To Write or Not to Write with Discipline?: Writing Error-Based Predictors of Editor's Decision of Manuscripts Submitted to "Research in the Schools"

Autor/inn/en	Onwuegbuzie, Anthony J.; Hwang, Eunjin
Titel	To Write or Not to Write with Discipline?: Writing Error-Based Predictors of Editor's Decision of Manuscripts Submitted to "Research in the Schools"
Quelle	In: Research in the Schools, 24 (2017) 2, (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Predictor Variables; Editing; Decision Making; Periodicals; Writing for Publication; Citations (References); Error Patterns; Grammar; Writing Skills; Authors; Doctoral Students; Faculty Publishing + Suchen Sie Ihr Suchwort? Prädiktor; Redaktion; Textbearbeitung; Decision-making; Entscheidungsfindung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Citations; Zitat; Fehlertyp; Grammatik; Writing skill; Schreibfertigkeit; Author; Autor; Autorin; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin
Abstract	Much has been written about the importance of writing with discipline in order to increase the publishability of manuscripts submitted to journals for consideration for publication. More specifically, empirical evidence has been provided that links American Psychological Association (APA) errors, citation errors, reference list errors, and grammatical errors to manuscript rejection by the editor. However, each of these types of writing errors has been studied in isolation. Thus, in this study, we analyzed simultaneously these 4 sets of errors in 56 manuscripts submitted to the journal "Research in the Schools" over a 3-year period. Number of reference list errors was the best predictor of manuscript disposition, followed by number of APA errors. Implications of these findings are discussed. (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01