Taylor & Francis How To Write Your Article

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How to write a research paper

Tips on how to get published
Abstracts
Acknowledgments
Anonymous peer review
Article titles
Audience
Authors and affiliations
Awareness of the literature
Book reviews
Datasets
English grammar
Journal styles
Keywords
Language
Mathematical scripts
Methods
Search engine optimization
Sample copies
Tables
Templates
Guide in Japanese
Audio Clip
Author, Niels Boon, talks about winning the Longuet-Higgins Young Author's Prize.
1 de 20 24/10/2012 17:28
Taylor & Francis Author Services - Writing your article http://journalauthors.tandf.co.uk/preparation/writing.asp
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You are in: Home > Preparation > Writing your article
Writing your article
Are you new to academic writing, or do you provide support for those who are? We hope you will find our
tips and information about how to get published useful.
... Valuable tips for writing paper and the submission FAQs. Specific to the journal: Latex template as well
as word template to write the article."
Why not start here, and then browse our Preparation pages which will tell you all you need to know about
choosing a journal and writing your article.
How to write a research paper
2 de 20 24/10/2012 17:28
Skip to navigation
Tips on how to get published from people in the know our journal editors
Allan Luke, Pedagogies: An International Journal

Audio file 4: What do you look for when considering articles and submissions?
Dr. Alan Amtzis, The Educational Forum
Audio file 3: What do you look for when considering articles and submissions and what advice
would you give researchers who would like to be published in your journal?
Ananish Chaudhuri, New Zealand Economic Papers
Reflections of a journal editor
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Professor John Evans, Sport, Education and Society

Audio file 3: What do you look for when considering articles and submissions and what advice
would you give those who would like to be published in your journal?
Professor Stephen Ball, Journal of Education Policy
Audio file 2: What kinds of papers are you interested in as Co-editor?
Audio file 3: What makes a good paper and what are the most common mistakes made by writers?
Professor David Gillborn, Race Ethnicity and Education
Audio file 7: What do you look for when considering articles and submissions?
Audio file 8: What are the most common mistakes made by writers?
Abstracts
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Your abstract is what readers will use when they are deciding whether to read your article. For this reason
your abstract is very important and you should spend time making sure that it is readable and that it
contains a complete description of your research.
In approximately 100-200 words, you will need to summarize your findings and what the implications of
those findings are.
The abstract must be accurate as a reflection of what is in your article.

