The educators guide to writing a book practical advice for teachers and leaders

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TheEducator’sGuide toWritingaBook The Educator’s Guide to Writing a Book is for educators who dream of sharing their knowledge and skills with a broader audience This exciting resource provides step-by-step guidance on how to set publishing goals, create well-written content and resource material, develop an informative yet accessible writing style, prepare professional-level manuscripts, and anticipate each stage in the publishing process Chapters include authentic writing examples, tips from veteran authors and publishing professionals, and supportive resources TheEducator’sGuidetoWritingaBookisaninvaluableguidethathelpsaspiringandnovice authorsmovepublishinggoalsfromdreamstoreality Cathie E West has forty-three years of experience as an educator She has served as a principal,directedspecialprogramsatschools,coordinatedcurriculumandstaffdevelopment in school districts, and taught at the college level West’s writing has appeared in many educationpublicationsandsheistheauthoroffourbooks OtherEyeOnEducationBooksAvailablefromRoutledge (www.routledge.com/eyeoneducation) RelationshipsThatWork:FourWaystoConnect (andSetBoundaries)withColleagues,Students,andParents AdamSáenzandJeremyDew WhatConnectedEducatorsDoDifferently ToddWhitaker,JeffreyZoul,JimmyCasas BRAVOPrincipal!BuildingRelationshipswithActionsthatValueOthers SandraHarris GetOrganized!TimeManagementforSchoolLeaders,SecondEdition FrankBuck The30GoalsChallengeforTeachers:SmallStepstoTransformYourTeaching ShellySanchezTerrell TheAssistantPrincipal’sGuide:NewStrategiesforNewResponsibilities M ScottNorton EasyandEffectiveProfessionalDevelopment: ThePowerofPeerObservationtoImproveTeaching CatherineBeck,PaulD’Elia,MichaelW Lamond FormativeAssessmentLeadership:Identify,Plan,Apply,Assess,Refine KarenL Sanzo,SteveMyran,JohnCaggiano Job-EmbeddedProfessionalDevelopment:Support, Collaboration,andLearninginSchools SallyJ Zepeda The6KeystoTeacherEngagement:Unlockingthe DoorstoTopTeacherPerformance CathieE West TheTrustFactor:StrategiesforSchoolLeaders JuliePetersonCombs,StaceyEdmonson,SandraHarris CreatingSafeSchools:AGuideforSchoolLeaders,Teachers,andParents FranklinP Schargel DataAnalysisforContinuousSchoolImprovement,ThirdEdition VictoriaBernhardt TheEducator’sGuide toWritingaBook PracticalAdvicefor TeachersandLeaders CathieE West Firstpublished2016 byRoutledge 711ThirdAvenue,NewYork,NY10017 andbyRoutledge 2ParkSquare,MiltonPark,Abingdon,OxonOX144RN RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness ©2016Taylor&Francis TherightofCathieE Westtobeidentifiedasauthorofthisworkhasbeenassertedbyherinaccordancewithsections77 and78oftheCopyright,DesignsandPatentsAct1988 Allrightsreserved Nopartofthisbookmaybereprintedorreproducedorutilizedinanyformorbyanyelectronic, mechanical,orothermeans,nowknownorhereafterinvented,includingphotocopyingandrecording,orinanyinformation storageorretrievalsystem,withoutpermissioninwritingfromthepublishers Trademarknotice:Productorcorporatenamesmaybetrademarksorregisteredtrademarks,andareusedonlyfor identificationandexplanationwithoutintenttoinfringe LibraryofCongressCataloginginPublicationData West,CathieE Theeducator’sguidetowritingabook:practicaladviceforteachersandleaders/CathieE West pagescm Includesbibliographicalreferencesandindex Education—Authorship—Handbooks,manuals,etc 2 Educationalpublishing—Handbooks,manuals,etc 3 Teachers asauthors I Title LB1033.5.W472016 371.102′2—dc23 2015011671 ISBN:978-1-138-82894-0(hbk) ISBN:978-1-138-82895-7(pbk) ISBN:978-1-315-73796-6(ebk) TypesetinOptima byKeystroke,StationRoad,Codsall,Wolverhampton