Former journal editor Gerald Stone said an article isn’t dead until you as an author decides to bury it. Some authors, he said, don’t know that the letter they receive is an acceptance letter — the editor only wants the author to make revisions and resubmit. Instead, strangely, they take it as rejection.
For this reason, Stone said, when you get a letter from a journal that will tell you whether your article has been accepted or not, follow this procedure:
Most books come out of experience. Authors find a need in the field. They discover the existing texts have weaknesses, miss important topics, or simply do not excite their students. It may very well be there is no book on the particular topic they are teaching, or that the author is on the developing edge of an emerging area in a discipline.
Betty Azar, author of Understanding and Using English Grammar, said: “Experience tells me that first an author should see a need in the field. If the book you want to write fills a need you have in your own teaching, you can be fairly sure it will do the same for other teachers. Some of the best books have come from teachers like myself who develop their own materials for their classes because there was nothing available in the marketplace to meet their teaching needs, and then turned these materials into texts.”
Here are some ways to get started in textbook publishing:
Academic presses invest a lot of effort in the peer review process. While most academics understand the process — either from personal experience or tales shared at conferences — less understood is how editors and publishers view peer review.
“The primary reason for peer reviewing manuscripts is to reinforce the publisher’s reputation as serious and professional,” said Jessica Gribble, an acquisitions editor at Lynne Rienner Publishers.
Individual editors also value peer review, she said: “We can’t be experts in every subject we acquire, so we rely on reviews to help us know whether the content of the manuscript is high quality.” Another goal of the peer review process is to confirm what the press believes to be the market for the book. “We’re getting both a content analysis and a market analysis,” said Gribble.
Experiential learning, a four-stage cycle that accommodates four distinct types of learners, is the ideal way for people to learn. While each person will prefer one part of the cycle over others, it is important for educators to guide their students through each stage in order to achieve the best possible learning experience.
According to Dr. Alice Kolb, president of Experience Based Learning Systems, Inc., textbook authors can use the following ideas to incorporate all four stages of the experiential learning cycle and maximize the educational potential of their books:
First Stage: Concrete Experience. Vignettes or quotes can help students identify with the content of a chapter, or you can provide introductory exercises to give students an initial experience with your topic.
A collective volume is often a written record of a single conference or symposium, or a record of the “acta” or proceedings of a series of meetings of an organization, often annual, stretching over a number of years; or, finally, a festschrift offered as an acknowledgement of an individual’s professional impact over a significant period of his life. Festschriften are often occasioned by 65th or 70th birthdays, retirement, or other excuses.
If authors are not careful when negotiating language related to foreign sales in their book contracts, they can end up earning next to nothing on international sales of their books.
Stephen Gillen, an attorney with Wood Herron & Evans, said that although he cannot provide exact language authors can use to negotiate the foreign sales clause in their contracts without knowledge of the unique facts and circumstances of each case, he suggests authors use the following to start the discussion with their publisher:
