cradft a winning manuscript- revising

cradft a winning manuscript- revising - ses The authors...

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Unformatted text preview: ses. The authors 0W“ “13:33:35; the discussionhe addwhE reviewers pointed out that t,S af::ilotn :idn’t mention how therjiuedsy 5'3 ' ' ‘ res onse IOW partlchfiielcotgda‘rtfeir rgsults. “The may havr: were concerned about the h rewemzfiizability of our findings and ttse 3:;r:;entativeness of oururiziplzggaey: , ' t critiques, . E)lOfllulCTiagrrjtic'ltnacknowledgment 0:22: ' nCh discussion helps readers to . mind 1chi: iiformation about our study tn when interpreting it. TEAM €:tX.'Nl‘nt)N 1N GROUP 1 <l'lnllut‘lly in dit" rent domains, for example, knowledge atrd attitudes ‘lerut eotendcrship. Tenn) mental models have been examined us~ ing a variety of rttcthodologw (Mohammad et al.. ’ i. As Nllt‘ll. future research might involve nteut ol' colettderx' mental ntodels ltli‘rt.‘ rrtethorlsth .‘ Another litnirati whether and hot group dialogues ntetttber outcome been shown to he outcomes in other through allem the eunent study. for example. . of the cognitive mapping method, in which the team members themselves. rather tltan the re- searchers, provide the content of their mental models (Mohanuttcd ct ul.. 2000). One major limitation in tire current study was the low participation rate of the group members (53.52%) and the low response trite or those who did agree to ptmicipttte (36.84%). This does raise qum‘lium as to the represerttntiveuess or the sample as those gmttp Incrnben‘ who sclt'~seleeted to participate rnny have at tiully atTectL-d how they re limute Questionnaire A run examine the dirt no] group nterubc (are aggregated aero lilt.‘ participants who attended an group se on and responded to the Group ‘rnate Questionnaire for that session, and in all tres we had multiple group members corr- tributing to each group elitnare aggregate score. However, future research with a larger, repre- sentative sample should be done to confirm the findings or the current study. in addition. although the ined how cognitive components or the coleader relationship (Le, similarity in how L'O’L'ildCI'S Structure their knowledge of their groups into mental models) atcht group climate. we won: not able to address other pests of the coleadcr relationship that may have art impact on group member outcomes. such 'IV emotion. Tire eoleudetship literature su- in that emotions tony play a role in the lunctioniug or the coleuder relationship (cg. Ilcrger, 2002i. in addition the eoleader relationship hat been compared tlt other close relationsltrt reg marriage; Dick et at, HMO) that : tcttr- ized by strong etttotio . BCIVCIIL‘M ”98.3) pol t out that the vnlen ol'etnotion experienced ‘ * uruegativei within it close ‘ ’ ‘ 1s Ll‘liiL’rtl implications for the Vttn’ivttl relationship, a.» well to the behavior it' the panic- ipants“ (p 149). As such, t'utttre n.- arch might examine. the emotional eontpoucnts ot' the her outcome (erg. among groups irtt'rea venrion. Speciltcr immediate outconr s noted above, we did WWW ”mm" the level (tithe individ- up clittutte scores were lurly group coleatlers group climate, no intent relationship ext in groups. The intetgroup tiom~ airnul at it two historically faced with the trim of increrrs communication between . y of Maryland, n.d,). untiue shared mental r outcomes in groups with and goals. current study exam— ship between the coleade sirrtilarity in how coletrdets t‘ucilitutt- pori ve group through the crtr mate, It may he that slutrr'n tualizution of the coleaders to word inate the h1tiRVtLN'llONS calender relutionxhip _ irtg of how the mlntionsh v group climate in the inter- speeilically relates to group it. Although group climate has liglttrrt & Lilly. 