From Telling to Crafting: An Analysis of Peer Review Feedback and Revision Processes of Emerging Scholars Writing for Publication.
Saved in:
| Title: | From Telling to Crafting: An Analysis of Peer Review Feedback and Revision Processes of Emerging Scholars Writing for Publication. |
|---|---|
| Authors: | Cui, Wenqi1 (AUTHOR) wcui9@jh.edu, Driscoll, Dana Lynn2 (AUTHOR) dana.driscoll@iup.edu |
| Source: | Early Childhood Education Journal. Jun2026, Vol. 54 Issue 5, p3381-3398. 18p. |
| Subject Terms: | *Scholarly peer review, *Revision (Writing process), *Academic discourse, *University faculty, *Graduate students, *Scholarly publishing, Information sharing |
| Abstract: | Writing for publication is a formidable challenge for emerging scholars (graduate students and early career faculty) tied to high-stakes outcomes. One substantial challenge in writing for publication is successfully navigating the blind peer review process. This study focuses on the revision experiences of nine emerging scholars who have successfully published their first solo-authored publication and uses multiple datasets, including an interview and an analysis of publication documents (initial article submission, editorial feedback, revised manuscripts, and final published works). We triangulate between direct observations of writing and revision processes, analysis of peer review and editorial feedback, and self-reported perceptions and emerging scholars' experiences. Our results include a taxonomy of the most common feedback and revision processes for emerging scholars, including frequently requested and challenging scholarly moves. Drawing upon Kellogg's (J Writ Res, 1(1), 1–26, 2008) framework of knowledge telling to transforming to crafting, we demonstrate how emerging scholars' understanding of writing for a disciplinary audience aligns with both the "what to say" and "how to say" aspects of publishing, advancing them from the transforming stage to crafting stage. We also describe the social support systems that emerging scholars use to navigate peer review feedback and engage in effective revision. From these findings, we offer recommendations for supporting graduate students and early career faculty in building confidence and knowledge, including enhancing writing instruction and publication courses, creating structured mentoring opportunities, facilitating writing groups and peer support networks, and cultivating positive dispositions and mindsets towards publication. Contributions of this work include a comprehensive view of how emerging scholars successfully navigate blind review processes and receive feedback, which allows faculty mentors and graduate programs to strengthen their writing for publication support. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 194750307 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: From Telling to Crafting: An Analysis of Peer Review Feedback and Revision Processes of Emerging Scholars Writing for Publication. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cui%2C+Wenqi%22">Cui, Wenqi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> wcui9@jh.edu</i><br /><searchLink fieldCode="AR" term="%22Driscoll%2C+Dana+Lynn%22">Driscoll, Dana Lynn</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> dana.driscoll@iup.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jun2026, Vol. 54 Issue 5, p3381-3398. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Scholarly+peer+review%22">Scholarly peer review</searchLink><br />*<searchLink fieldCode="DE" term="%22Revision+%28Writing+process%29%22">Revision (Writing process)</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22University+faculty%22">University faculty</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+publishing%22">Scholarly publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Information+sharing%22">Information sharing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Writing for publication is a formidable challenge for emerging scholars (graduate students and early career faculty) tied to high-stakes outcomes. One substantial challenge in writing for publication is successfully navigating the blind peer review process. This study focuses on the revision experiences of nine emerging scholars who have successfully published their first solo-authored publication and uses multiple datasets, including an interview and an analysis of publication documents (initial article submission, editorial feedback, revised manuscripts, and final published works). We triangulate between direct observations of writing and revision processes, analysis of peer review and editorial feedback, and self-reported perceptions and emerging scholars' experiences. Our results include a taxonomy of the most common feedback and revision processes for emerging scholars, including frequently requested and challenging scholarly moves. Drawing upon Kellogg's (J Writ Res, 1(1), 1–26, 2008) framework of knowledge telling to transforming to crafting, we demonstrate how emerging scholars' understanding of writing for a disciplinary audience aligns with both the "what to say" and "how to say" aspects of publishing, advancing them from the transforming stage to crafting stage. We also describe the social support systems that emerging scholars use to navigate peer review feedback and engage in effective revision. From these findings, we offer recommendations for supporting graduate students and early career faculty in building confidence and knowledge, including enhancing writing instruction and publication courses, creating structured mentoring opportunities, facilitating writing groups and peer support networks, and cultivating positive dispositions and mindsets towards publication. Contributions of this work include a comprehensive view of how emerging scholars successfully navigate blind review processes and receive feedback, which allows faculty mentors and graduate programs to strengthen their writing for publication support. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194750307 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-025-01891-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 3381 Subjects: – SubjectFull: Scholarly peer review Type: general – SubjectFull: Revision (Writing process) Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: University faculty Type: general – SubjectFull: Graduate students Type: general – SubjectFull: Scholarly publishing Type: general – SubjectFull: Information sharing Type: general Titles: – TitleFull: From Telling to Crafting: An Analysis of Peer Review Feedback and Revision Processes of Emerging Scholars Writing for Publication. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cui, Wenqi – PersonEntity: Name: NameFull: Driscoll, Dana Lynn IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 54 – Type: issue Value: 5 Titles: – TitleFull: Early Childhood Education Journal Type: main |
| ResultId | 1 |