The abstract must be self-contained, without abbreviations, footnotes, or incomplete references. It
must make sense on its own.
It is a good idea to include keywords in your abstract, as this will help readers to find it. Key
phrases need to make sense within the abstract. Try to keep to a maximum of three or four different
keyword phrases, and avoid over-repetition of such phrases as this can look like an attempt to trick
a search engine, which may result in a page being rejected.
Check that the abstract reads well.
Check the journal Information for Authors page to see how what length is required. Make sure that
you stick to this limit, otherwise it is likely that your abstract will be edited.
For papers reporting original research, state the primary objective and any hypothesis tested; describe
the research design and your reasons for adopting that methodology; state the methods and procedures
employed, state the main outcomes and results, and state the conclusions that might be drawn from
these data and results, including their implications for further research or application/practice.
For review papers, state the primary objective of the review; the reasoning behind your literature
selection; and the way you critically analyse the literature; state the main outcomes and results of your
review; and state the conclusions that might be drawn, including their implications for further research or
application/practice.
Read some more guidance on writing informative abstracts
Advice from Professor David Gillborn, Editor of Race Ethnicity and Education:
"A good abstract will tell you what the key issue that's addressed is, it'll give you an idea of the methods
that have been used and the conclusions that have been arrived at. So that abstract ought to tell
someone whether it's worth them spending part of their life reading this paper. If the abstract doesn't do
that the chances are the paper will have further weaknesses".
Read more tips on how to get published from our Editors
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Acknowledgments
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In addition to acknowledgments required by funding and grant-awarding bodies, you should acknowledge
all relevant external assistance with the publication of your work, with the exception of the journals
editors and anonymous peer reviewers. In acknowledging the assistance of colleagues, it is expected that
you will have obtained their permission to be named.
Anonymous peer review
To ensure that article referees or peer reviewers do not know your identity (as author[s] of the manuscript
being reviewed), you will need to make sure that you remove any information in your manuscript
(including footnotes and acknowledgements) that could identify you, and disguise all references to
personally identifiable information such as the research institution where your work was carried out.
If you are submitting your manuscript in hard-copy format, submit an extra title page which can be
removed before it is sent to the reviewers. The first page that reviewers should see should not contain
author names or affiliations but should contain only the title, abstract and keywords, with no
acknowledgements, footnotes or any other information identifying the authors.
If you are submitting your manuscript via an online submission system, or as an email attachment, you
should send two separate files, one with details of the author(s), and one without.
In text, you can replace any information that would identify the author(s) by substituting words
such as: [name deleted to maintain the integrity of the review process].
Do not mention a grant awarded to a named person. (This information can be added later.)
Do not add any running headers or footers that would identify authors.
Refer to your own references in the third person. For example, write "Smith and Black (2007) have
demonstrated", not "We have previously demonstrated (Smith & Black, 2007)".
Check that all identifiers have been removed from electronic files, for example, documents
prepared using MicrosoftTM Word. Personal or hidden information is stored in File Properties.
These properties include Author, Manager, Company, and Last Saved By. Hidden information
includes hidden text, revised text, comments, or field codes, and these can remain in a document
even though you can't see them. If you entered your name or email address when you registered
your software, this will be stored as part of the document. Information contained in custom fields
that you add to the document, such as an "author" or "owner" field, is not automatically removed.
You must edit or remove the custom field to remove that information. On the Tools menu, click
Options, and then click the Security tab. Select the Remove personal information from File
properties on Save check box.
When you submit the final draft of the manuscript for publication, you will need to put back any
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references to yourself, your institution, grants awarded, etc.

Avoid or minimize self-citation. If it is necessary to cite your own work, delete the names of authors
and other identifying information and place substitute words in brackets, such as: [name deleted to
maintain the integrity of the review process]. In the reference list, you should delete the citation and
add it before submitting your final draft.
Article titles
Your article title should be concise, accurate, and informative. Titles are often used by search engines and
other information retrieval systems. The title should be specific and it should contain words that readers
might be searching for.
This will make it more likely that people will find and read your article. The title must reflect the content
