Turning classroom assignments into published journal articles: What have we learned from these practices?

This article will elaborate my successful endeavour in shaping students’ assignments into published articles. This task was very demanding, since the students writing the assignments were at undergraduate level. No empirical research has been conducted and only the conceptual article has been discussed by Adamson and Muller (2014). These scholars argue that ‘brokering academic writing’ (p. 1), from assignment to publication necessitates that writing (following Bazerman, 1980)should be seen as ‘dialogue’ where other salient factors (after Lillis & Curry, 2006a, p. 3) such as ‘literacy brokers’ and (after Curry & Lillis, 2010, p. 283) ‘network brokers’ are important. Addressing this uncharted domain, I will elaborate two major steps I did in the publishing process, prior and post-submission to target journals. Moreover, I use Adamson and Muller (2014),Lillis and Curry (2006a) and Lillis and Curry (2006b) in discussing the article. Furthermore, I refer to Cargill and O’Connor (2006)to conclude with pedagogical implications that might be drawn from this reflection