1997: K 200]: Ogtodniczuk 34 Pi be different ways to opcrttti tlrurdiug oi' difl'emnt g ‘ unique to this specitrc t ‘ gmup memher outcome 0 oi'group climate. hut mom "_ direct rttenxurentent ol' sportdedtotheomup nughtprrwttl addition- tnully. although the cone evidence for a relatioruihip research would be to examine tvh ringing together groups that ltrrp/irvrrr’rrns flrr Prov/ice ‘ for the practice of ps designed to address in- I data on tht.‘ relation- rs and suggests that lion of a favorable group cli- ir group members allows i7 to gain a better understand functiom. on is that it is not clear related to group member group interventions (Kiw ivlighttn & Tan-ant. per. 2003). there may onalizw group ment- iucrensed communication indirectly through the group member outcomes at study provides between how nimit view their groups and sting question forfutttro ether a similar other types or mind dialogues are interven- tcmion and conflict. ittg understanding and these groups tUniver~ Future research might nodel congruence rind different compositions e by extension, coicd ifienlly. the. current see their group may member outcomes g a similar concep- ir efforts and may November 2008 - 45 Example 2 The following is excerpted from a September Group Dynamics: Theory, Research and Practice (Vol. 12, No. 3) article led by Joseph R. Miles, a counseling psychology graduate student at the University of Maryland. The study finds that leaders of a group who share similar views of the world can help develop positive 11: . AM COGMTION IN GROUP lNTliRVENTlOVS grou me . ' L eludiiil £122“ ouicomc: Therefore. 5 bum”; l p leadership may be «51- ~ of c cvelnfgroup climate and and In group clsmaic development I he groups examined in this study we re inle 'roup dnlo iic roips Inter mu di- r3 8 8 - 8 9 ll Iogue is in small me" g"WP members, 5 inc’d whether ih ' _ ‘Emflp iillerv ' . ‘ mu (1 nanncs. [Onddims rob] . “'Nmn mm mm edema or, - i W“- g P y hostility “fa difig‘mffifi'liigrgup conniciumi °rs :flflnlul models of .ifif‘g‘ti‘u'g’wggdv scxisniJiciemsc a _' i 5 _( 1: ~ ”me. and wh i - cm '3 rcrgmup rclnu’o Tum “CO by inipr g ed to like @3th degree of Dt’meni of me Spell things out, even when you think they’re clear. Miles’s editor and review— ers asked him to provide an overarching Elamigcfg‘ii’i‘eg‘gmingarish“; framework for the paper and to make his ' CW""‘“““ 0 me” that fly , - - on . “EW'Osmanc, W“ 4 , "1: ‘Dflvt'rgcncc of similar“ ‘ 'dci . model ' dismumgesihews'. lg“gulgrm'iiclimm s has been * u’ 'y m "“3"!“ u A i “0mm (and 9’ curchersfi ' i ‘9 ”mm" ”"11 5° - hYDotheses more overt. We needed to ",“t‘fi tomes a -. “Momma". $333553???“i"“°‘°“"°'::wr: . . r ,m . be more explicit in how we were taking .. ) those strong l/O findings and applying 1 1' " ' ' ' ' Levesqit," slimy on colendcrshi them in a new way to gr up intervention ‘ The Current sway mm, a, a, (200'? , imam, n ' ‘ mlcndcrs' "'Cnliil moduli fainid‘ (hm novice research, he says. To do that, Miles listed ' . - - . ~ . . of the‘ meincui ”me man: s". . . 