of your article; if it does not, readers will be confused or disappointed. The title must also be
comprehensible to the general reader outside your field. Where possible avoid abbreviations, formulae,
and numbers. The following should also usually be omitted: "Investigation of..."; "Study of..."; More
about..."; "...revisited".
Advice from Professor Mark Brundrett, Editor of Education 3-13:
"We would typically expect a strong title, a good title that really expressed what the article was about
and made it clear to the reader exactly what the topic was, and it's amazing how often writers neglect to
do that. It's quite understandable to some extent because writers are often passionate about the
particular topic that they're interested in and they think of some wonderfully creative title for their
topic. That's fine but the only problem is that unless the title says, very simply and clearly, what the
article is about, it's quite difficult for the reader and certainly for the referee and the Editor to
immediately judge what the item is focusing on. Now of course they'll find out as they read the article
but it does mean that they've got to get into the piece itself before they really see what the topic is. Not
only that, but in these days when electronic search engines have become so important, if the title doesn't
explain the topic of the article very clearly then that item may well be missed and that's a great shame
because it means the research isn't being disseminated widely and of course it also means potentially
that the impact of that item, and of the journal, is far less than it otherwise would be. So as a headline if
you like, it's important to have a really good, clear title that says precisely and simply what the article is
about. It may be that you'll then have a colon after that initial simple title and then add something that
is, as I've suggested, something slightly more creative, but I would suggest that the initial part of the title
is extremely clear."
Audience
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We've brought together tips from some of our journal editors on the importance of thinking about your
audience.
Advice from Allan Luke, Editor of Pedagogies: An International Journal
I would say this for any of the journals Ive worked for and for all journals, which is dont just send us
the article. Sit, go to the library, look at back issues, go online, read some of the articles, get a feel for
what the editorial orientation is, read the editorial statement, and paradigmatically go back and read
what Gunther Kress has written there, what Courtney Cazden has written in the journal, and get a sense
of some of the debates, some of the stylistic decisions, some of the key issues from the journal. I think
there is nothing more irritating to us as editors, is when we get pieces from people who clearly are just
scattering seeds to the wind and havent paid attention to who the audience is and who they are writing
for.
Advice from Professor Elspeth Broady, an Editor of the Language Learning Journal:
"When you're writing up your research it's all too easy to imagine that the readers out there are the
people you work with and the people you're familiar with and the people who are familiar with your
context. We're dealing ... with an international readership so writers do need to ask the question, 'when
I'm writing up my research, will the terms that I'm using and the context I'm dealing with be
understandable to people who might be half way round the world?'."
"I often, with students and with authors, suggest that they think, 'Who's the person I want to read this?
Who am I addressing?' Whether it's an activist group in the community, the leading researcher in your
field, someone who you want to give you a job. Imagine who that person is and then imagine that you've
walked into an elevator at a conference or wherever, that person is in the elevator and the doors shut.
You've got ninety seconds with that person before they get out of the elevator. What do you want to tell
them about your research?"
Advice from Professor Roger Slee, Editor of the International Journal of Inclusive Education:
"I've always felt that the readership has to be broad and general so you will see that papers are cast for
specific segments within the readership and one of the tasks that I think I have is to try to make sure that
the journal is moving around and touching the broad range and different constituencies of the
readership. And the other element of that is that it's international and that has an impact when you're
looking at papers and advising folk about how their writing can touch an international audience and be
relevant."
"It's perhaps a bit of a hobby horse at the moment and that is that people are writing with the reader in
mind, not A reader but THE readership in mind, so they are thinking about the clarity of the work they're
doing and it's accessibility, I think that's really important."
"People are thinking about the assumptions that they make about what the reader already knows and so
on. So in some cases it's important to make sure that you're describing in some detail, the methodology
and approach so that there's something about the clarity of the expression and writing for the reader in
that respect, something about explaining what often times seems obvious to you but isn't to others."
"A third element would be in relation to thinking about, as I mentioned before, the international
audience. Each country has their own sets of acronyms and they just roll off the tongue and people
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ought to explain that kind of thing."
Advice from Professor Len Barton, Editor of Disability and Society:

