Keywords

Academic writing in education, educational publishing, education--authorship

Abstract

According to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in mind, the purpose of this study is to characterize the writing style of academic writing in education. This research will involve exploring and analyzing various education and research journals, and through an analysis of individual education articles, delineating the writing style for academic writing in education. By looking at the various components of writing style, a writing style or various writing styles found in scholarly writing in education was determined. It was found that there is a definite style in academic writing in education with two other distinct subsets--journals associated with specific associations and journals with a purely quantitative focus. It is suggested that specific curriculum and instruction in writing style be added to the current study of research.

Notes

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Graduation Date

2007

Semester

Spring

Advisor

Witta, E. Lea

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Studies

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

CFE0001596

URL

http://purl.fcla.edu/fcla/etd/CFE0001596

Language

English

Release Date

May 2007

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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