ForElaineMcEwan-Adkins Contents AbouttheAuthor Preface Acknowledgements ResourcesAvailableasFreeDownloads WhyWrite? ReasonstoWrite ReasonsNottoWrite AuthorAttributes WritingProficiencyGoals Q&AwithRobynRoss,ElementaryTeacher TakeAwayTips Reflections–Connections BestPractice References Best-PracticePractitionerBooks InterestAssessmentVariables ReadershipWants Best-PracticeBooksDefined Q&AwithElaineK McEwan-Adkins,Author/Educator TakeAwayTips Reflections–Connections BestPractice References BookMechanicsandSafeguards FrontMatter MainText BackMatter Publishers’ProposalGuidelines Publishers’WritingGuidelines RecommendedWritingReferences ManuscriptSafeguards Q&AwithLaurieLieb,CopyEditor TakeAwayTips Reflections–Connections BestPractice References Titles,Topics,andThemes ThemeDeterminants TopicTips TellingTitles ProspectusEssentials ProspectusSubmission Q&AwithLaurenDavis,Editor TakeAwayTips Reflections–Connections BestPractice References WritingStyleandSteps WritingwithStyle StylisticFeatures WritingProcessActions BookDevelopmentSteps ChapterPreparationGuide Q&AwithBobBusk,Principal TakeAwayTips Reflections–Connections BestPractice References PublishingPeopleandProcesses SigningOn WorkingwithProductionPersonnel SupportingtheProductionProcess SubmissionEssentials Marketing Q&AwithAmyVanderzee,AssociateMarketingManager TakeAwayTips Reflections–Connections BestPractice References Conclusion SuccessAttributes FinalNote AppendixA:ReasonstoWrite AppendixB:WritingGoalsForm AppendixC:BookAnalysisGuide AppendixD:AuthorBioTemplate AppendixE:ChapterTextandImagesWorksheet AppendixF:SampleQueryLetter AppendixG:SampleProspectus AppendixH:SampleSubmissionLetter AppendixI:ChapterFrameworkandFeaturesTemplate AppendixJ:SampleManuscriptSubmissionChecklist Index Each chapter will include authentic examples, practical tips, and supportive resources Readers will also find graphic organizers that outline key points, text boxes that offer clarifying information, and Q&A dialogs with experienced authors and publishing professionals Inaddition,eachchapterwillconcludewiththreehelpfulsections: ● TakeAwayTips:Providesaconcisereviewofmajorconceptsandsuggestions ● Reflections–Connections:Offersthought-provokingquestionsthatpromoteself-reflection, careerconnections,andpersonalgrowth—idealforindividualorgroupbookstudies ● BestPractice:Identifiesactivitiesreaderscanimplementtoapplywhattheyhavelearned Theseactivitiesmayalsoserveasrequiredassignmentsforbookstudiesandcollegecredit courses Competition TheEducator’sGuidetoWritingaBook:PracticalAdviceforTeachersandLeaderscomes at an ideal time as I know of only one similar book: Publish or Perish: The Educator’s Imperative by Allan Glathorn (Corwin Press, 2002) However, Glathorn’s book is aimed at educators who are planning to write journal articles, research reports, and academic documents as well as aspiring book authors Too wide a range of topics limits an author’s abilitytoprovidein-depthcoverageofasinglesubject Mybookhasasingle,well-developed focus—astep-by-stepguideforteachersandprincipalswhowishtowriteandpublishabook InadditiontoPublishorPerishIhavecomeacrosstworelatedbooks:On WritingWell byWilliamZinsser (HarperCollins,2006)and Keepit Real: Everything You Need to Know aboutResearchingandWritingCreativeNon-fictionbyLeeGutkind(W W Norton,2009) However,bothofthesebookscovernon-fictionwritingingeneral,whereasminespecifically addresseswritersofeducationbooks TableofContentsandChapterSynopsis AbouttheAuthor Preface Acknowledgements ResourcesAvailableasFreeDownloads Chapter1:WhyWrite? Shouldeducationprofessionalsconsiderwritingpractitionerbooks?Absolutely!Bookwriting providesanidealwayforeducatorstosharetheirexpertisewithothers,fulfillinganimportant