"This is an academic journal but at the same time we don't want to lose our contacts with grass roots
positions and therefore that is a very important audience and we want to think increasingly of ways in
which we can make our work more accessible for them."
Authors and affiliations
Authorship
"Co-authors" are defined as any person who has made a significant scientific contribution to the work
reported, and who shares responsibility and accountability for the results.
Where an article has been prepared jointly with two or more authors, Taylor & Francis require a
corresponding author to be designated. The corresponding author warrants that:
she or he has been authorized by all named co-authors to act as an agent on their behalf;
she or he has been authorized by all named co-authors to sign the publishing assignment on their
behalf;
all named co-authors have agreed the order of names given in the article.
Taylor & Francis do not require all co-authors named in an article to sign the warranties in the publishing
licence required prior to publication, as the corresponding author warrants that she or he has been
empowered by all named co-authors to sign. However, all named co-authors:
must have made a significant contribution to the work reported, in terms of research conception or
design, and/or acquisition of data, and/or the analysis and interpretation of those data;
are responsible for drafting, writing, and revising the article, or checking and confirming the article
prior to submission;
approve the final version of the article prior to submission;
are aware and approve that the final version of the article has been submitted;
accept responsibility and accountability for all content;
accept that if the article is found to be unsafe, in error, or in some way fraudulent, or in breach of
warranties made, that responsibility is shared by all named co-authors;
agree the corresponding author is empowered to act on their behalf with respect to communication
with the Journals editorial office on submission and during the peer review process, including the
coordination of revisions required by peer reviewers, and preparation of a final revised version of
the article;
with the Journals publisher during the article production process, including checking, correcting,
and approving the accuracy of all content in article proofs;
with the Journals publisher regarding the published version of the article, the Version of Record,
including its marketing (where appropriate).
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No changes neither the addition nor the removal of a co-author can be made to the list of co-authors
after the article is accepted.
Affiliation
The corresponding author is responsible for ensuring all address, email, and telephone data are correct for
all named co-authors. The affiliations of all named co-authors should be the affiliation where the research
was conducted.
If any of the named co-authors moves affiliation during the peer review process, the new affiliation can be
given as a footnote.
No changes to affiliation can be made after the article is accepted.
Acknowledgment
www.icmje.org/
Please also see our guidelines on publication ethics.
Awareness of the literature
We've brought together tips from some of our journal editors on the importance of being aware of the
literature in your field.
"You also need some awareness of what's gone before. Again, you can't review the whole of the relevant
literature but you have to give the reader some help. Tell them how what you're doing relates to key work
that's gone before and, if possible, how are you extending that work? So sometimes we'll get a really
good interesting piece of research but it's written as if no one has ever considered these questions
before. Now, if the person had actually added a section which says here's the work that had been done
previously, it allows them to then show how they're building on that work."
"I think the strongest papers usually have one point to make and they make that point powerfully, with
evidence, and they locate it within the field."
"I think a good paper is one that is both innovative and convincing, in other words it has something new
to say, but is convincing in that it understands what else has already been said. It's important if we, for
example, take a report of a piece of empirical research, that that research reflects a clear understanding
of what has gone before and an extremely solid construction of a theoretical framework; solid and
critical, in other words that the author has reviewed and thought carefully about how other people have
framed the problem and that that is clearly informing the research that then is reported."
"We need to be looking at papers that are properly contextualized within a theoretical and a research
framework. ... We are looking for papers that are both innovative and convincing in that they reflect a
very good, solid command of the existing literature."
"The theoretical framework and the literature review needs to clearly influence any empirical study
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that's being reported."
"The literature review, and this is a very obvious thing, needs to take into consideration the current state
of the literature. We sometimes have papers that come in that talk about recent research and then in
brackets give the citations from the 1990s, and I'm afraid that provokes slightly angry comments from
Editors. Literature reviews and discussions also need to demonstrate that the literature that's being
considered, that the research that's being thought about, has been very carefully considered, and has
been weighed in terms of its relevance to the research that's being reported. Again, sometimes what
happens is that people will skim over a particular piece of literature that they wish to review, and they
won't notice that for example it applies to first language learning and not second, and again that's the
kind of thing that will cause Editors to say, 'there's something wrong here with this paper'."
"I think a good paper is one that is both innovative and convincing, in other words it has something new
to say, but is convincing in that it understands what else has already been said. It's important if we, for
example, take a report of a piece of empirical research, that that research reflects a clear understanding
of what has gone before and an extremely solid construction of a theoretical framework; solid and
critical, in other words that the author has reviewed and thought carefully about how other people have
framed the problem and that that is clearly informing the research that then is reported."
Advice from Professor Stephen Ball, Editor of Journal of Education Policy:

