In academic science, publishing is often treated as a goal, a finish line that students must cross to graduate, earn a fellowship, or move forward in their career. But in my lab and teaching experience, I try to reframe publishing as something more meaningful. I see it as a process of education, reflection, and mentorship. Writing a manuscript is not just about reporting data. It is about learning how to think clearly, argue logically, and communicate with a global audience.

For many students, especially those writing in a second language like English, the idea of publishing can feel overwhelming. My role as a mentor is to guide them through it with patience, structure, and shared purpose.

Starting With the Story

The first lesson I share with students is this: every good paper is about telling a compelling story. Your figures are not just charts, they are chapters. Your data is not just numbers, it is evidence. Before writing anything, I ask students to step back and explain the story of their research out loud. What question were you trying to answer? What did you find? Why does it matter?

Once they can explain that in plain language, we begin outlining the manuscript. I encourage them to see the Introduction as the “why,” the Methods as the “how,” the Results as the “what”. This structure helps students organize their thoughts and see that a paper is not a format, it is a logical flow of ideas.

Writing in English, Thinking in Science

For many of my students in Taiwan, English is a second language. This adds another layer of challenge to writing for international journals. But I remind them that science has its own language. Clarity, not complexity, is the goal.

I show them examples of well-written abstracts and help them practice writing short summaries of their work. We revise these summaries many times. This practice builds confidence and helps students become more comfortable with expressing scientific ideas in English.

I also encourage students to read actively. When they read papers from top journals, I ask them to notice how authors present their data, structure their conclusions that are supported by the figures. Reading with purpose helps them develop their own voice as writers.

Navigating Peer Review and Rejection

After submitting a manuscript, the peer review process begins. For first-time authors, this can be a shock. Reviews are often blunt, sometimes critical, and occasionally hard to interpret. I guide my students through the reviewer comments line by line. We discuss what is fair, what needs clarification, and how to respond constructively.

Most papers are not accepted on the first try. One of my previous students had a paper rejected with a long list of reviewer comments. But we revised the manuscript carefully and resubmitted it to another journal. It was accepted, and the student learned that resilience is part of being a scientist.

Teaching Ethical Authorship

In our lab, we follow clear authorship guidelines based on contributions to the project. I involve students in discussions about authorship and in what order. I also show them how to cite sources correctly, and keep good research records.

I want my students to see themselves as responsible members of the research community.

Learning Through Co-Writing

One of the most effective methods I use is co-writing. I ask them to write a draft and I revise through each section. Then we review on feedback and edits together, and ask questions that push them to think more deeply about their analysis.

This back-and-forth process teaches them how to revise, defend their ideas, and strengthen their arguments. Over time, students begin to take more ownership of the writing and become more confident in their ability to communicate their research.

Presenting the Paper, Not Just Publishing It

I often ask students to present their work in seminars. This helps them reflect on what they learned, how the project evolved, and how to explain their findings clearly. It also prepares them for conference talks, thesis defenses, and future collaborations.

These experiences not only strengthen their resumes but also shape their core skillsets as scientists.

Mentorship That Lasts Beyond the Paper

Publishing a paper is a proud moment, but for me, the most meaningful part is watching a student grow into a thoughtful, ethical, and capable researcher. I stay in touch with many former students who now lead labs of their own or work in academia. They tell me they still use the mentoring approaches they learned during the graduate training.

That is the real power of academic publishing, not just the paper, but the person it helps shape.