professional obligation But there are additional compelling drivers: the act of writing provides a rewarding experience as the book unfolds, an opportunity for self-reflection, and stimulating creative and technical challenges Chapter explores the “reasons to write” in depth, plus author commitment, writing strengths and growth opportunities, technical skill development,andgoalsetting ● Interview:ClassroomTeacher ● TakeAwayTips ● Reflections–Connections ● BestPractice Chapter2:Best-PracticePractitionerBooks Reading education books—to stay current, to broaden knowledge, to learn new skills—is a long-held professional expectation for teachers and principals But finding time to read is difficult for these busy educators Job responsibilities, after-hours events, and family responsibilitiesfrequentlyinterferewithreadingambitions Thegoodnewsisthatteachersand principalswill find the time for professional reading when a book offers information that is both current and practical Chapter explores these and other characteristics of popular practitionerbooks,identifiespreferredformatsandwritingstyles,anddescribestheresources thatpractitionersprefer ● Interview:Author ● TakeAwayTips ● Reflections–Connections ● BestPractice Chapter3:BookMechanicsandSafeguards For which parts of a book is an author responsible? Should the manuscript include text features?Arepublishers’guidelineschiseledinstoneordoauthorshavesomeleeway?These arejustafewofthequestionsaspiringauthorsaskthemselvesastheyfacethedauntingtasks associatedwithwritingabook Chapter3coversalloftheessentialbookelements,suchasthe front matter, the main text, and the back matter Additional topics include which reference bookstoacquire;howtointerpretapublisher’swritingguidelines;whattodoaboutcopyright observance;andhowtosafeguardamanuscriptfromcomputermeltdowns ● Interview:CopyEditor ● TakeAwayTips ● Reflections–Connections ● BestPractice Chapter4:Titles,Topics,andThemes BobSickles,whoatthetimewasRoutledgeEyeonEducation’sdynamicpublisherandeditor, taughtmeanimportantlessonwhenIfirstproposedabooktopictohim Iintendedtofocuson theproblemsschoolprincipalsencounteronaday-to-daybasis,andmysuggestedtitle,which Inaivelythoughtwouldbeenticing,was:TroubleintheSchoolhouse Thesupportingtopics— whichregrettablyparalleledthemaintheme—includedsuchgemsas:“TerribleTroublesand TryingTimes,”“InsurmountableProblems,”and“UnrelentingStressandSleeplessNights.” After considering my ideas, Bob respectfully—and wisely—advised: “Make sure your writingisupbeatandpositive Abooklikethiscouldfinditselfunintentionallydescendinginto pessimism Pleasemakesureitdoesnotbecomeaeulogyfortheprincipalship.” ConveyinganoptimisticoutlookwasjustoneofthemanyskillsIhadtomasterasanovice education writer Chapter covers theme development, author’s viewpoint, topic and title selection,andreferencesupports ● Interview:Editor ● TakeAwayTips ● Reflections–Connections ● BestPractice Chapter5:WritingStyleandSteps What the education authors Elaine McEwan-Adkins, Shelly Harwayne, and Frank Buck have in common? Certainly not style; in that respect, these three authors could not be more different McEwan-Adkins,aleadershipandliteracygenius,communicatescontent—concepts, examples, and research highlights—in a crisp, clear manner Meanwhile, Harwayne’s books aboutwritingconveyideasinanattractivelyrambling,poeticvoice Incontrast,Buck—whose specialtyisorganizationandtimemanagement—adoptsanefficient,no-nonsenseapproachthat aligns well with his subject matter Despite their divergent writing styles and interests, however, these powerhouse authors share a common attribute—popularity Education practitioners seek out their books because their narratives are easy to