"I think one of the key things for anybody who wants to be published in this journal, as in any journal, is
to, you know, read it. Even if you don't bring yourself to actually read the papers from beginning to end
then look through the issues, look through the sorts of things that are being published, look through the
contents list, look for other papers that have been written around the area, in the field that you're trying
to write about and then draw on those."
"[A] common mistake is people who want to publish papers in areas that we are interested in without
ever referring to previous papers in the same area that we've published in the journal. Which is a silly
thing to do really. If you want to publish a paper on issues around school choice in Australia, or
wherever, ... we must have published over the 20-odd years of the journal, 20 to 30 papers on issues
around school choice in different ways. To not refer to any of those in your submission to the journal is
just foolish, really. But it's not simply foolish, it's also failing, I think, to engage in a scholarly process of
cumulation of knowledge, cumulation of theoretical development, cumulation of understanding."
Advice from Professor Len Barton, Editor of Disability and Society:

"It's important that authors try to connect their ideas and their issue and their topic to something that is
existing in the insights or interpretations available in the journal. It may be to challenge that or it may
be to confirm it. It may be to re-examine it or to indicate why, after careful examination of some of the
issues in the journal, the topic they're interested in is under-developed, even neglected, certainly not
considered in the way they want to argue. Whichever way they want to engage with it, it's crucial that
people take that time and thought to do that."
Book reviews
Writing book reviews is often a good way to start academic writing. It will help you to get your name
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known in your field, and means that you can experience the publication process before you write a
full-length article.
If this interests you, you will first need to find out which of our journals include book reviews. You can
find the journals we publish using our subject listings and alphabetical listings. Visit the individual journal
web pages and read the Aims & Scope to find out about the type of papers that the journal accepts. Then
check the Editorial Board list to see if the journal has a book review editor.
You can then contact the book review editor of the journal and offer to write a review for them.
Datasets
If you use a subset of data from a publicly available database in your article, you are required to describe
how the subset of data was selected and make the subset of data publicly available so that others can
repeat the work.
Authors are required to include a description of the selection and use of all data sources, where possible
including a linkout to the publicly accessible database URL to allow subsequent researchers to access
these data to validate the research.
If the dataset is not publicly available, it is good practice to make it publicly available (via your website,
institutional website, or on a related publicly accessible site) to facilitate subsequent researchers
repeatability of the findings. Where it is not possible to make such datasets publicly available (for
example, because they are commercially sensitive or are restricted by law), this should be made clear in
the article and details of how to discuss the data with you (the author) should be made available.
For more information, please see http://www.datacite.org/whycitedata.
English grammar
Have you got a question about English grammar? Are you unsure whether to write "who" or "whom"? Do
you confuse "lie" and "lay"? Do you struggle with reflexive verbs or English tenses?
Please send your questions to us and we will answer them on this page.
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Please put "Grammar" in the subject line and send your question to authorqueries@tandf.co.uk
Journal styles
Journal styles are a way of specifying how your article will look when it is published in print or online as a
PDF. Each element of the article has a style associated with it, for example the article title, the author's
name, the abstract, the article headings, and the references or notes.
When you are writing and formatting your article for submission you will find guidance on the journal
style on the Instructions for Authors page for each journal.
The journal may have its own style or it may use one of the Taylor & Francis standard styles, but the
Instructions for Authors page for the journal should provide you with enough information to help you
format your article correctly.
If you do have any questions about journal style, please contact us at

