ABSTRACT
Recent years have witnessed an increasing research interest in scholarly publication practices of junior scholars aggregated under the fast-expanding field of English for research publication purposes (ERPP). Accordingly, the current study explores the scholarly publication literacy development of Anglophone doctoral students in the Canadian academic context. In particular, it examines the significance and the role of supervisory mentorship in the context of the doctoral program and for scholarly publication literacy development. The notion of Legitimate Peripheral Participation frames the study theoretically. It adopts a narrative inquiry framework methodologically. The findings underline the significance of structured institutional policies and practices and supervisory mentorship for scaffolding the socialization process of junior scholars into scholarly publication. They offer insights and implications for teaching and learning of writing for scholarly publication in the context of the doctoral program. They also highlight the exigency for further in-depth research into scholarly publication practices of junior scholars, especially Anglophone novice scholars.
