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This study extended the merit found in a previous study of mine (Thongrin, 2018b), in which the Scholarly Writing Builder (SWB) model, the explicit instruction, was explored to assist research assistants in sciences to write for scholarly publication. The research benefits found in sciences were then transferred to help the research counterparts in humanities and social sciences, targeting novice researchers enrolled as graduate students at a leading university, called ELF apprentice scholars in this study. The Disciplinary Writing Expertise (DWE), the model created in the study, was aimed to advance the ELF novice scholars’ publication skills, in which the quality of research and expertise in publication was in focus. Conducted through a Research-and-Development design, the study consisted of two major phases—exploration with problems and needs through a survey, and the DWE model constructed and tested with its effective use through a pseudo experiment design. The exploration phase, Phase One of the study, was conducted during 2015 to 2016 to examine the problems and needs of the participants, 41 graduate students in humanities and social sciences. Prior to this exploration, a pre-study interview was conducted with three informants, novice researchers in the targeted fields, so the data derived could shape the focus of Phase-One Research more clearly. The data explored in Phase One revealed that the participants, though working in English-oriented professions, indicated problems in all elements of scholarly writing, including skills in writing with advanced sentences and clauses, paragraphs, essays, and research articles, with elements of authorial voice. Also, they revealed their needs for a scholarly-publication training in relation to these problems. Third, the participants were quite exposed to writing-related activities, which could be related to skills needed in scholarly publication. The exploration-phase findings shaped how the DWE model would be constructed in Phase Two of the research, conducted in 2017, in which 20 ELF apprentice scholars in humanities and social sciences participated in the 48-hr explicit instruction, actual practice on a college level, taught by the DWE model, which incorporates both research quality and writing expertise with some modified elements of the SWB model derived from Thongrin (2018b). Through a mixed method analysis, the data indicated more advanced skills the participants, to a greater degree, demonstrated with respect to abilities in designing research with quality and skills in writing all five sections of research articles—each of which requires different communicative purposes. This also indicated their positive attitudes toward learning to write for scholarly publication through the instructional model constructed. To derive more insightful data regarding the participants’ transformational abilities and skills from novices to experiences apprentices, a follow-up investigation was conducted during 2017/2018 with respect to their experiences characterized by the DWE model elements. The positive findings were found. Given that the participants were trained to conduct research with high research rigor or quality and to write based on academic discourse communities that require achievement in relation to rhetorical conventions and linguistic features of all sections of research articles in the fields of humanities and social sciences, their publication skills were advanced after all in terms of research quality and expertise in writing required for academic discourse communities. The findings suggest that the Disciplinary Writing Expertise (DWE) model expanded from the SWB model helps advance Thai/ELF apprentice scholars’ abilities in doing quality research and expertise in writing research articles to serve academic discourse communities of humanities and social sciences more and more, and the DWE model extensively offers research merits related to actual practices including regular curricular and scholarly publication training for Thai/ELF apprentice scholars in humanities and social sciences.