Beginning with shipments currently underway to on-campus, off-campus and online retailers, Cengage print products will include a unique certification seal developed by an expert third-party certification company. The seal includes a QR code and one-off indicators that verify the product’s authenticity. Cengage estimates that counterfeit course materials cost the company between $70 million to $100 million annually.Â
10 Tips to help you evaluate an index for quality
The book you have spent so long writing and editing is almost ready to be published. It is in its final layout, and has been proofread multiple times. The one hurdle remaining is the index. Finally, you receive the index manuscript for review. While it may be tempting to give the index just a cursory glance before blessing it with your imprimatur, it is worth investing a modest amount of time to ensure that the index does your book justice. A complete and well-constructed index adds real value to your book by making its content more accessible to readers. How can you be confident that the index you receive is good enough for your book?
Trade vs. textbooks: 6 Key takeaways from my experiences
I am the author or co-author of three books. A textbook with a vanity publisher, two trade books with an academic publisher, and an upcoming introductory textbook.
My first book was the result of a publisher’s agent knocking on my office door and asking if I would be interested in writing a textbook. All the publisher asked was that I would require the book within my courses and sign away the copyright. I was excited to get started, so I barely even read the publishing contract. I now know this experience epitomizes that of working with a vanity publisher – the goal is to generate some revenue rather than produce the ideal product. The textbook ended up being an effective tool within my course, but it wasn’t adopted anywhere else.
Textbook award-winning insight (Part 5): Key to textbook longevity, preparing for the next edition
A few weeks ago, I reached out to winners of the 2017 TAA Textbook Awards and asked them to answer some questions about their textbook writing. I had so many great responses I decided to create a six-part series to share them. The first installment focused on why they decided to write their textbook, and how they got started. The second installment focused on what they do to boost their confidence as a writer, how they fit writing time into their schedule, and what software they use. The third installment focused on which pedagogical elements in their textbook they are most proud of, and what involvement they have had in marketing their book. The fourth installment focused on what they wish they had known before they started, and advice for other authors.
This fifth, and final, installment in the five-part series focuses on the more veteran authors, who share the key to their textbook’s longevity, what they have learned over the years, and their approach to preparing for a new edition.
Q&A: What is an author’s questionnaire and why do I need one?
Q: “What is an author’s questionnaire and why do I need one?”
A: Mary Ellen Lepionka, author of Writing and Developing Your College Textbook: A Comprehensive Guide :
“An author’s questionnaire usually comes from the marketing department to develop leads for reviewers of, contributors to, and especially adopters of your text. I suggest filling it in as completely as possible to make your contacts, colleagues, affiliations, and achievements known to the people who will attempt to market and sell your title. Also include any press (news articles) about you (and keep sending them). List your upcoming opportunities to promote your book, such as guest lectures, keynote addresses, interviews in the broadcast media, academic conventions, professional meetings, webinars, etc.
Textbook award-winning insight (Part 4): What they wish they had known before they started, writing advice
A few weeks ago, I reached out to winners of the 2017 TAA Textbook Awards and asked them to answer some questions about their textbook writing. I had so many great responses I decided to create a five-part series to share them. The first installment focused on why they decided to write their textbook, and how they got started. The second installment focused on what they do to boost their confidence as a writer, how they fit writing time into their schedule, and what software they use. The third installment focused on which pedagogical elements in their textbook they are most proud of, and what involvement they have had in marketing their book.
This fourth installment in the five-part series focuses on what they wish they had known before they started, and advice for other authors.