authorqueries@tandf.co.uk
Keywords
It is essential that authors, editors, and publishers make every effort to ensure articles are found online,
quickly and accurately, ideally within the top three hits. The key to this is the appropriate use of
keywords.
Recent evidence suggests that a strong correlation exists between online hits and subsequent citations for
journal articles. Search engines rank highly as starting points. Students are increasingly more likely to start
their research by using Google ScholarTM, rather than by the traditional starting point of Abstracting and
Indexing resources.
We know that the use of keywords helps to increase the chances of the article being located, and therefore
cited.
Many search engines have their own algorithms for ranking sites, some by ranking the relevance of
content and links to the site from other websites. Some search engines use metadata or "meta-tagging" to
assess relevant content. Most search engines, however, scan a page for keyword phrases, which gives
emphasis to phrases in headings and/or repeated phrases. The number of other sites that link to a web
page also indicates how that page is valued.
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Authors should know the key phrases for their subject area. Reference to an established common indexing
standard in a particular discipline is a useful starting point - GeoRef, ERIC Thesaurus, PsycInfo,
ChemWeb, and so on.
Keyword terms may differ from the actual text used in the title and abstract, but should accurately reflect
what the article is about. Why not try searching for the keywords you have chosen, before you submit
your article? This will help you see how useful they are.
At Taylor & Francis, we are continuously working to improve the search engine rankings for our journals.
Our linking program extends to many Abstracting and Indexing databases, library sites, and through
participation in CrossRefTM.
Language
We've brought together tips from some of our journal editors on the importance of thinking about language
when you are writing your paper.
Advice from Professor Douglas Allford, an Editor of the Language Learning Journal:
"The language in which the piece is written has to be clear and to an acceptable standard, so it's always
advisable to get a colleague to read through your final draft, or your first draft that you submit. This is
particularly important if the prospective author is not a native English speaker - get a native English
speaker to read through your draft."
"Given the journal's mandate about wanting to eliminate, dismantle, various forms of exclusion from
different groups, I guess a good article has to think very carefully about the language that it adopts and
how it uses language, so that there are some ways of referring to different groups of people that are
offensive and people have to think about that."
"It's always good to have somebody else read it before you send it off and get people to comment on
expression and whether things are clear."
Advice from Professor Peter Jarvis, Co-editor of the International Journal of Lifelong Education:
"We've got an international audience and it would take a long time to proofread everything when we're
getting scripts in third and fourth languages as we frequently are, while we do try to tidy the English up
I'm not going to say that everything is the Queen's English and I'm not saying I want it to be the Queen's
English because more people in this world speak English as a second language every day than speak
English as a first language. So consequently, you know, why should we expect the first language to be the
more accurate one all the time? So I'm not that concerned with it. I am concerned that the meaning is
what's transmitted and if our reviewers, or when I read the text, I don't feel the meaning is right then
that's a different matter. If the English is not quite right I don't worry as much."
Advice from Professor Stephen Rowland, Editor in Chief of Teaching in Higher Education:
"We realised that if we were going to make the journal open to people who came from different
disciplinary backgrounds, with different viewpoints, that that reflected even in the way we write. Sue
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earlier mentioned about how people might write articles in the first person, whereas other people write
in the third person, and we welcome a diversity of ways of writing and we wanted to extend that
diversity, right from the beginning."
Mathematical scripts
Special care should be taken with mathematical scripts, especially subscripts and superscripts and
differentiation between the letter "ell" and the figure one, and the letter "oh" and the figure zero.
If your keyboard or PC does not have the characters you need, or when using longhand, it is important to
differentiate between: K and k; X, x and x (multiplication); asterisks intended to appear when published as
multiplication signs and those intended to remain as asterisks; etc.
