“You are far too smart to be the only thing standing in your way.” Our inspirational message to start the…
Language has always been evolving. For better or worse, the formality of language has changed including embracing new words. Publishing, undoubtedly, has been changing. Too slow for some and too fast for others. I was wondering how emojis will start to creep into scholarly writing in the next five, ten, or twenty years. Sounds farfetched?
I am not a big emoji person. Maybe I will do a 🙂 every so often. I use this to ensure my meaning cannot be misconstrued. I progressed to the occasional thumbs up. I know; radical.
The other day I scrolled through my iPhone 7’s emoji options for texting and was dumbfounded.
Finding short bits of time to write during the week is usually a challenge for busy faculty. Teaching expectations are often urgent and very important while writing time is important but, usually not urgent. Yet, by being more focused and intentional with our time, even our teaching time, we can tailor our teaching practice to be able to fit in much more writing time.
Here are four practices that we have honed over the years that have enabled us to carve significantly more time in our schedules to dedicate to our writing projects.
For most of this past year, I have been in seeking a publisher for my book for graduate students about using scholarly literature. As I write this, my proposal is scheduled to be discussed at a publication meeting a few days from now, and by the time this blog post gets published, I will either have a contract offer or another rejection.
In this and the following posts, I reflect on some of the issues that have come up in my process—issues that might be of interest to writers who are not yet experienced in proposing books to publishers. Those with more experience might view my reflections as naive (and if so, feel free to comment), but those with less experience might at least find comfort in someone else struggling with similar issues, even if they don’t find useful suggestions.
Cengage announced this week that beginning in February authors will have the ability to contact a member of a newly created Author Relations team made up of “professionals with proven expertise in handling contracts, royalties and other issues that are top of mind for authors and for Cengage.”
The Author Relations team, said Cengage, will offer clear and regular communication with authors, and act as the main point of contact for questions and concerns related to contracts, royalties and/or other similar topics to ensure that author queries on these topics are addressed quickly and effectively.
“Hello, thank you for visiting. Can I help you in any way?” If you’ve browsed our TAA website, you’ve likely seen those words in the chat box that appears on the screen. We’re often asked by visitors if we’re “real” (as opposed to an automated bot). Then those who realize that we are, and that we are there to help, ask questions that you may have as well.
In this series of “Can I help you in any way?” posts, we’ll highlight some of the questions people have asked through the TAA Live Chat feature of our site and the responses we have for those questions.
In this post, we’re focused on a question about the importance of learning objectives when writing a textbook.