Graduate students on the road to doctoral Oz often feel more isolated than a vegetarian at a barbecue. Especially if you have a laissez faire chair and committee, you may believe you’re abandoned and unloved. You’re not. In my work as editor and coach for struggling dissertation-writing students, I know well that many other people in the university community can comfort, calm, and care for you. Here I’ll remind you of two types who can help ease your dissertation traumas. (Next post: two more.)
Writing and crafting a textbook and attending to authoring tasks is a time-consuming, complex—some would say monumental—project, even harrowing at times. The updated and expanded third edition of Writing and Developing Your College Textbook, will guide you through the nuts and bolts of the textbook development process, and provide essential background information on the changing higher education publishing industry, as well as how to choose a publisher, write a textbook proposal, negotiate a publishing contract, and establish good author-publisher relations.
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One of the most important provisions in your textbook publishing contract is the audit clause, which will specify the conditions for how and when you can request and conduct an audit. In the absence of an audit clause, some publishers will still comply with a request to audit, although they are not contractually required to do so.
While the large publishers have calculated and paid royalties to thousands of authors, contract terms can vary, automated royalty systems have limitations, and the accounting teams at publishers are made up of human beings who can make mistakes. If an author wants a better understanding as to the calculation and accuracy of his or her royalties, the best course of action is to request a royalty audit.
Three new templates have been added to TAA’s Templates & Samples Resource Library – a grant requirements matrix template and writing collaboration planning and progress templates.
The grant requirements matrix template was contributed by Erin Comeaux, a grants coordinator with Pasadena ISD, and Jennifer Travis, a professor of mathematics at Lone Star College-North Harris, who use it to keep track of each grant requirement, as well as the solicition/RFP page number or URL, paragraph number or URL, and who is responsible for drafting each requirement, to make sure all the grant’s instructions are being followed.
It’s hard enough to start, much less continue, our writing, scholarly or otherwise. When we ask ourselves some important questions and act on the answers, we can more easily sneak up on the current project and get started.
The questions and answers are completely between us and us, and we have the best and only answers. Whatever other advice we’ve read or heard, however loudly others swear theirs is the only way, it’s our own answers that matter.
For my own writing and that of the dissertation- and article-producing clients I coach, I’ve found the following questions are the most crucial and tell us what we need to know about our working preferences. Answer the questions below and others that may arise to diagnose your perfect work environment.
A grant is a great tool to help you build or enhance your project or program, said Erin Comeaux (the pro), formerly a professional grant writer for Lone Star College System, and now a grants coordinator for Pasadena Independent School District in Pasadena, Texas, and Jennifer Travis (the rookie), a professor of mathematics at Lone Star College-North Harris, during their presentation at the 2016 Conference in San Antonio in June. The two recently partnered to write Travis’ first grant proposal.