Writing for publication can be a demanding and stressful experience, yet producing research outputs is a core part of academic life. This article aims to explore how 'neophyte' or novice academic writers can be supported in producing scholarly papers. It analyses a variety of causes for the difficulties faced by new writers, with a focus on the types of motivation that can be harnessed to improve success. The article acknowledges that promoting intrinsic motivation can enhance the writing experience, and investigates how this can be achieved using the familiar tool, Microsoft PowerPoint as a scaffold to develop an article. Although many academics exploit PowerPoint to teach, few of us turn this tool into a writing aid that can help to keep the writing process on track by providing a concise outline of the developing argument in an academic paper. The article concentrates on collaborative writing for publication, which is helpful for neophyte writers and busy academics because the burden of production can be shared. Possible reasons for high attrition rates in publication writing are considered, including a lack of schema development, cognitive overload, and reduced motivation to write. The article demonstrates how PowerPoint can be employed as a catalyst to initiate research writing and foster productivity.

Given the diversity of types of writing instructors in US and UK tertiary education and the range of their scholarly backgrounds, the likelihood is that most instructors have not participated in research in composition theory or pedagogy, rhetoric, academic literacies, or writing studies. The four projects reported here highlight the research opportunities and capacities of this diverse group, reflecting different types and levels of teacher or practitioner inquiry that involves teachers in studying significant questions arising from their own contexts. The article offers a brief history of practitioner inquiry research in its various forms and traditions; presents the projects themselves, including their aims and framing; and offers specific recommendations for the future of this invaluable form of inquiry. Definitions of action research vary greatly. The term in its broadest sense refers to research conducted in a field setting with those actually involved in that field, often along with an ‘outsider’, into the study of questions influenced by practitioners, rather than solely by ‘experts’ (Noffke 1996: 2). At the end of the day as teachers, we are often left wondering: Are we doing enough? How do we know? These are the essential questions that occupy the hearts and minds of so many of us as we walk into our classrooms (Goswami, Lewis and Rutherford 2009: 2).Teacher research just isn’t like other forms of research, in part because there is no blueprint for how to do it (Goswami, Lewis and Rutherford 2009: 1).