"What I Needed to Know to Get Published": Teaching (Frightened) Graduate Students to Write for Publication
Abstract
The author uses mentoring theory to create a curricular model that teaches graduate students to produce publishable scholarly writing. The writing process and feedback (WPF) model presents getting published as an appropriate expectation of all graduate students. The model includes structured sequential classroom assignments, student editorial review boards, guest classroom appearances by published writers, and extensive feedback from faculty and peer mentors. Student feedback shows that those who completed courses using this framework have clearly benefited.
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