'I' you s h _ _ literature on unleadurs. Houdini: lad?" more ”podium: ’ I] his research questions as hypotheses and 3333932133 (Eonirfiixgglwfifilggcghp- $03,,i213132nfi‘gillfrflgfiifuifigimm? . . . ' _ l’ k', ' _ 2L. c . ‘ " added more information on how preVIous glean"”lallonmigliffirduisg1)‘mew-“01hr: 53$Z§"L‘r“"“"' ' ' l '- . O: D research informed his conclusions. mamccs for (h ' - 4 k. uililiiidcr nmmr 4 uuld contain ihe sum; “1:“! > ' ceom dm‘mf'nn‘b ' 'larily dam rk analys. . “c wor . ' ““3 “‘0 ”Wilda; each calendar were derive ' icli msuliuni network hgi-“in I ~ mspmidiiig |o each main . L m i ‘k conncciing amine menial irrim‘li‘:5c w ‘ii uses similarity dam (in this , Y. -' aide by the col wiih one unmhcr. were L‘l‘Wm (Sci Iilcmlurc in 0X ' 1 , ‘5 (gmup 1mm _ ‘ d 3' ‘(iiiiiiiiniiifiigi it, 1000). 11ii‘5‘»n:L;‘}“X:inii-i. d M] '-lm “150““ ,- -_ iu'uic n , a ; gram lb -‘ graphlcltdq grid shows how 'KhL. indi .al coleadcr 5 group. “{“l' ‘3“ \ viduni’s incnuil nu L d swam-mg hIS or her mwcd as big y , . fl -_ mgunizing 4" . mung V , ikmprcsc , , - - “‘°“‘ " beh°‘~‘“"““““°°‘“"“’ i» “mm-”Sims sww'mm‘“ PW” Cut the jargon. The editor asked . . r and ’5‘ kfl0\VlLdg‘- group “m“ cr'S munin mecurrcnistudy. . _ W“ s _ , ihn SCSSIO“: . lenders vm' _ . . . “th"me . “Mm-hm , _ maxi» Miles to rewr te his complex, technical assessed. F0? are rcprcscniud u 4 “node in a coleuder‘s iici- wurk.= 6mm," 9‘3"?!“ . dcr's menial 5‘ i each . mil‘fllllfi‘ifiggflimadéfi' li‘fil'efli'cllme “.Wlwdmm description of network analysis into a . ‘ .* ' . _ - o . ‘ , :fli’lfia’égzzistrfiisfifffiiffig lll‘ééimxictiféix‘lifiigh"fifjli‘ffl‘ilil‘lifiml brief tutorial for readers who may have I f' 333%:ElizaSfinfi‘io'riii'iziqiéififi never heard of it. His revision not only. mg?“ill§3§°5iiiféi°§iniimyQuilt 323%,? ” “iiiilc;u:?:£|‘§§%e ‘32“;‘0‘3. made the concept more clear, it also $31355: ism” 1" m ‘33:}? gm $335232 faoiill‘lf'fii‘lifiimmm mum“- shortened the section by about half a ' ILRo . ~ ' mind m in.“ cc - . . which fidgrfonding in group nILmbLn. for page, he says He then had room to add two figures to the manuscript to help illustrate the model. mm c. Number"! "was" - s , ‘- GM“, 2. “I“! t’ ' (in: «EMMY l“ l" i mmiimicr nciwuk 11 "°i;“55n'ri.mmmn w“ M, mm “mm h, 'l m . . m . ’9 cumin: gimp ms!“ :nmm‘ w a M. irscni in ~ ' “is lender‘s menial «MM are c s 44 0 gradPSYCH Back aSkEdipnyp:r data. When the reviewer Ratwani 5a 5 anlude other applied articles pencormancye e knew he would need to add part of the r measures to his study. This is the time, he sa Sestubmisswn that took the most his data mas/3}] ecause it required analyzing What quanfi dew way to develop a scale for performancee ”as good, medium and bad might be biagefiéifii°Ziexperimemer l iaanndoe’cFl36ra':Griz):rsonncode sorgne oiltllizudlailaleato have ntly, he says. S W9“: 'I'N‘NKINH (JR/WIHCALIX Cumu xivmi Chiming w) Ink mm hf giirli'vzfl 9mm“. (‘knduv/J.W . R Mic L K.” emiummm 0.1x 1mm!!! u/ iii. 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A “Wham.“ mliuuir W 7 my wax animal“, in)?" llx! 9': I,“ a“ men‘s i“, ' In. lnlcrm in .im Wm . ~ mum Pam“. mm” m “‘ "mum, m“ 97.35:», K '“ 1m, < lo . is???“ “7 V-Ilmlaw 5M Wham“, . x nun.” u Wham” "w “Liv/nu Viwal . yum, "mm hm mun chm HX-ci'fiu; u W inn ' “smug" q“ ""0 ‘1 an “mu. 4! 