LITERACY WRITING AND PUBLISHING LITERACY IN STUDENT RESEARCH WRITING: WRITING STYLES AND STRUCTURAL FRAMEWORKS IN PUBLISHED AND UNPUBLISHED ARTICLES

Abstract

This study examines literacy ethics and publishing literacy as they manifest in student research writing, comparing the differences in writing style and structure between published and unpublished student articles in scholarly communication. Using a mixed-methods approach, this research analyzes aspects of objectivity, clarity, consistency, citation practices, and adherence to academic structures as indicators of both ethical writing conduct and readiness for scientific publication. The findings indicate that published articles are more structured, use formal language, and present stronger arguments compared to unpublished articles. In contrast, unpublished articles tend to exhibit weaknesses in coherence, format consistency, and adherence to academic standards gaps that reflect limited publishing literacy among student writers. Factors influencing these differences include limited understanding of scientific writing conventions, lack of writing experience, and minimal academic guidance. To address these challenges, systematic research writing training, academic mentoring, and improved access to scientific resources are necessary to strengthen students’ literacy ethics and publishing literacy in accordance with academic publication standards.