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Concise Recommendations for EDitorials: Enhancing Narratives and Composition Effectively (CREDENCE).
Ilke Coskun Benlidayi1, Latika Gupta2,3
1Department of Physical Medicine and Rehabilitation, Cukurova University Faculty of Medicine, Adana, Türkiye. icbenlidayi@hotmail.com.
This article provides a guide on writing scholarly editorials, emphasizing objective, evidence-based analysis. It offers a checklist to ensure clarity, critical engagement, and proper structure for effective communication in academic discourse.
Area of Science:
- Scholarly Communication
- Academic Publishing
Background:
- Editorials offer expert views and critical analysis on timely topics.
- They can comment on published papers, reflecting author or journal perspectives.
- Editorials are crucial for disseminating expert insights and fostering scholarly discourse.
Purpose of the Study:
- To provide a comprehensive primer on writing effective scholarly editorials.
- To offer a practical checklist for authors to follow during the editorial writing process.
Main Methods:
- The article outlines the expected structure of an editorial, including introduction, critique/analysis, and conclusion.
- It emphasizes the importance of objectivity, evidence-based arguments, and relevant references.
- Key principles of academic writing and conflict of interest declarations are discussed.
Main Results:
- The primer details different types of editorials (critical, explanatory, commendatory) and their purposes.
- It highlights the necessity of a clear aim, balanced critique, and concise take-home messages.
- The importance of supporting arguments with references and declaring conflicts of interest is stressed.
Conclusions:
- Adhering to established principles ensures editorials are objective, informative, and contribute meaningfully to scholarly conversations.
- The provided checklist serves as a tool to guide authors in producing high-quality editorials.
- Effective editorials enhance the dissemination of expert knowledge and support ongoing academic discourse.
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