How to Write a TextbookWriting a textbook
professional development; textbooks; health education; encounter while writing a textbook.
Over the course of this half-day training session, you will be taught how to create a book that can be adapted to the needs of the participants. Aimed at both teachers who want to start learning how to start learning to type a text book and writers who want to improve the efficiency and effectiveness of their next work.
Testimonials from former attendees about Spiegler's workshop: "This was my first experiment, but it was an extraordinary one. It was a very informative one. Michaël D. Spiegler is Professor of Mental Health at Providence College. For 40 years he has been a highly acclaimed book and scholarly writer with several major psychological text books, among them Contemporary Behavior Therapy (5th edition) and Personality:
His work has included a number of study-book authoring seminars at colleges, specialist congresses and at the TAA's yearly meeting. In addition, he gives 2 and 3-day classes on authoring textbooks. He is a consultant/mentor for schoolbook writers in various fields and publishes textbooks. Currently he is compiling a complete handbook for schoolbooks.
The TAA can help your department move from literacy to publishing by supporting an expertly conducted course on textbooks and scholarly literacy at your school. TAA's funding will cover most of the lecturer's travelling expenses to your institute, as well as lecturer charges and travelling expenses. A $1,750 tuition is charged by the hosting organization, which will include up to 100 TAA Department membership available to the department, whether or not they attending the work group.
The TAA offers an on-line enrolment procedure for members of institutions, making it simple for both the school and the university. The first come first-serve approach will continue until programme financing is used up.
Write a textbook suggestion
Authoring a collegiate coursework is an important part of publishing a schoolbook. As with any proposed work, a collegiate coursework should be regarded as a selling instrument. Authors use the suggestion to promote the concept of the work to a scholarly or scholarly publishing house.
What makes it necessary to submit a schoolbook proposal? Prior to commissioning a teacher to produce a collegiate text book, the publishing house wants to know that the writer knows his area of expertise, has a thorough understanding of the text book markets and is able to supply the final products.
Teaching books are the vehicles for this information to ensure that the concept of the books is solid, that they have the capacity to find a profiteering place in the academia market. Furthermore, drafting the suggestion can help the future writer to fully realize his ideas.
An elaborate suggestion will considerably facilitate the authoring of the volume, since many questions - such as the order of the information, the course of the chapter, the arts programme, the support programmes - will be clarified in the offer draft. Whilst academia publishers can easily change their needs, all collegiate course books demand a fairly standardised collection of items.
As a rule, a suggested course should be included: - A brief but convincing review of the suggested volume, the needs of the books and the contest and the author's ability to produce the work. - A detailed presentation of the subject matter in the format of a summary, a commented index and one or more example sections illustrating the theme's beginning and cover.
- A" CV ", CV or CV describing the author's complete history and skills for authoring the schoolbook. As with any commercial suggestion, the college's schoolbook suggestion is judged on whether or not the "suggestion" (in this case the book) is viable for the publishing house.
When it comes to text books that require consideration for profitability: How big is the acceptance of students for the work? Is the value contribution of the suggested course books going to be strong and singular enough to permeate its particular markets? Are pedagogics different from what is on the open air markets? So what makes your work so special?
What is the rating of a schoolbook suggestion? Like in most publisher settings, a course writer (sometimes also known as a "contract editor", who is usually an authority in his field) decides whether a suggested concept should be commissioned and turned into a work. Naturally, the editors and teams pay attention to the defined qualities and named elements (content, marketing potentials, etc.).
Furthermore, each publisher has its own corporate policy, so the top-line editorship review includes an appraisal of whether the completed textbook is suitable for it, i.e. whether the completed textbook would suit its current collection of collegiate text books. Editors could, for example, search for a specific text that closes a hole in their lists.
As soon as the publisher has established that the suggestion is worth further examination, it is usually assessed by a broader staff of academics outside the publisher's organisation. Since the policy handlers in university textbooks are lecturers and their divisions, publishers do not only depend on their editorial staff but also on a large number of academics to assess the suggestion in an independent manner.
The reviewers are writing reviews that evaluate a number of different aspects of the work. As soon as the suggestion is considered worth considering, the publisher supplements the suggestion with a complete publication schedule containing information such as timetables, forecasted profits and lossesetc. As a rule, the editors finally decide on the destiny of the proposed schoolbook.