefining and describing the editing assignment\u003c\/p\u003e \u003cp\u003eA hybrid between editing and translation\u003c\/p\u003e \u003cp\u003eA glossary of editing terminology (excluding journalism)\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eChapter 10: Journal copy-editing in a non-anglophone environment\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eDefining NNES journals\u003c\/p\u003e \u003cp\u003eCopy editors working for NNES journals\u003c\/p\u003e \u003cp\u003eChallenges of copy-editing in NNES journals\u003c\/p\u003e \u003cp\u003eThe educating role of copy editors\u003c\/p\u003e \u003cp\u003eAn effective strategy for NNES journals\u003c\/p\u003e \u003cp\u003eConclusions\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eChapter 11: The authors' editor: working with authors to make drafts fit for purpose\u003c\/p\u003e \u003cp\u003eAbstract\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eAuthor editing\u003c\/p\u003e \u003cp\u003eThe levels of author editing\u003c\/p\u003e \u003cp\u003eWorking with NNES authors\u003c\/p\u003e \u003cp\u003ePracticalities of author editing\u003c\/p\u003e \u003cp\u003eEstablishing a long-term relationship with authors\u003c\/p\u003e \u003cp\u003eRecognition of the AE’s work\u003c\/p\u003e \u003cp\u003eConclusions\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eChapter 12: The writer's approach to facilitating research communication: a very different way of engaging with authors\u003c\/p\u003e \u003cp\u003eAbstract\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eThe relationship between writing and authorship\u003c\/p\u003e \u003cp\u003eFacilitating written communication—the writer’s approach\u003c\/p\u003e \u003cp\u003eEthical issues\u003c\/p\u003e \u003cp\u003eApplicability to other approaches\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003ePart 4: Blurring the boundaries\u003c\/p\u003e \u003cp\u003eChapter 13: Didactic editing: bringing novice writers into the arena of scholarly publishing\u003c\/p\u003e \u003cp\u003eAbstract\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eLearning simply by reading edited texts\u003c\/p\u003e \u003cp\u003eThe advantages of editing proactively\u003c\/p\u003e \u003cp\u003eSkills useful to novice and more experienced authors\u003c\/p\u003e \u003cp\u003eFormal opportunities for teaching through editing\u003c\/p\u003e \u003cp\u003eThe benefits to authors’ editors\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eChapter 14: Collaborative research writing: developmental editing with an underlying educational vein\u003c\/p\u003e \u003cp\u003eAbstract\u003c\/p\u003e \u003cp\u003eThe research paper in crisis, developmental editing to the rescue\u003c\/p\u003e \u003cp\u003eTeam research writing\u003c\/p\u003e \u003cp\u003eHelping novice authors get started\u003c\/p\u003e \u003cp\u003eHandling the manuscript not ready for editing\u003c\/p\u003e \u003cp\u003eWhen collaborative writing may not work or is not appropriate\u003c\/p\u003e \u003cp\u003eConclusions\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eChapter 15: Putting ‘wordface’ work at the centre of academic text production: working with an international journal to develop an authors' mentoring programme\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eAnglophone centre journals\u003c\/p\u003e \u003cp\u003eWhy and how the mentoring programme came about: three points of contact\u003c\/p\u003e \u003cp\u003eThe journal editor: concerns\u003c\/p\u003e \u003cp\u003eThe researcher: findings\u003c\/p\u003e \u003cp\u003eThe writing teacher-translator: insights\u003c\/p\u003e \u003cp\u003eA shared perspective on the importance of ‘wordface’ work\u003c\/p\u003e \u003cp\u003eThe programme\u003c\/p\u003e \u003cp\u003eWordface work: facing in two directions\u003c\/p\u003e \u003cp\u003eFunding\u003c\/p\u003e \u003cp\u003eOutcomes of the programme\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eAfterword: Supporting research writing in non-anglophone Europe: reflections and recurring themes\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eThe profession of writing support provision\u003c\/p\u003e \u003cp\u003eRecurring themes in supporting research writing\u003c\/p\u003e \u003cp\u003eConclusions\u003c\/p\u003e \u003cp\u003eLearning points\u003c\/p\u003e \u003cp\u003eIndex\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Library \u0026amp; information sciences [\u003ca title=\"See our other books on Library \u0026amp; information sciences\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Library%20\u0026amp;%20information%20sciences%20%5BGL%5D%22\"\u003eGL\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Chandos Publishing","offers":[{"title":"Default Title","offer_id":46649066553624,"sku":"9781843346661","price":53.77,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9781843346661.jpg?v=1696713246","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/supporting-research-writing-roles-and-challenges-in-multilingual-settings-paperback-9781843346661","provider":"Freshly Printed Books","version":"1.0","type":"link"}