Academic Writing Conventions Traveling by Negotiation with Reviewers

Graciela Arizmendi González; Rebecca Day Babcock; Amy Hodges

doi:10.22201/fesa.26832917e.2023.5.1.291

Autori

Graciela Arizmendi González Universidad de Guanajuato Mexico https://orcid.org/0000-0002-6318-6370
Rebecca Day Babcock University of Texas Permian Basin United States https://orcid.org/0000-0002-9205-9805
Amy Hodges University of Texas at Arlington United States https://orcid.org/0000-0001-9779-8407

DOI:

https://doi.org/10.22201/fesa.26832917e.2023.5.1.291

Parole chiave:

Traveling concepts, Academic writing conventions, Narrative inquiry, Research article

Abstract

Accomplishing a publication in English represents a challenge for scholars in Mexico (Hanauer and Englander 2011; Diaz-Sosa and González-Videgaray 2019, 39), where Spanish is the national language and academic writing mentors are scant. Like Bal (2002), this narrative explores the concept of Academic Writing Conventions (AWCs) in English as an additional language that traveled through interactions between a Mexican scholar and reviewers of research articles for publication. The narrative allowed the researchers to identify the AWCs concept based on the analysis of the narrated data gathered from the Mexican scholar, while trying to fulfill the AWCs in order to publish in English, and the comments provided to standardize academic writing in English for the international disciplinary community through the revision tool in Word by the reviewers. This main AWCs concept involved grammar, rhetorical structure, clarity, and style. In conclusion, AWCs are a differing concept traveling disciplinarily through the interaction of different stakeholders.

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Biografie autore

Graciela Arizmendi González, Universidad de Guanajuato

She obtained a PhD in Modern Languages at the University of Southampton in England, and advised international MA students in Modern Languages about writing their dissertations. During postdoctoral studies at UNAM, Graciela designed academic writing activities in an interactive format for the academic community and advised postgraduate students on writing research papers for publication. Graciela collaborated as a reviewer for Emergence Journal, for Writing Center Journal, and for the International Writing Center Association annual conference.

Currently, Graciela is a full-time professor at Universidad de Guanajuato, researches academic writing from a social perspective, coordinates the ‘Licenciatura en Enseñanza del inglés’, teaches in the ‘Licenciatura en la Enseñanza del Español como Segunda Lengua’ and Maestría en Linguistica Aplicada en la Enseñanza del Inglés’. Her research on second language listening and on academic writing in English has been published in Emergence Journal, MEXTESOL, and Writing Center Journal.

Rebecca Day Babcock, University of Texas Permian Basin

She is the William and Ordelle Watts Professor, at the University of Texas Permian Basin where she teaches courses in writing and linguistics for the Department of Literature and Languages. She also serves as the Director of Undergraduate Research for the entire university campus. This fall, Babcock begins her 19^th yearat The University of Texas Permian Basin. Babcock served as Chair of the Literature and Languages Department for five years.

Babcock was the successful leader of the NEH grant “Boom or Bust: A Collection and Investigation of Energy Narratives.” She has published six academic books (one which won the International Writing across the Curriculum Association (IWAC) best edited collection award) and nineteen peer reviewed journal articles (two of which won best article awards from the International Writing Centers Association and the IWAC). She serves as director of Writing Studies for the Global Listening Centre, serves on the committee for disability in the profession for the MLA, the disability committee for the IWCA, as well as holds leadership roles for the CCCC standing groups on Writing about Writing and Dual Enrollment. She is the co-editor of the UTPB Journal of Undergraduate Research.

Amy Hodges, University of Texas at Arlington

She is an assistant professor of English at the University of Texas at Arlington, specializing in technical writing and professional communication. Her research examines the language, writing, and communication strategies of multilingual engineers in transnational corporations, and she also researches what writing programs can do in order to create a more inclusive environment and prepare all writers for diverse workplaces. Her work has appeared in IEEE Transactions on Professional Communication, Business and Professional Communication Quarterly, and the Writing Center Journal.

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