TURNING YOUR PUBLISHED PAPER INTO A GRANT PROPOSAL (OR VICE VERSA?)

The two major problems faced by researchers in the current environment are to secure a grant and publish a paper in a reputable journal. When all is said and done, both must be conducted for various feasible reasons. There is then the big question of whether using a significant amount of text/data from a grant proposal in a manuscript that you want to publish or vice versa is self-plagiarism? : if you submit your previously used text in a setting that requires only original (i.e., first-time use) text, and you have not attributed the original source clearly and delineated the quoted text, then you are guilty of self-plagiarism. This depends entirely on the policy of wherever you are submitting to. For example, many conferences state that previously used text can be used if it was from a "non-archival" publication. Then, they (hopefully) define what "non-archival" means to them.. Technically, proposals are the property of the proposers and a publisher could, hypothetically, prohibit this, but that is unlikely. As long as you align your study's objectives with those of the granting agency or vice versa, then turning one into the other should be okay - of course with respective structures, additional data (e.g. budget, timelines in the proposals).

Comments

Post a Comment

Popular posts from this blog

HOW TO DEVELOP RESEARCH GAP (ANALYSIS) FROM LITERATURE REVIEWS

Image
  Seeing the invisible -   While all research is, to some extent, useful, we’ve seen a lot of research that does not have the expected impact. That means wasted time, wasted money, under-served clients, and frustration on multiple levels. A big part of that problem is that directions for research are often chosen intuitively; in a sort of improvised process. While the intuition of experts  is deeply respected , that kind of process is not very accurate. This post aims to help you  identify the missing pieces in any study, literature review, or program analysis so that you are able to better target your research in a more cost-effective way to fill those knowledge gaps to develop more effective theories, plans, and evaluations (via a link :)) There are really three basic kinds of gaps for you to find: relevance/meaning, logic/structure, and data/evidence.  Happy reading the below link! Source (Please take your time to read this article) :  https://www.resear...
Read more

HANDLING THE DISCUSSION SECTION

Image
  75% of academic writing-related anxieties are about the discussion section. The discussion section of a manuscript is the heart of the creative endeavor: it’s where you have to be MOST original. Even if you don’t have a section in your thesis called ‘discussion’ (specific to a journal), there will still be places in your manuscript where you must explicitly make new knowledge in relation to the data you have collected and your analysis. Unfortunately, I have seen a lot of papers where this section is a repeat of ‘results’ which calls for rejection of papers at worst or major revision at best. So, what should the discussion section look like? Each discipline is different. It’s important to base your moves on what is socially acceptable for your community, but here is a simple list of basic moves that every discussion section needs to have: ·           Restate Results (don’t repeat them) ·          Comm...
Read more

AUDIOBOOKS, SHORT VIDEOS & DEVELOPING HEALTHY ACADEMIC WRITING HABITS

  Audiobooks can be a wonderful tool for ESL (English as a Second Language) writers including academicians. Listening to books develops all four essential skills in learning a second language: listening, speaking, reading, and writing. These books can serve as sources of “comprehensible input,” - Language acquisition does not require extensive use of conscious grammatical rules, and does not require a tedious drill. The acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.... 'Comprehensible input' is crucial and necessary ingredient for the acquisition of language as linguist Stephen Krashen puts it. He maintains that the acquisition of a language requires plenty of meaningful interaction in the target language. The best methods are therefore those that supply 'comprehensible input' in low anxiety ...
Read more