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What makes an editor tick?
Roger Watson PhD, FRCP Edin, FAANEditor-in-Chief, JAN
Editor, Nursing Open
Hamad Medical CorporationDohaQatar
21 February 2016
Original Submissions Received2015 2014 2013 2012
MonthNo. Of
SubmissionsMonth
No. Of Submissions
MonthNo. Of
SubmissionsMonth
No. Of Submissions
January 82 January 100 January 95 January 94February 95 February 96 February 115 February 92March 96 March 131 March 112 March 93April 92 April 90 April 92 April 99May 80 May 99 May 119 May 63June 129 June 97 June 98 June 90July July 100 July 96 July 101August August 92 August 119 August 114September September 83 September 92 September 99October October 72 October 102 October 102November November 67 November 103 November 90December December 83 December 94 December 108Total 574 Total 1,110 Total 1,237 Total 1,145Monthly Avg. 96 Monthly Avg. 93 Monthly Avg. 103 Monthly Avg. 95
Accept/Reject2015 2014
Month Accept RejectImmediate
RejectTotal Final Decisions
Accept % Month Accept RejectImmediate
RejectTotal Final Decisions
Accept % Month
January 11 14 27 52 21.2 January 10 27 72 109 9.2 JanuaryFebruary 16 22 40 78 20.5 February 26 14 71 111 23.4 FebruaryMarch 21 25 51 97 21.6 March 12 9 90 111 10.8 MarchApril 17 24 58 99 17.2 April 15 10 53 78 19.2 AprilMay 19 12 42 73 26.0 May 13 14 36 63 20.6 MayJune 19 17 62 98 19.4 June 16 8 61 85 18.8 JuneJuly 0 July 21 19 53 93 22.6 JulyAugust 0 August 10 18 49 77 13.0 AugustSeptember 0 September 17 18 53 88 19.3 SeptemberOctober 0 October 19 16 36 71 26.8 OctoberNovember 0 November 16 14 31 61 26.2 NovemberDecember 0 December 20 10 25 55 36.4 DecemberTotal 103 114 280 497 20.7 Total 195 177 630 1002 19.5 TotalMonthly Avg. 17 19 47 41 21 Monthly Avg. 16 15 53 84 17 Monthly Avg.
Immediate Reject and Revise Decisions2015 2014
Month ME Reject EIC RejectEditor
Immediate Reject
Immediate Reject & Refer
to Nursing Open
Reject - Translation of
Instrument
Reject - Level of English
Unsubmitted Total Month ME Reject EIC RejectEditor
Immediate Reject
Immediate Reject & Refer
to Nursing Open
January 1 11 13 14 1 13 53 January 42 18February 2 11 14 11 2 40 February 1 44 20March 3 14 22 11 1 5 56 March 36 23 10April 3 12 19 21 1 2 10 68 April 1 4 14 30May 15 7 17 3 14 56 May 1 19 11June 1 20 20 17 3 1 12 74 June 1 4 13 36July 0 July 2 20 28August 0 August 5 13 28September 0 September 9 17 24October 0 October 2 3 9 16November 0 November 4 12 12December 0 December 6 9 9Total 10 83 95 91 11 3 54 347 Total 10 155 187 204Monthly Avg. 2 14 16 15 2 2 11 29 Monthly Avg. 2 14 16 20
Journal of Advanced Nursing - 2015
What does make an editor tick?
•Originality•Significance•Rigour•Controversy•Citations•Altmetrics•Good writing•…quality!
Who are your readers?
In the following order:
•Editor-in-Chief
•Editors
•Reviewers
•Your audience
The four rules of writing
Read the guidelines
Set realistic targets and count words
Seek criticism
Treat a rejection as the start of the next submission
The four rules of writing
Read the guidelines
Set realistic targets and count words
Seek criticism
Treat a rejection as the start of the next submission
Journal guidelines
Journal guidelines
Journal guidelines
Length
Layout
Organisation
Referencing system
ORGANISATION
•Get the right material in the right place
•What is the issue you are writing about?
•What is the gap in knowledge that needs to be filled?
•What have you found?
•Why does it matter?
A published paper should be like a painting
Start with the broad pictureThen focus on the details
Order of contents
TitleAbstractIntroductionBackgroundStudyResultsDiscussionConclusionReferences
Title
Should be:
As short as possible
Clearly related to the topic of the paper
Contain vital information at the beginning
Introduction
Places the study in context:
•Policy•Practice•Research•Education
Introduction
Should contain a problem statement:
•What is the problem?•Why is the problem worth studying?•Why are you studying the problem?•Why would anyone be interested?
Background
•Literature review
•Demonstrates what is already known about the topic and what gaps the paper will fill
•Identifies questions to be addressed in the paper
•Should end with research questions/hypotheses
International relevance
Keep asking yourself whether a reader in a region or country very different from your own will be able to make sense of everything in your paper
Abstract
•refer in the aims and/or background to the global relevance of the topic
•include name/s of country/ies in which the work was undertaken
•emphasise the international relevance of the conclusions
Tables and figures
•See how others present these
•Don’t use raw statistical outputs
•Be parsimonious
•Can you append or put material online?
