Peer Feedback in Disciplinary Writing for Publication in English: The Case of ‘Rolli’, a German-L1 Novice Scholar

Thomas Armstrong

doi:10.18552/joaw.v5i1.151

Journal of Academic Writing Mar 2015 OA PDF

Peer Feedback in Disciplinary Writing for Publication in English: The Case of ‘Rolli’, a German-L1 Novice Scholar

Thomas Armstrong University of St. Gallen

Abstract

Achieving publication in Anglophone science journals is a goal of many multilingual scholars, and failure can have huge implications for individuals’ future careers and for the global dissemination of scientific knowledge. Despite the importance of the topic, there is still a lack of bottom-up research, which investigates the experience of writing for publication in English from the perspective of the novice scholar. This article presents the case of ‘Rolli’, a German-L1 novice scholar facing the challenge of writing his first article for publication as the lead author and writing it moreover in English. The study uses text history, interviews, and feedback comments to portray the socially-situated story of a novice multilingual writer on a trajectory to successful publication. The case shows how peer feedback was pivotal in achieving publication. Rolli’s ability to respond to this feedback was a key success factor in the writing for publication process. The case sheds light on the importance of peer feedback in disciplinary writing.

Journal: Journal of Academic Writing
Published: 2015-03-01
DOI: 10.18552/joaw.v5i1.151
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Topics: multilingual writers
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Peer Feedback in Disciplinary Writing for Publication in English: The Case of ‘Rolli’, a German-L1 Novice Scholar

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