TAA announces a Call for Proposals for its 34th Annual Textbook & Academic Authoring Conference which will be held June 18-19, 2021 in Indianapolis, IN. We invite the submission of presentations relevant to writing, publishing, and marketing textbooks and academic works (textbooks, academic books, journal articles, and monographs). Interactive, hands-on sessions are encouraged. The proposal deadline is October 7, 2020.
Flex your writing muscles in the TAA Writing Gym! This 6-week work-out-on-your-own gym time will serve as your writing accountability partner as you work to achieve your writing goals. The gym is open to those writing textbooks, scholarly journal articles, and dissertations.
Here’s what previous Writing Gym participants have had to say:
“The writing gym was fantastic. It raised my commitment to writing productively.”
“I loved the opportunity to change my writing habits. Now I am feeling guilty if I don’t at least find 30 minutes to work on a project!”
Q: I’m a published author. I signed a textbook contract with a publisher 32 years ago and the first edition of my text was published 30 years ago. It’s since been revised 9 times, all under the original contract, and is due to be revised again soon. Recently, my publisher wrote and said they wanted to sign a new contract for the new edition because the industry had changed, their business model had changed, and the old contract was no longer in step with their current practices. Should I go along with this and sign the new contract?
A: Maybe. . . but not without doing a little homework first. Your original contract almost certainly contemplated that your text, if successful, would need periodically to be revised. What it probably said about this was that “if and when” the publisher thought a revision was warranted, the publisher would call upon you to prepare it. And if you were willing and able to do that, the revision would be prepared and published under the terms of your then existing agreement as if it were the work being published for the first time.
My field, mathematics, is a discipline in which the complexity of the subject increases with each course and each course requires a certain amount of recall from prior courses. While some students do quite well in transitioning to the next mathematical challenge, there are many who don’t bridge easily to the new content. Furthermore, students are prone to forget material learned earlier in the current course that they now need.
As a professor of mathematics, having taught for over 35 years, I am well acquainted with the reluctance of students to review material when their recall of it is imperfect. When I faced up to this issue a while back in revising my four-book Precalculus series, now in the 11th edition, I decided to confront the problem head-on.
We recently reached out to winners of the 2020 TAA Textbook Awards and asked them to answer some questions about why they made the decision to write their textbook, strategies they used for successful writing, advice on contracts, editing, marketing, co-authoring, and more. We will be sharing their answers in a series of posts over the next few weeks.
This final installment of the five-part series focuses on achieving long-term success for a manuscript.
Some writers feel comfortable and can be productive following the sage advice of the King in Alice in Wonderland to the White Rabbit: “Begin at the beginning . . . and go on till you come to the end.” Other writers, though, wail internally or aloud, “But I don’t know where/how to begin!” Trying to follow that command only increases their angst and intensifies creative paralysis.
When I coach doctoral candidates as they begin writing, I often advise them not to start at the beginning, that is, with Chapter 1. They sometimes think I’m nuts, but, a heretic in the King’s court, I’ve got sound reasons. In the first chapter of a dissertation or introduction in an article, the writer must present a thorough and concise overview of the problem investigated or reported on. This presentation requires (a) great familiarity with the breadth of the topic and (b) greater familiarity with previous studies of the subject.