Seeking criticism
Find a ‘critical friend’
Seek criticism of your writing
NOT THIS
OR THIS
THIS
Seeking criticism
Find a ‘critical friend’
Find the type of person who will tell a man:
“your trouser zipper is open”
Expect to have several revisions
…I’m one of the world’s greatest rewriters
James Mitchener
Adhere to international guidelines
CONSORT http://www.consort-statement.org/
PRISMA http://www.prisma-statement.org/
ICMJE http://www.icmje.org/
COPE http://publicationethics.org/
Use clear, simple writing
Often the first word that comes to mind is the right one
Don’t seek to use polysyllabic words
Don’t use jargon
Style - example
Rarely is there an effective conceptual link between the current understanding of the centrality of text to knowledge production and student learning and the pragmatic problems of policy imperatives in the name of efficiency and capacity-building.
From Sword (2012)WHAT?
One of the first problems encountered in writing by those with poorly developed skills is the presentation of relatively simplistic conceptual analyses in sentences which are far too long and which try to encompass too many ideas, including the use of bad grammar and poor sentence construction, that by the time the reader has got to the end of the sentence the point of the sentence has been lost and it is also the case that long single sentence paragraphs are a mistake which is often also made.
88 words; 1 sentence
One of the first problems encountered in writing by those with poorly developed skills is the presentation of relatively simplistic conceptual analyses in sentences which are far too long and which try to encompass too many ideas, including the use of bad grammar and poor sentence construction, that by the time the reader has got to the end of the sentence the point of the sentence has been lost and it is also the case that long single sentence paragraphs are a mistake which is often also made.
An initial problem for inexperienced writers is presenting relatively simple concepts. sentences which are far too long and which try to encompass too many ideas, including the use of bad grammar and poor sentence construction, that by the time the reader has got to the end of the sentence the point of the sentence has been lost and it is also the case that long single sentence paragraphs are a mistake which is often also made.
An initial problem for inexperienced writers is presenting relatively simple concepts. They use sentences which are far too long and which try to encompass too many ideas, including the use of bad grammar and poor sentence construction, that by the time the reader has got to the end of the sentence the point of the sentence has been lost and it is also the case that long single sentence paragraphs are a mistake which is often also made.
An initial problem for inexperienced writers is presenting relatively simple concepts. They use sentences which are too long with too many ideas. including the use of bad grammar and poor sentence construction, that by the time the reader has got to the end of the sentence the point of the sentence has been lost and it is also the case that long single sentence paragraphs are a mistake which is often also made.
An initial problem for inexperienced writers is presenting relatively simple concepts. They use sentences which are too long with too many ideas. including the use of bad grammar and poor sentence construction, that by the time the reader has got to the end of the sentence the point of the sentence has been lost and it is also the case that long single sentence paragraphs are a mistake which is often also made.
An initial problem for inexperienced writers is presenting relatively simple concepts. They use sentences which are too long with too many ideas. They use bad grammar and poor sentence construction. that by the time the reader has got to the end of the sentence the point of the sentence has been lost and it is also the case that long single sentence paragraphs are a mistake which is often also made.
An initial problem for inexperienced writers is presenting relatively simple concepts. They use sentences which are too long with too many ideas. They use bad grammar and poor sentence construction. that by the time the reader has got to the end of the sentence the point of the sentence has been lost and it is also the case that long single sentence paragraphs are a mistake which is often also made.
An initial problem for inexperienced writers is presenting relatively simple concepts. They use sentences which are too long with too many ideas. They use bad grammar and poor sentence construction. By the time the reader reaches the end of the sentence the point has been lost. and it is also the case that long single sentence paragraphs are a mistake which is often also made.
An initial problem for inexperienced writers is presenting relatively simple concepts. They use sentences which are too long with too many ideas. They use bad grammar and poor sentence construction. By the time the reader reaches the end of the sentence the point has been lost. and it is also the case that long single sentence paragraphs are a mistake which is often also made.
An initial problem for inexperienced writers is presenting relatively simple concepts. They use sentences which are too long with too many ideas. They use bad grammar and poor sentence construction. By the time the reader reaches the end of the sentence the point has been lost. Single sentence paragraphs are also a mistake.
52 words; 5 sentences
Dealing with reviewer’s comments
Apply the ‘golden rules’ (Williams 2004)
Rule 1. Answer completely
Rule 2. Answer politely
Rule 3. Answer with evidence
Answer completely
Deal with every point, even if you don’t agree or can’t change it
Make a list of points – even if not presented with a list
Answer politely
Don’t start with:
‘We completely disagree with the comments of the reviewer’
‘Who on earth are your reviewers?’
…etc!
Answer with evidence
If you disagree with the reviewer then provide evidence: facts and references
Edited by Karen Holland and Roger Watson
An invaluable guide on writing for publication, enabling
the reader to develop skills in writing articles, book reviews and other forms
of publications, written by experts in the field.
September 2012, 288 pagesISBN:
9780470657829£19.99 / €25.90 / $32.95
Order online at www.wiley.comPrefer digital? Visit your e-book retailer to order
Writing for Publication in Nursing and Healthcare:
Getting It Right
• High standard, rigorous peer review• Quality and reputation• Immediate open access• Fully compliant with all open access mandates• Authors retain copyright–articles publish under CC-BY license
Open access research in all aspects of nursingand midwifery practice, research, education and policy.
EditorRoger Watson, University of Hull
www.nursingopenjournal.com