Special symbols, and others used to stand for symbols not available in the character set of your PC, should
be highlighted in the text and explained in the margin. In some cases it is helpful to supply annotated lists
of symbols for the guidance of the sub-editor and the typesetter, and/or a Nomenclature section preceding
the Introduction.
In both displayed equations and in text, scalar variables must be in italics, with non-variable matter
in upright type.
For simple fractions in the text, the solidus "/" should be used instead of a horizontal line, care being
taken to insert parentheses where necessary to avoid ambiguity. Exceptions are the proper fractions
available as single type on keyboards and in character sets (e.g. , , ).
The solidus is not generally used for units: m s- not m/s, but note electrons/s, counts/channel, etc.
Displayed equations referred to in the text should be numbered serially ((1), (2), etc.) on the
right-hand side of the page. Short expressions not referred to by any number will usually be
incorporated in the text.
Symbols used to represent tensors, matrices, vectors and scalar variables should either be used as
required from the character set of the application you are using or marked on hard-copy by
underlining with a wavy underline for bold, a straight underline for italic and a straight red underline
for sans serif.
The following styles are preferred: upright bold sans serif r for tensors, bold serif italic r for vectors,
upright bold serif for matrices, and medium-face sloping serif r for scalar variables. In mathematical
expressions, the use of "d" for differential should be made clear and coded in roman, not italic.
Typographical requirements must be clearly indicated at their first occurrence, e.g. Greek, Roman,
script, sans serif, bold, italic. Authors will be charged for corrections at proof stage resulting from a
failure to do so.
Braces, brackets and parentheses are used in the order { [( )] } , except where mathematical
convention dictates otherwise (e.g. square brackets for commutators and anticommutators; braces
for the exponent in exponentials).
For units and symbols, the SI system should be used. Where measurements are given in other
systems, conversion factors or conversions should be inserted by the author.
Mathematical equations should preferably be typewritten, with subscripts and superscripts clearly
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shown. It is helpful to identify unusual or ambiguous symbols in the margin when they first occur.
Please ensure all symbols are described in the text. If equations are numbered, consecutive Arabic
numbers in parentheses should be used. Equations may be referred to in the text as "equation (1)",
"equations (2)-(4)". To simplify typesetting, please use: (1) the "exp" form of complex exponential
functions; (2) fractional exponents instead of root signs; and (3) the solidus (/) to simplify fractions
e.g. 3/4, exp x. Other letters not marked will be set in roman type. Please supply reproducible
artwork for equations containing ring formulae and other complex chemical structures. Schemes
should also be numbered with consecutive Arabic numbers.
Methods
We've brought together tips from some of our journal editors on reporting research methods.
"If your paper covers any empirical research that you've done, whether it's a survey, interviews,
participant observations, even if it's desk-based research that you've analysed previous work, you have
to tell the reader something about your methods. It doesn't mean that the whole paper has to be devoted
to that but you have to give the reader a sense of whether they can trust you. How did you decide your
sample, what were the key questions you were looking at?" "Almost everything that's rejected from the
journal has fallen foul on the basis that it hasn't discussed its methods appropriately, or it hasn't
recognised that there is a relevant literature out there which needs to be addressed, or it hasn't been
clear about what its key argument is."
"People are thinking about the assumptions that they make about what the reader already knows and so
on. So in some cases it's important to make sure that you're describing in some detail the methodology
and approach so that there's something about the clarity of the expression and writing for the reader in
that respect, something about explaining what oftentimes seems obvious to you but isn't to others."
Advice from Professor Peter Jarvis, Co-editor of the International Journal of Lifelong Education:
"I think that we're not too concerned whether it's a qualitative or quantitative research ... But once we
get into the issue of qualitative research then our major concerns must be that the argument is good, the
method is sound and the writing is up-to-date."
"It is important to give full details of the context in which you conducted the research so that others can
understand exactly what you did."
Advice from Professor Stephen Ball, Editor of Journal of Education Policy:

