2018 Textbook award-winning insight (Part 1): Deciding to write and getting the interest of a publisher

We recently reached out to winners of the 2018 TAA Textbook Awards and asked them to answer some questions about how they made the decision to write their textbook, how they interested a publisher, what they do to boost their writing confidence, how they fit writing time into their schedule, and more. We will be sharing their answers in a series of posts over the next few weeks.

This first installment of the four-part series focuses on why they decided to write their textbook, and how they got the interest of a publisher.

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Rejecting the premise of writer’s block: Write your way out

When you talk with academic writers about productivity, you are likely to hear the term ‘writer’s block’. Despite the prevalence of this term, I am resistant to identifying common academic writing difficulties as writer’s block. Most writers who are struggling with their writing are actually struggling with their thinking. That isn’t just a semantic quibble: it matters that we grasp exactly what is inhibiting our writing processes. When we diagnose ourselves as having writer’s block, we can start to believe that we aren’t currently able to write. If you find yourself with a sore leg, it may well be that avoiding walking is a sound strategy. If you find yourself unable to write, might it be a sound strategy to avoid writing? The answer to that question is almost always no. Not writing has little-to-no curative power, in my experience.

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Pre-order your copy of TAA’s newest book: ‘Guide to Rights Clearance & Permissions in Scholarly, Educational, and Trade Publishing’

Learn what you need to know to avoid and manage copyright infringement claims that arise from the publication of your book, article, or media project with TAA’s newest book by intellectual property attorney Stephen E. Gillen, Guide to Rights Clearance & Permissions in Scholarly, Educational, and Trade Publishing. In this book, now available for pre-order, Gillen covers the unique rights clearance and permission issues related to writing scholarly works:

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Kick off your summer writing program with TAA’s June writing conference

Looking for inspiration and structure for your summer writing projects? Look no further. TAA’s 31st Annual Textbook & Academic Authoring Conference features veteran authors, industry professionals, and intellectual property attorneys who can provide strategies and guidance on how to move forward with your writing projects to reach your publication goals. Join us at La Fonda on the Plaza in Santa Fe, NM, June 15-16 and prepare to be inspired.

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Scholarly Kitchen founder Kent Anderson to keynote at 2018 TAA Conference

Kicking off TAA’s 2018 Textbook & Academic Authoring Conference this year is keynoter Kent R. Anderson, CEO of RedLink, a past-President of the Society for Scholarly Publishing, and the founder of “The Scholarly Kitchen” blog. In his keynote, Anderson will discuss how scholarly practices are of critical importance as we face an information economy that has become increasingly overwhelmed with self-interested distortions of fact presented on an equal footing with facts and research findings. As the current environment evolves, scholars who seek to express and share findings based in observable reality are increasingly challenged or, worse, dismissed. He will argue the need for new approaches, governance, and practices by researchers, educators, and publishers in order to preserve quality information, the relevance of science, and the ascendancy of objective reality.

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Learning science and textbook design: The value of pre-testing to jumpstart student learning

In the hands of an experienced teacher and motivated students, a textbook can be a powerful tool for learning. As with any tool in one’s toolbox, a design that enhances utility, and thereby improves performance, can make a textbook an effective, frequently used implement. As a textbook author, I realize that although effective communication of content is at the center, my textbooks will be used successfully only if the instructional design promotes learning.

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