Writing-for-publication instruction for graduate students: Content specialists’ perspectives and practices

As graduate students across disciplines face growing pressure to publish in English-medium journals, content specialists are increasingly engaged in supporting this goal through curriculum-based instruction. Drawing on a qualitative synthesis of thirty-nine peer-reviewed reports, this paper reviews a body of English-medium literature documenting content teachers’ curriculum-embedded instruction on writing for publication (WfP) for graduate students. The review focuses on two dimensions: content specialists’ perspectives on WfP instruction, as reflected in their attitudes and the theoretical insights they drew upon; and salient aspects of their instructional practices, including the pedagogical texts they employed and how they managed the constraints of limited course time. The findings offer valuable insights for both language and content specialists involved in designing and implementing pedagogical interventions aimed at enhancing graduate students’ publishing success. The findings also provide a useful basis for fostering collaboration between language and content teachers in supporting students’ development as scholarly writers. This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/ .