You might be informed by your copy editor that your textbook manuscript is too long. Say, for example, your copy editor has returned five of your chapters marked as seriously over length. Instructions say to reduce length by the equivalent of three manuscript pages per chapter. Reading over the manuscript, barring a word here or there, you believe there is simply no way you can cut without destroying the brilliance and integrity of your exposition. You ask if the book can just be made sixteen pages longer. The answer, categorically, is no, because of the cost. What should you do?
Download a sample of ‘Writing and Developing Your College Textbook’
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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Q&A: How to write for student learning vs. faculty content
The following Q&A is based on a TAA webinar presentation by Michael Greer, from the University of Arkansas at Little Rock and Development by Design, entitled, “Bringing Textbooks to Life: Strategies for Improving Student Engagement”.
Q: Laura Frost, Professor of Chemistry and Director of the Whitaker Center for STEM Education at Florida Gulf Coast University:
“One of the problems with producing a textbook that helps the student learn is that the faculty member is the person who is selecting the textbook and the publishers know this. Do you have any suggestions for authors who are interested in writing for student learning vs. faculty content?”
Join us today @ 3pm ET for the TAA Webinar: 5 Steps to Creating a Publication Strategy
You have research. You have academic papers, a thesis, and/or a dissertation. You may have written reports or social media posts. Now what? The tasks involved with moving forward towards developing publishable articles or chapters seems overwhelming. Where do you start?
Join us Thursday, September 15 from 3-4 p.m. ET, for the TAA Webinar, “5 Steps to Creating a Publication Strategy”. Janet Salmons, an independent researcher, writer and consultant with Vision2Lead, Inc., will share practical tips and a step-by-step process for evaluating your current status, and making a plan to achieve publication goals.
Why you shouldn’t sign a work for hire agreement
One of the choices you can make when publishing your textbook or other instructional text is to sign a contract that simply assigns to the publisher the copyrights in your work or to enter into a work for hire agreement, in which you and the publisher agree that the publisher will be legally considered the author and sole owner of your work for copyright purposes. A significant consequence of work for hire agreements is that you don’t have the benefit of the right of termination under copyright law, said Stephen E. Gillen, an attorney with Wood Herron & Evans, and author of Guide to Textbook Publishing Contracts.
Trends in college textbook publishing: 5 Tips for navigating the digital transition
Many college textbook authors are experiencing declining print unit sales and diminishing royalty checks. Regular price increases previously helped college textbook publishers offset shrinking print sales, but that strategy is no longer effective. Consequently, some publishers are cutting budgets to offset revenue shortfalls. They’re also diverting remaining investment resources into new digital products and services that offer a measure of protection against the depredations of used, rental, and pirate competition. As a result, those publishers are rebranding themselves as software or learning science companies and setting very public goals to eliminate or scale back their print publishing programs in favor of fully digital product models. What are the key forces driving college publishers’ online publishing strategies? What are some steps higher education textbook authors can take in response?