read, understand, and assimilate Chapter delves into writing style and also covers critical steps in the writing process ● Interview:Principal ● TakeAwayTips ● Reflections–Connections ● BestPractice Chapter6:PublishingPeopleandProcesses InA ScottBerg’s(1979)biographyofMaxwellPerkins,theesteemedScribner’seditorwho guidedsuchliterarygiantsasF ScottFitzgerald,ErnestHemingway,andThomasWolfe,there isaphotoofWolfeposingalongsidethemountainofmanuscriptpagesthatwouldbecomeOf TimeandtheRiver Butthisreachedtheshelvesonlyafterprolongedandmeticulousediting byPerkins,whoworkedtirelesslyinthebackgroundtoensurethecompletionofWolfe’sbook and the author’s success Editors and many other publishing talents toil behind the scenes to helpwriterscraftnoteworthyandmarketablebooks Chapter6coverstherolesofpublishing staffandthebookproductionprocessitself ● Interview:MarketingManager ● TakeAwayTips ● Reflections–Connections ● BestPractice Chapter7:Conclusion The conclusion provides additional book development strategies and encourages novice writerstopursuetheirpublishingdreams DefinitionoftheMarket PrimaryAudience This book is directed at school principals and vice-principals; directors of curriculum, instruction,andspecialprograms;superintendentsanddistrict-levelassistants;anduniversity education professors, researchers, and consultants It will also appeal to administrative interns, teachers on special assignments, and other educators in leadership roles who have writingaspirations SecondaryAudience Other readers—and potential authors—include university and college instructors who teach coursesrelatedtoeducation,suchaspsychology,sociology,philosophy,andsocial-behavioral science CourseAdoptions The book provides ideal material for workshops, book studies, and university courses, especiallythosecoveringbookwritingandpublishing WordCountandWritingSchedule The manuscript will run between 30,000 and 35,000 words The anticipated completion schedulefollows: ● June2014:Chapters1–2 ● August2014:Chapters3–4 ● October2014:Chapters5–6 ● December2014:Chapter7 ● January2015:FrontMatter ● February2015:BackMatter,includingAppendicesandIndex AbouttheAuthor [Biographicalinformation] ■Reference Berg,A S (1979) MaxPerkins:Editorofgenius London:HamishHamilton ■AppendixH:SampleSubmissionLetter October1,2014 XYZPublishingHouse 1000NoNameAvenue NewYork,NY00000 Dear[Editor’sname], Iamahighlyexperiencedmathematicscoachwhoservesstudentsandstaffinaschooldistrict that has earned prestigious awards for driving up student achievement I am submitting a prospectus for an instructional guide for elementary and secondary teachers that presents a step-by-stepprocessforimprovingstudents’mathematicsproficiency MybookistitledMath ontheUpswing:12TeachingStepsthatWork! My writing experience includes a Gr K -12 Mathematics Curriculum Guide, a student handbook calledMathTips,a monthlynewsletterforparentstitledMathLinks,andseveral articlesthathaveappearedinMathematicsToday,aninternationaljournalforsecondary-and university-levelmathematicsteachers In addition to this letter you will find my prospectus, two sample chapters, and my curriculumvitae Pleaseletmeknowifyouneedanyadditionalinformation Meanwhile,thank youfortakingthetimetoreviewmybookproposal Respectfully, [Nameandcontactinformation] ■ AppendixI:ChapterFrameworkand FeaturesTemplate TopicFramework ChapterTitle: Topic1: Details: Topic2: Details: Topic3: Details: Topic4: Details: Topic5: Details: Topic6: Details: Summary: ApplicationOpportunities: References: FeaturesandImages ■ AppendixJ:SampleManuscript SubmissionChecklist ProvideContactInformation ■ ■ ■ ■ ■ ■ Name Mailingaddress Physicaladdress Homephone/cell Businessphone/cell Emailaddress PrepareManuscript ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Styleguideutilized:PublicationManualoftheAmericanPsychologicalAssociation Spellingstyle:US Font:TimesNewRoman Spacing:doublespaced Savedin:RichTextFormat Headings:WordStyleGalleryHeading1,Heading2,Heading3 Margins:1inchtop,bottom,sides Pagination:maintextnumberedconsecutively Half-titlepage Titlepage Dedication Contents Authorbiography Preface Acknowledgements Mainchapters Conclusion Separatefiles:textboxes,figures,tables Call-outs:boxedtext,textboxes,figures,tables Appendices:lettercodes Maintextcitations References:bychapter CheckQuality ■ ■ ■ ■ ■ Spellingandgrammarcheckactivated Chapterformattingandspecialfeaturesconsistent Textcitationsproperlypreparedandcomplete Referencesproperlypreparedandcomplete Examplesandresourcesprovided DocumentPermissions ■ Permissionslogforcopyrightedmaterial ■ Logof“fairuse”material ■ Signedpermissionsforms CompleteOtherRequirements ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Productiondepartmentchecklist Writer’sguidechecklist Indexarrangements Finalwordcount Marketingonlinesurvey Chapterabstracts Copyeditornotes Artlog Captions:textboxes,figures,tables Numbers:textboxes,figures,tables Coversuggestions Endorsementrecommendations Index Pagenumbersinbolddenotefiguresortables academicwritingstyle73–4 acknowledgements35 administrativecompetenciesseeinterestassessmentvariables APAseePublicationManualoftheAmericanPsychologicalAssociation appendices39 ASCD(AssociationforSupervisionandCurriculumDevelopment)7 ASCD’sAnnualConferenceandExhibitShow18 AssessmentTrainingInstitute’sSummerConference18 AssociatedPressStyleBook,The46 audienceappeal21–2,64 authenticsettingforeducationresearch22 authorattributes5–6,111–13 authorbiography35–6 AuthorBioTemplate119 AuthorsGuild99 author’snoteabout:coding101–2;copyeditors50–1;stories25;style76–8;titles61–3;viewpoint10;writingguides43 backmattercomponents38–40 barrierstowriting13–15,112 Barth,RolandS 25,75 Beebe,Lauren61–3 best-practice books: analysis guide 30,117–18; attributes 24, 28; benefits 23; defined 23; readership interests 18–19, 21–2; researchin22 bestwritingtip:associatemarketingdirector108;author28;copyeditor49;editor67;principal93;teacher14 bibliographyseereferences biographyseeauthorbiography blogs7,10–11 book: analysis guide 117–18;contract97–9; cover 105,108; definition 23,32; development steps 82–6; length 83; marketing 106–9;preferences18–19;seealsochapterpreparation bookcomponents:backmatter38–40;frontmatter32–6;maintext37–8 bookproposalguidelines41 Buck,Frank127–8 Busk,Bob:bestwritingtip93;bookpreferences113;epigraph72;interview90–4;profile91 CenterforEducationalLeadership(CEL)20 chapterpreparation:designof86–7;frameworkandfeaturessample87–9;frameworkandfeaturestemplate132;preparation guide86–90;textandimagesworksheet120 chatgroupseeblogs ChicagoManualofStyle,The44,46 committed5,93–4,112;seealsoauthorattributes contentsseetableofcontents contract97–9,97–8 contributors85,86 copyeditingsteps48 copyeditor32,46–51,102–3;seealsoLieb,Laurie Copyeditor’sHandbook:AGuideforBookPublishingandCorporateCommunications,The(Einsohn)45 copyright47,89,99,100–2;seealsocopyrightpage copyrightpage33–4 CorwinPress:bookproposalguidelines41;webaddress8;writingguidelines42 courageousseeauthorattributes cover,book35,105,108 criticism4,93 Danielson,Charlotte20 Davis,Lauren:bestwritingtip67;epigraph55;interview65–8;profile66 dedication33–4 dictionaries44,46 “downloads”36,38,39 drafting80 editing48–9,81 editor:assistancefrom42;expectationsforauthors43–4;responsibilitiesof65,100;submissionsto40,65,106;seealsoDavis, Lauren editorialassistant100,101–2;seealsoproductionmilestones