In the latest issue of International Studies Perspectives, Douglas Borer has an essay entitled, "Rejected by the New York Times? Why Academics Struggle to Get Published in National Newspapers." Here's how it opens:

At one time or another the bug to write an editorial strikes many in our profession. Our motivation is driven by disgust in what we see in the media, where many of the pundits are, for lack of a more nuanced description, idiots.

The first hurdle to overcome is schizophrenia when it comes to following rules. While academics suffer no hesitation when placing limits on students' term papers, professors generally do not like to follow similar restrictions. Because our first foray into editorial writing is usually for a local newspaper, bad habits form quickly. A decade ago, my colleagues at Virginia Tech informed me that the Roanoke Times would publish essays of almost any length that a Tech professor submitted. If I had something to say, and needed 1,500 words to say it, I simply sent my over-stuffed story, and presto! I was playing the smug role of public intellectual. Move over Tom Friedman, this was easy!

As the years went on, my ambitions grew. Yet truth be told, each sample of brilliant analysis and clever prose that eventually appeared in the local mullet wrapper had first been rejected by one of the major national newspapers (the New York Times, Washington Post, Christian Science Monitor, and the Wall Street Journal). U.S.A. Today does not accept unsolicited op-ed submissions; however, in 2002 they asked me to write a piece explaining why Afghanistan was going to be another Vietnam. When I expressed my judgment that the U.S. incursion into Afghanistan had fewer potential similarities than differences with Vietnam, the editors lost interest in my "expertise." A day or two later, the story they wanted told duly appeared courtesy of another professor. The U.S.A. Today experience was instructive—editors "editorialize" by thematically selecting the content their publishers wish to convey....

If changing one's spots is difficult for a leopard, teaching an old academician new tricks may be even more tricky. Successful op-ed writing requires academics to move tepidly into the realm of rhetoric and imagery. Why? As noted above, space is limited to approximately 700 words, therefore the use of rhetorical and metaphorical words that mentally catalyze the reader to generate even more words in his/her mind's eye is indispensable. For the most part, we academics are trained to play a very different game—we really do not want our readers to think freely for themselves. Certainly we do not want to use words that might foment an emotional response in our peers. Therefore, we avoid words that are open to interpretation, and we go to lengths ad nauseum to define terms. We require the members of our tribe to assemble narratives consisting of analytically rigorous but alliteratively sterile words. We know that use of that ever-loaded term "democracy" in a journal article entails a commitment of four or more pages of literature review in order to dodge the finely honed machetes of peer reviewers. In an op-ed you can explain democracy in a sentence, and readers will get the gist of your definition. Indeed, getting to the gist of things is all you need in editorials.