3"“ “van 5 ' "“‘Smlion ql,’ ‘ luumiu m5 ”yr; 05 m. . . . m ‘ -I’< .09. move .4 m} [m mm. u. 745. clfru a, . mm x . . z 43 1’ any m gunmen"? $91,: 1. ”Wu n . a u ,,,1 man: cm“ rub“ Virus”; "W“? Giulia" . "Min“... E31549” ' 3 mini m imam. "11.1mm“; ‘ 001,1.2. N fin W m drive AWE - u ‘ iuozu ii. lhc . " by an inward ”mph: mm. .oxjemmw IN" us ms" Funiirr. ”HI-Ibo: ur mu. m 1 . . ._ U -' .ia a Imam. emu". in, ,7 ( .00! . and ai‘cflunlvd to: 71% r a mu De ' th:c;ii;3:i:ct>w your study fits into . . ure. Ratwani’s or' ' Sascusmon section did not incliliglenal buecocrhetical-or practical implications ’th f. ereViewers asked him to place indings in a broader cOntext “They uiuui limilnlh-m . minim ntmcms. Sm ixle) . um i our imiucu-mx s ,uupii ii: at dumum mu. ii i ha nu um gen 1m ruuu :\ \ckm nuuihcro nl’uninliun mum 015 y, .1199» (30m: W‘iug mini i, ~. Jauniiil u; hmrlnitmal P minim i» ii» hm we mu,- um um um wiiuuumuiux‘ ud mm nn'uhlm can be | Emmi-ii u cokx codt‘o cluxlcrs in KM WE duucmo Ema um icqui Nomi I Wing mic Mifiom um! ithhkrlii- 1c uumm or mic-J mil mingvrih or uiumi clinic» .qu i. win «aware saw-466. a} ram: uimu'm rim-mm Nita! Aivmlion. ' «Mm lmmi 1min k. (W: . An I 1min .Vivrriflm m .. k king. h. L. um, id rim-mu . uni-.0.“ ' .mim 'lyrfl'w‘llc um i iai s. sin—fun. \crbll inn-mic References ' .wuui ’--r\‘r‘i um urea-iii v mll‘fi)\'>m&\= w . rant-ed us to prowde some design :Ulnmples that could be gained from research particul ' ' . . , ar in l Citations that we’d addeyd ” £2:le the , s. i own. minim ui xiiiplu. .u mum ii,- “)9 .iuuu comm rim. in. me). 0h 0 "mm. M. J & rum. 441 Villa, cm u. I". m .C . & Pickle. i. zpidcni'iuli-yial um m : cu ‘miyimuw Cumin. i. A. x i aux-«mu Wkfi uaiimimu In M. 5mm. P. ii wanna m :Mu mum in gvaph unupl: mum, .im. auuquu-i mama l'vyrluihwy: .imili'nl. :, November 2008 - 43 , The art of Take an inside peek at how two students perfected their publications during the review process. revision BY AMY N‘OVOTNEY gradPSYCH Staff ven if you’ve been tweaking your manuscript for months, it’s probably not perfect in the eyes of journal editors and reviewers. Chances are, you’ll need to put many more hours of work into your research paper before it goes to press —— work that can include additional data analysis and even reframing your hypotheses. Here are some examples of psychology students who took reviewer comments to heart, made their papers stronger and eventually saw their results published in top journals. Example 1 The following is excerpted from the final text of a March journal 0fExperz'menml Prycbulogy: Applied (Vol. 14, No. 1) article led by Raj Ratwani, PhD, who at the time of the manuscript’s submission and review was a psychology graduate student at George Mason University. The study examines how the brain integrates cognitive and Visual information when we View graphs and proposes ways to improve graph design to promote quicker comprehension. ‘ Tip your hat to your predecessors. Ratwani’s original literature review discussed the limitations of a previously studied task model, but the journal’s editor and reviewers said his approach was too combative. They suggested that he take a more constructive approach and explore how the model emphasized different variables from his own model. 42 . gradPSYCH Appeal .to a wide audi nce. At the suggestion of reviewers, Ratwani expanded his literature review to include additional articles showing how researchers have applied integration theories to graph‘ comprehension, which they felt was relevant to his research question. “l had come at it from more of a cognitive science approach, focused on theory, but they wanted more of an applied psychology/ human factors twist," Ratwani recalls. TNNMMK Arman.