editorialguidance:booklength83;constructivecriticism4;copyrightyear33;downloadoptions39;endorsements35;feedback 5,6;headings34,84;index,needfor40;introduction,needfor37;manuscriptchanges78–9; response to reviews 85–6; themeselection58;topicadditions82 EducationalLeadership27;seealsoASCD EducationalLeadershipPolicyStandards20 EducationWeek7 EducationWeekTeacher’sClassroomQ&A106 educationaltrendsseeinterestassessmentvariables ElementsofStyle,The(StrunkandWhite)45,73 endorsementsseeeditorialguidance evidence:themedeterminant57;researchsupported22;typesof58 examples38,58–9,67,86–7 Excel,useof60 expenses,author’s3 externalharddriveseemanuscriptsafeguards “fairuse”limits89;seealsocopyright fearofwriting14,18,27,92 feedback6,81–2,93 5DimensionsofLearning20 foreword34–5 formatting,book79 FrameworkforTeaching,The20 frontmattercomponents:acknowledgements35; author biography 35–6; copyright page 33; dedication 33–4; foreword 34–5; halftitlepage33;lists36;locationof32;preface35;tableofcontents34;titlepage33 frontmatterresponsibilities36 Fullan,Michael:dedicationexample33–4;topicexamples3,58–9;writingstyleexample74–5 glossary39 goals:daily112;asthemedeterminant56;seealsowritingproficiencygoals GrammarBook.com9 GuilfordPress:bookproposalguidelines41;webaddress8;seealsoGuilfordPublications,Inc GuilfordPublications,Inc.:ManuscriptPreparationGuide42;seealsoGuilfordPress halftitlepage33 Harwayne,Shelley1,60,127–8 headings34,84 Heinemann:bookproposalguidelines41;webaddress8;writingguidelines42 Huber,Samuel101–2 ideas27,78–9 images37,38 index39–40 IndexingBooks(Mulvany)40 information:examples58;organizationof60;inauthorbiographies64 InnovativeEducator,The7 instructionalframeworksseeinterestassessmentvariables interestassessmentvariables:administrativecompetencies20;educationaltrends21; instructional frameworks 20–1; personal experience19;teacherstandards19 InterstateSchoolLeadersLicensureConsortiumStandards(ISLLC)20 interviews:associatemarketingmanager106–9;author25–9;copyeditor46–50;editor65–8;principal90–4;teacher11–15 introduction37 Jarrow,Heather50–1,83 Jossey-Bass/Wiley:bookproposalguidelines41;webaddress8;writingguidelines42 leadwriter33 leadership3 LessonsLearned:ShapingRelationshipsandtheCultureoftheWorkplace(Barth)25,75 Lieb,Laurie:author’snote50–1;bestwritingtip49;interview46–50;profile47 lists36 LiteraryDevices89 maintextcomponents37,38 manuscriptsafeguards45 manuscriptsubmission106,133–5 marketing106–8 Marzano,Robert2,20 MarzanoTeacherEvaluationModel,The20 McCormickCalkins,Lucy:booktitleexample60;epigraph1;prosestyle74–5;onrevision80;aboutwritingimperfections92 McEwan,ElaineseeMcEwan-Adkins,Elaine McEwan-Adkins, Elaine: best-practice book qualities 28; best writing tip 28; book appeal 29; epigraph 18; interview 25–9; profile26;onplanning27–8;styleexample75,127–8 Mindshift7 mistakes,learningfrom72,113 MoralImperativeofSchoolLeadership,The(Fullan)34,74–5 mythsseereasonsnottowrite NationalBoardforProfessionalTeachingStandards,The19 negativewritingexperiences92 negotiatedcontractprovisionsseecontract obstaclesseebarrierstowriting onlinebackupservicesseemanuscriptsafeguards organization80,84–5,87–9,90 pageproofcorrections103;seealsoproductionmilestones paginatingtableofcontents34 penaltiesseecontract Perkins,Maxwell128 permissionseditor,dutiesof100–2 permissiontousecopyrightedmaterial89,100–2 PhiDeltaKappan7 PLCseeprofessionallearningcommunities PracticalStylist,The(Baker)73 preface35 presentationstyleseepublishers Principalmagazine25,27 principals’bookinterests18–19,20,21–2,113 productioneditor103;seealsoproductionmilestones productionmilestones103,104–5 professionallearningcommunities(PLC)2,21 profile:associatemarketingmanager107;author25;copyeditor47;editor66;principal91;teacher12 