"In terms of a good article we're interested in the new, we're interested in people doing things
differently... we're interested in papers that attempt to be innovative, equally so in relation to research
processes, research methods, research that attempts to do things differently."
15 de 20 24/10/2012 17:28
Search engine optimization
It is essential that authors and editors make every effort to ensure their articles are found online, quickly
and accurately, ideally within the top three hits. Search engine optimization (SEO) is a means of making
your article more visible to anyone who might be looking for it.
You need to ensure that search engines index your article, so that it comes up in a good position in the list
of results when a reader enters keywords into a search engine. This makes it more likely that people will
read your article. A strong correlation exists between online hits and subsequent citations for journal
articles. We know that many readers start their research by using academic search engines such as Google
ScholarTM.
How do academic search engines work?

Many search engines have their own algorithms for ranking sites, some by ranking the relevance of
content and links to the site from other websites. Some search engines use metadata or "meta-tagging" to
assess relevant content. Most search engines, however, scan a page for keyword phrases, which gives
emphasis to phrases in headings and/or repeated phrases. The number of other sites that link to a web
page also indicates how that page is valued.
Please see the detailed guidelines provided by Google Scholar here.
What can I do as an author or editor?

We know that the use of keywords helps to increase the chances of the article being located, and
therefore cited. Which words in your article are the most important? Put yourself in the position of a
reader. Which words might they type in to a search engine if they were looking for something on your
topic? Authors should know the key phrases for their subject area. Reference to an established common
indexing standard in a particular discipline is a useful starting point - GeoRef, ERIC Thesaurus, PsycInfo,
ChemWeb, and so on. There is further guidance on choosing keywords in this section of our Author
Services site.
The title and abstract you provide are also very important for search engines. Some search engines will
only index these two parts of your article. Your article title should be concise, accurate, and informative.
The title should be specific and it should contain words that readers might be searching for. This will make
it more likely that people will find and read your article. Remember that you are writing for people as well
as search engines! And do not be tempted to over-optimize your article (as discussed in the first reference
below). The title must reflect the content of your article; if it does not, readers will be confused or
disappointed. The title must also be comprehensible to the general reader outside your field. Where
possible avoid abbreviations, formulae, and numbers. The following should also usually be omitted:
"Investigation of..."; "Study of..."; More about..."; "...revisited".
Think about how you can increase the number of people reading and citing your article (see our detailed
guidance here), because the number of citations will influence where it appears in the rankings. Link to
the article once it is published, for example, from your blog, via social networking sites, and from pages on
your university website. (Tips on promoting your article can be found here).
Further reading
16 de 20 24/10/2012 17:28
Beel, J. and Gipp, B. (2010) Academic search engine spam and Google Scholar's resilience against it, The
Journal of Electronic Publishing, 13(3).
Beel, J., Gipp, B. and Wilde, E. (2010) academic search engine optimization (ASEO): optimizing scholarly
literature for Google Scholar and Co., Journal of Scholarly Publishing, 41(2), pp. 176190
Sample copies
Did you know that searchable sample copies are available online for all of our journals?
Simply use the alphabetical search function or browse by subject area at www.tandf.co.uk/journals.
Tables
You will need to send your original, editable files (e.g. in Microsoft Word or Excel). This will reduce the
likelihood of errors being introduced during production of your article.
Non-editable files (e.g. JPEG or TIFF images, or images of text boxes in PowerPoint) are not
suitable formats but can be included in addition to the editable files for reference. Please present
table titles separately for each table, rather than including them as the first row of the table. Table
notes should be separate from the titles and included underneath the table to which they apply.
Tables should present new information rather than duplicating what is in the text. Readers should be
able to interpret the table without reference to the text.
Consider the size of each table and whether it will fit on a single journal page. If the table is
cramped in a Microsoft Word document, where the default setting represents an A4 page (210 x
297 mm), it will be difficult to represent it clearly on a B5 journal page (176 x 250 mm). If this is
the case, you could consider splitting the data into two or more tables.
When submitting multiple tables, consistency in presentation is advised where possible.
In most cases, all vertical lines and most horizontal lines (except at the head and foot of the table)
will be removed. Look at other articles in the journal to see how tables are presented. Sample copies
are available on our journals website.
Please note that color, shading, vertical rules, and other cell borders are not compatible with our
publishing requirements. Where necessary please use notes, italics, or bold text for emphasis with
accompanying footnotes explaining their significance. Where superscript notes are used, the letters
should follow alphabetical order from the top left of the table to the bottom right. All statistical
significance notes should be represented in the table, or deleted. Please also add notes explaining
any acronyms or abbreviations in table titles or column headings.
17 de 20 24/10/2012 17:28
When representing information numerically, use as many decimal places as is appropriate for your
purposes. This number should be consistent throughout the column, or table if possible.
The text in your table will be copy-edited to match the style of the journal.
Refer to each table in the text.
If you are sending tables in a separate file, insert a note in the text indicating the preferred location
for each table, e.g. [t]Table 1 near here[/t].
Tables will normally be placed at the top or bottom of a page in the journal.
Please ensure that tables, when not reproduced from another source, are as consistent with the rest
of the text as possible, including capitalization and reference style. If tables are reproduced from
another source, see our guidance here: http://journalauthors.tandf.co.uk/preparation/permission.asp
Templates
Word and LaTeX templates are available for many of our journals. Please check the Instructions for
Authors page of the journal you are interested in to see if a template is provided.
There is no need to use the templates if you would prefer not to, and this will not affect whether your
article is accepted.
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Copy-editing
Using Acrobat X
Standard
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Article versions
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CrossMark
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19 de 20 24/10/2012 17:28
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How to write a research paper

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Writing your article

How to write a research paper

Allan Luke, Pedagogies: An International Journal

Professor John Evans, Sport, Education and Society

The abstract must be accurate as a reflection of what is in your article.

Read some more guidance on writing informative abstracts

Anonymous peer review

references to yourself, your institution, grants awarded, etc.

Advice from Professor Mark Brundrett, Editor of Education 3-13:

Advice from Allan Luke, Editor of Pedagogies: An International Journal

ought to explain that kind of thing."

Advice from Professor Len Barton, Editor of Disability and Society:

Read more tips on how to get published from our Editors

Authors and affiliations

Awareness of the literature

that's being reported."

Advice from Professor Stephen Ball, Editor of Journal of Education Policy:

Advice from Professor Len Barton, Editor of Disability and Society:

Read more tips on how to get published from our Editors

For more information, please see http://www.datacite.org/whycitedata.

If you do have any questions about journal style, please contact us at

Read more tips on how to get published from our Editors

Advice from Professor Stephen Ball, Editor of Journal of Education Policy:

Read more tips on how to get published from our Editors

Search engine optimization

How do academic search engines work?

Please see the detailed guidelines provided by Google Scholar here.

What can I do as an author or editor?

Was this page helpful?

The peer review process

Benefits for authors

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