“ 1pm Kimmie» mm Mm" :1) kw]? th' illmflnall'ivll "I Fi‘n“ . .l . lNK; TRAIN)". Manna" m- Mrs-mun! rm: . ),llxcqm:vxiullilwl1isi t 3 ' mm," hm M" “:2: Humming \nx-xl'iv humility” lkflmugflumfl ) E‘Jlllllk'd 1'“ “I’ll. Clfldilmi in: "in ' mama m" M". ul‘im art-lean _ yrlii‘nl 1mm. 6 Imigmpllmulcn‘mmv “@1313: ' ion . ihcgnphiaxi NIKCHL it“ I . m tut-1m Mun-:0 mo mire-u“: imam.) ( unks mmscnlrd in the 5mm sum m helmet) airrmni slagct ling“ s numlm or unique ham» mam ol'mc'gmph mama; , W.“- frqvllvu fur Hull 1 "ion analysix Cnr~ pmfl‘il' ‘ N” '_ . “manor . '~ mm $ mailii: ambmcllevmlwnuul .MA‘r'il-ilziilidl m- h . ‘ I [he putt-“ts mum ' l m and Far quil’u' r In mm ol'll ml: inner; cxinuciiou m inlqzmliun Czlmcmrrwsh . ‘ minim - ilnounl ror mlcgnuiun bv “1);in : mg used qu ‘ka‘lrh. inrammiio: le_\li(' mmnu m "'t' vumc xlngcs 411mm“- lla ' ' l V I ‘ I ' in live [ramm- nrk m a mum m‘llgllimm . . . 1m .. mmmg ”r n mm” mflgelgynx‘ngiunafl .« mmqwlbt simg lmmla mull-lame mxmmmion rnu' m triumph. 11m . rem ill-2min immrum at t . ”Will i 11 M the and momentum of the paper and not cause the reader to stop and ask, ‘Now, why is that there?”’ Follow the rules. When you’re ready to submit an article for publication, bone up on the journal’s specifications, emphasizes Emil VRodolfa, PhD, editor of Training and Education in Professional Psychology. . ‘ Otherwise, your paper may be rejected because it’s too long or otherwise doesn’t meet the journal’s style or mission. When Call and her adviser Jason Burrow—Sanchez, PhD, submitted a paper to the journal of Counseling and Development, they folloWed the journal’s formatting style and used the same terms the journal uses for key words — for example, “teens” to describe adolescents. “In a way, you’re selling your research,” Call comments. “So when you startwriting your dissertation or are thinking about publishing in a certain journal, it’s really about understanding who your audience is.” Monitor your mistakes. Keep a running list of errors you tend to make or that professors have commented on in your papers, whether in grammar, punctuation or APA style, says Blair. Include any Writing tips you . want to keep in mind as well, such as using the active voice, avoiding run— on sentences, using specific verbs and employing strong topic sentences. Consulting these notes each time you write a paper can help the writing and editing process become more efficient, says Blair. “You internalize the V list over time,” he says. I Tori DeAngelis is a writer in Syracuse, N. Y Jefferson... College of Health Professions ' .Words from the Wise ' . ' ’{Authors use various strategies in putting ; their'thoughts on‘ paper. The fit betWeen ' author and strategy is more important 5- than the particular strategy used. " ' V ~Publication Manual of the American Psychological Association "[Tlhe'first draft is the down draft ~ you just get it down. The second draft {5 the up :‘draft —— you fix it up. You try to say what you have to say more accurately And the third draft is the dental draft, where you ‘ check every tooth to see if it’ s loose or v cramped or decayed or even, God help us, '. healthy " ' ’ ' I V~Ann iLaMott, writer, "Bird by Bird" “Things should be made as simple as pos— :' vsible ~— but no simpler." , V ~Attributed to Albert Einstein "Mi...
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