prospectus:content63;foundationfor55;qualities64;sample123–30;submissionprocess65 PublicationManualoftheAmericanPsychologicalAssociation(APA)39,44 publishers: book proposal guidelines 41; presentation style 79, 84; web addresses 8; writing guidelines 42; see also by publisher’sname queryletter58,121–22 readershipwants21–2,113 readingpractitionerbooks7–8 readingprofessionally7 reasonsnottowrite3–4 reasonstowrite1–3,56,115 recommendedwritingreferences44–5,44 recordkeeping84;seealsoorganization references:bibliographic39;writingreferencebooks44 relationships:associatemarketingmanager–author108–9;copyeditor–author49;editor–author68 remuneration3–4 research:examplesof57;foldersfor79;reliabilityof22;asthemesupport57,85 research-basedpractices2 resourcedocumentssee“downloads” reviews,author’sresponseto85–6 revision80–1,112 RichTextFormat(RTF)90 Rife,Douglas29 Ross,Robyn:bestwritingtip14;bookpreference113;interview11–15;profile12 Routledge:bookproposalguidelines41;webaddress8;writingguidelines42 scheduleforwriting63,83 SchoolLeadershipBriefing106 self-assessment93;seealsoself-evaluation self-evaluation6–7;seealsoself-assessment self-promotion97,108 78ReasonsWhyYourBookMayNeverGetPublishedand14ReasonsWhyItJustMight(Walsh)55 Sickles,Bob127 SixSecretsofChange,The(Fullan)58–9 SolutionTree:bookproposalguidelines41;webaddress8;writingguidelines42 specialfeatures37,38,87–9 StenhousePublishers:bookproposalguidelines41;webaddress8;writingguidelines42 steppingstonetobookwriting26–7 style: in academic writing 73–4; definition 72–3; development 80–1, 93; examples 73, 74–5, 76–8; influences upon 73, 74; publishers’formatpreferences79,84;inpractitionerbooks7–8,24;viewpointoptions89 submissionguidelinesseebookproposalguidelines submissionletter131;seealsosubmissionprocedures submissionsteps:checklist133–5;forprospectus65;formanuscript106 subtitle33 support:family10,112;mentor11;systemexample14–15 syntax48–9 tableofcontents34 taskmanagement90 teachers’bookinterests18–19,20,21–2,113 teacherstandardsseeinterestassessmentvariables theme:appeal18–19,66;determinants55–8;selection57;seealsoprincipals’bookinterests;teachers’bookinterests timetowrite14,29,93–4,112 title:examples60;foundationfor55;marketingimpact108;qualitiesof61;selection67–8,108 titlepage33 topics:adding82;diagraming59;generating58–60,67,78–9 UnitedStatesCopyrightOffice,The89 UniformResourceLocator(URL)40 Vanderzee,Amy:bestwritingtip108;epigraph97;interview106–9;profile107 viewpoint10,89 Walsh,Pat55,97 WashingtonTeacherPrincipalEvaluationProject21 WebsitesforEducators7 Wells,H G 81 wordcount83 writer’sblock60,67,80,100 Writer’sDigest99 writing:advice92–3;appeal55–6,64;guidelines40–4,42;processactions78–82;rewards1,29,111;seealsostyle WritingCenterattheUniversityofNorthCarolina,The9 writingfearsseefearofwriting writingproficiencygoals:environment9–10;connections10–11;goalsform116;readpractitionerbooks7–8;stayprofessionally uptodate7;strengthenwritingskills8–9 writingreferencebooksseereferences writingscheduleseescheduleforwriting ... coursesthatpertain to education, writing, and publishing ■How to UseThis Book The Educators Guide to Writing a Book: Practical Advice for Teachers and Leaders is an ideal book development guide for aspiringauthors... books—high-interest topics, appealing writing styles, and practical information You will learn how to assess the qualityofbookswritten for teachers and school leaders and identify the featuresyouwant to incorporateintoyourown book. .. LibraryofCongressCataloginginPublicationData West,CathieE The educator’s guide to writing a book : practical advice for teachers and leaders /CathieE West pagescm Includesbibliographicalreferences and index
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