Attribution

This book is running in a long beta. Revisions are currently underway. Check back in January 2025 for updated content.

“Scientific Writing for Publication: A Transdisciplinary Approach” by Dr. Steph Link, Dr. Sara Nezami Nav, and Hann Bingham Brunner is licensed CC-BY.

Recommended Citation: 

Link, S. (2022). Scientific writing for publication: A transdisciplinary approach. (S. Nezami Nav & H. Bingham Brunner, Eds.). OSU Libraries. 10.22488/okstate.23.000004

The following grant projects and publications informed the instructional content of the book:

This book is based on research funded by Iowa State University of Science and Technology through the Research Writing Tutor grant (2010-2014; PI E. Cotos, Co-PI S. Gilbert), which was awarded by the Computation Advisory Committee of the Office of the Senior Vice President and Provost. Funding was also provided by the Graduate College, College of Engineering, and the English Department of the College of Liberal Arts and Sciences.

• Cheng, A. (2008). Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied linguistics, 29(1), 50-71.
• Cheng, A. (2011). Language features as the pathways to genre: Students’ attention to non-prototypical features and its implications. Journal of Second Language Writing, 20(1), 69-82.
• Cheng, A. (2021). The place of language in the theoretical tenets, textbooks, and classroom practices in the ESP genre-based approach to teaching writing. English for Specific Purposes, 64, 26-36.
• Cotos, E., Huffman, S., & Link, S. (2020). Understanding graduate writers’ interaction with and impact of RWT during revision. Journal of Writing Research, 12(1), 187-232.
• Cotos, E., Link, S., & Huffman, S. (2017). Effects of DDL technology on genre learning. Language Learning and Technology, 21(3), 104–130.
• Cotos, E., Huffman, S., & Link, S. (2017). A move/step model for Methods sections: Demonstrating rigour and credibility. English for Specific Purposes, 46, 90–106.
• Cotos, E., Link, S., & Huffman, S. (2016). Studying disciplinary corpora to teach the craft of Discussion. Writing & Pedagogy, 8, 33–64.
• Cotos, E., Huffman, S., & Link, S. (2015). Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy. Journal of English for Academic Purposes, 19, 52–72.
• Cotos, E. (2014). Genre-based automated writing evaluation for L2 research writing: From design to evaluation and enhancement. New York, NY: Palgrave Macmillan.
• Cotos, E., Gilbert, S., & Sinapov, J. (2014). NLP-based analysis of rhetorical functions for AWE feedback. In J. Colpaert, A. Aerts, & M. Oberhofer (Eds.), Research challenges in CALL, Proceedings of the 16th International CALL Research Conference (pp. 117-123). Linguapolis, Institute for Language and Communication, University of Antwerp, Belgium.
• Swales, J. M. (1981). Aspects of articles introductions (p. 1). The University of Aston in Birmingham.
• Swales, J. M. (1990). Genre Analysis: English in academic and research settings. Cambridge, MA: Cambridge University Press.
• Swales, J. M. (2004). Research genres. Cambridge University Press.
• Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). Ann Arbor: University of Michigan Press.
• Tardy, C. M. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, 15(2), 79-101.
• Tardy, C. M. (2009). Building Genre Knowledge. Indiana, IN: Parlor Press.
• Tardy, C. M. (2017). The challenge of genre in the academic writing classroom: Implications for L2 writing teacher education. In J. Bitchener, N. Storch, & R. Wette (Eds.), Teaching writing for academic purposes to multilingual students: Instructional approaches (pp. 69-83). New York, NY: Routledge.
• Tardy, C. M., Caplan, N. A., & Johns, A. M. (2023). Genre Explained: Frequently asked questions and answers about genre-based instruction, University of Michigan Press, Ann Arbor.

For extended discussion, please visit a sister text by Iowa State University researchers: https://iastate.pressbooks.pub/preparingtopublish/