Academic texts in motion
A text history study of co-authorship interactions in writing for publication
Knowledge production in collaborative writing for publication has tended to be studied as fixed in time and place;
few studies have focused on the drafting and redrafting of texts and the interactions among the co-authors involved. Using a
text history approach to a research article co-authored by an exiled academic and his two more experienced
co-authors, all using English as an additional language, this study investigates the impact of interactions during text production
on the focal academic’s understanding of writing for English-medium international publication. We analysed the co-authors’
comments on the academic’s drafts, examining their Intervention Levels (levels of directness and explicitness)
and Intervention Areas (disciplinary, writing, and publishing conventions) and the academic’s responses to these
interventions. Analysis focused on interaction episodes (written interactions relating to a specific point in the
text and relevant textual changes throughout drafts). Findings revealed that interventions focused on multiple areas, with the
co-authors acting as knowledge brokers in all domains. The interaction dynamics changed across the drafts, in the focus of
interaction episodes and the levels of co-authors’ interventions provided to the academic, which created a space to negotiate
interventions and, consequently, to enrich his understanding of writing practices for international publication in English.
Article outline
- 1.Introduction
- 2.English for research publication purposes
- 3.The study
- 3.1Methods
- 3.1.1Interaction episodes
- 3.1.2Interviews
- 4.Findings
- 4.1Overview of textual interventions in the TH
- 4.1.1Interaction episodes concerning disciplinary conventions
- 4.1.2Interaction episodes concerning writing conventions
- 4.1.3Interaction episodes concerning publishing conventions
- 5.Discussion and conclusion
- Acknowledgements
- Note
-
References
References (36)
References
Barton, D. (2007). Literacy:
An introduction to the ecology of written language. John Wiley.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Boyatzis, R. E. (1998). Transforming
qualitative information: Thematic analysis and code
development. Sage.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Brown, E., Gibbs, G., & Glover, C. (2003). Evaluation
tools for investigating the impact of assessment regimes on student learning. Bioscience
Education,
2
(1), 1–7. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Buckingham, L. (2014). Building
a career in English: Users of English as an additional language in academia in the Arabian
Gulf. TESOL
Quarterly, 481, 6–33. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Burke, D. (2009). Strategies
for using feedback students bring to higher education. Assessment and Evaluation in Higher
Education,
34
(1), 41–50. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cargill, M., & O’Connor, P. (2006). Developing
Chinese scientists’ skills for publishing in English: Evaluating collaborating-colleague workshops based on genre
analysis. Journal of English for Academic
Purposes,
5
(3), 207–221. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Curry, M. J., & Lillis, T. (2017). Global
academic publishing: Policies, perspectives and pedagogies. Multilingual Matters.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Darvin, R., & Norton, B. (2019). Collaborative
writing, academic socialization, and the negotiation of
identity. In P. Habibie & K. Hyland (eds.). Novice
writers and scholarly publication: Authors, mentors,
gatekeepers (pp. 177–194). Palgrave Macmillan. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dressen-Hammouda, D. (2008). From
novice to disciplinary expert: Disciplinary identity and genre mastery. English for Specific
Purposes,
27
(2), 233–252. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Englander, K. (2014). Writing
and publishing science research papers in English: A global
perspective. Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Flowerdew, J. (2012). English
for Research Publication Purposes. In The handbook of English for
Specific
Purposes (pp. 301–321). John Wiley. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Flowerdew, J. (2019). The
linguistic disadvantage of scholars who write in English as an additional language: Myth or
reality. Language
Teaching,
52
(2), 249–260. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Flowerdew, J., & Habibie, P. (2021). Introducing
English for research publication purposes. Routledge. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Geertz, C. (1973). The
interpretation of cultures. Basic Books.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hanauer, D. I., & Englander, K. (2013). Scientific
writing in a second language. Parlor Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hyland, K. (2016a). Academic
publishing and the myth of linguistic injustice. Journal of Second Language
Writing,
31
1, 58–69. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hyland, K. (2016b). Methods
and methodologies in second language writing
research. System,
59
1, 116–125. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
James, M. A. (2010). An
investigation of learning transfer in English-for-general-academic-purposes writing
instruction. Journal of Second Language
Writing,
19
(4), 183–206. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kettunen, J. (2016). Co-authorship
networks of scientific collaboration. International Journal of Social, Behavioral, Educational,
Economic, Business and Industrial
Engineering,
10
(10), 3010–3015.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Khuder, B., & Petrić, B. (2020). Academic
socialisation through collaboration: Textual interventions in supporting exiled scholars’ academic literacies
development. Education and Conflict
Review, 31, 24–28.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Khuder, B. (2021). Science
in exile: EAL academic literacies development of established Syrian academics (Unpublished
doctoral dissertation). Birkbeck, University of London.
Lantolf, J. P., & Aljaafreh, A. (1995). Second
language learning in the zone of proximal development: A revolutionary
experience. International Journal of Educational
Research,
23
(7), 619–632. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Li, Y., & Flowerdew, J. (2020). Teaching
English for Research Publication Purposes (ERPP): A review of language teachers’ pedagogical
initiatives. English for Specific
Purposes,
59
1, 29–41. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lillis, T., & Curry, M. J. (2006). Professional
academic writing by multilingual scholars. Written
Communication,
23
(1), 3–35. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lillis, T., & Curry, M. J. (2010). Academic
writing in a global context: The politics and practices of publishing in
English. Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lillis, T., & Maybin, J. (2017). The dynamics of textual trajectories in professional and workplace practice. Text and Talk, 37(4), 409–414. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mungra, P., & Webber, P. (2010). Peer
review process in medical research publications: Language and content comments. English for
Specific
Purposes,
29
(1), 43–53. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Oxford, R. (1990). Language
learning strategies: What every teacher should know. Newbury House.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Prior, P. (1998). Writing/disciplinarity:
A sociohistoric account of literate activity in the academy. Lawrence Erlbaum Associates.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Prior, P., & Bilbro, R. (2012). Academic
enculturation: Developing literate practices and disciplinary
identities. In M. Castello & C. Donahue (Eds.), University
writing: Selves and texts in academic
societies (pp. 19–31). Emerald. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Storch, N. (2018). Written
corrective feedback from sociocultural theoretical perspectives: A research agenda. Language
Teaching,
51
(2), 262–277. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Vygotsky, L. S. (1987). Cognition
and language. In R. W. Rieber & A. S. Carton (Eds.), The
collected works of L. S. Vygotsky, Vol. 1. Problems of general psychology. Plenum Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wang, T. (2013). Big
data needs thick data. Ethnography Matters, Ethnomining
edition, 13 May. Retrieved
on 17 February
2022 from [URL]
Wertsch, J. (1991). Voices
of the mind. A sociocultural approach to mediated action. Harvard University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wood, D., Bruner, J. S., & Ross, G. (1976). The
role of tutoring in problem solving. Journal of Child Psychology and
Psychiatry,
17
(2), 89–100. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (1)
Cited by one other publication
Khuder, Baraa & Bojana Petrić
2023.
Intersectionality of marginalisation: EAL academics in exile writing for international publication.
Journal of Multilingual and Multicultural Development ► pp. 1 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 4 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.