Writing for Publication: Transitions and Tools that Support Scholars’ Success - Mary Renck Jalongo, Olivia N. Saracho 2016
Proposing a Book
From Consumer to Producer of the Literature
Writing as Professional Development
Two faculty members who had co-presented at several conferences were discussing the difficulty in locating a suitable textbook for a course that each of them taught at their respective universities. In analyzing what was available amongst the published books, they fell along a bimodal distribution—either books that were written for fellow researchers that might be suitable for a doctoral seminar or books that lacked a theoretical/research base and consisted mainly of “helpful hints” offered to other professionals. This led to an idea for a book that would bridge the gap between research and practice, so they went in search of a publisher for it. The exhibits hall would close shortly and they arrived at the booth of the leading college-level textbook publisher to find the editor there by himself. After they pitched their idea for the book in just a minute or two, the editor said “As you can see, we are the premier publisher of textbooks in this field. Most of our texts have sustained their market share for many years and some are in their 10th editions. So, we are not really interested in pursuing the publication of any entirely new textbooks at this time—except for the one that you just described.” Those last eight words launched a textbook that is now in its 7th edition (Isenberg & Jalongo, in press).
As this example illustrates, authors need to quickly describe their project in a persuasive way to the editors responsible for signing new authors. Usually, they are called “acquisitions editors” because their job is to acquire new books for their list. Table 10.6 guides you in developing a succinct statement about your proposed book project.
Table 10.6
Planning to present your concept for a book
Be mindful of these points: |
Do talk with experienced and successful book authors about their experiences and seek their advice on proposing a book to a publisher. Find out which editors and companies have a good reputation, treat authors respectfully, and follow through with their commitments |
Take the time to study the publisher’s catalog and become familiar with the other books they may have published on the topic. Determine, in advance, if what you are proposing is filling a gap |
Recognize that the publishers need to make responsible decisions about which projects to support. It is estimated that the cost of producing an ordinary book is $25,000.00. The cost includes salaries of all the staff members involved (editors, production team, sales representatives, office personnel), direct mail advertising, publishers’ catalogs, travel to major conferences, and production costs (e.g., paper, printing, binding, converting the book to an e-book, etc.). In some ways, you are more like an artist seeking patronage to complete a work than an employee of the publisher |
Remember that an acquisitions editor’s continued employment depends on signing books that make money. Do not “oversell” the idea that there is no other book on earth like this; that suggests that there may not be a market for it. Instead, persuasively answer this question: Why this book at this time for this audience and publisher? |
Remember that editors may not be experts in your field. Chances are that editors for commercial publishers, such as textbooks, are experts in identifying successful authors and producing books that generate income for the company. Therefore, do not speak with them as you would disciplinary colleagues. In many cases, editors will rely on peer reviewers for the disciplinary expertise; they bring the business acumen to the mix rather than the subject matter expertise |
Speak clearly about the project. Avoid excessive jargon or name dropping; strive to communicate the marketability of your idea. Do not spend those precious moments with an acquisitions editor attempting to dazzle them with what you know, as if you were a doctoral student during a comprehensive exam. Editors assume that professors know something; what they don’t yet know is if you have a book that is timely and will sell, so focus your energies there |
Do emphasize how this book represents a stride forward. That will require such things as: insider information about emerging trends and issues in the field, recent facts and figures that predict new directions, and a thoughtful study of other published books—particularly those represented by this publisher |
Do be reader/publisher centered. Remember that, whatever you publish, it needs to make a contribution and advance the field. Preoccupation with your own need to publish is not the correct focus |
Think of your idea for a book project as a 2-min commercial. Activity 10.5 offers suggestions on how to make that initial contact with an editor more successful.
Activity 10.5: The Concept for Your Book
Using the advice in Table 10.6, make a plan to briefly explain your idea for a book. Rehearse and time your presentation and keep it to fewer than 2 min because that is about all you can expect at a conference booth before you get interrupted. Ask others to listen and respond with suggestions and questions. If you are in a writing group, give everyone a chance to practice and get feedback. Were they “sold” on the marketability of the idea?
Scholars frequently overestimate how much publishing they need to have done previously before pursuing a book contract. In fact, it may be easier to secure a book contract than to publish in the top-tier research journal in your field, purely because the competition is not as fierce. The simple explanation for this is that far fewer people are willing to commit to a huge, long-term project. But, before you rule out book writing as a possibility, realize also that book projects often are supported by sabbatical leaves. Sabbaticals are not awarded with the faint hope of a scholarly product; rather, you need to build a case that the institution’s investment will pay off. So, wait until after you have secured a contract, completed a few chapters, and dealt with peer review successfully. If you already show every indication of completing the project, your application for a sabbatical leave is more likely to rise to the top. Better yet, after you have produced the book as promised, you build a case for a subsequent sabbatical leave. During 37 years at the university, I was awarded five one-semester sabbatical leaves to write books: that’s equivalent to two and a half years at full salary to write. Few could argue that this is anything less than a remarkable level of support, yet some faculty never even apply. What other occupation gives you paid leave to pursue your interests? Stated plainly, you can get time to write—but only if you have published and continue to do so.
Contrary to many an author’s expectations, you do not write the entire book first and then go in search of a publisher. Although this is the way that novelists are portrayed in the media, the development of a scholarly book follows a very different path. The initial step in getting a book contact is to write what is called a book proposal or book prospectus. Over the years, various faculty members have asked me to look at their ideas for a book. In almost every case, these documents are nowhere near what they need to be in order to garner a contract from a publisher. They frequently sound like a lengthy answer to “Here’s what I want to write about…” rather than “Based on these trends in the discipline, here is an important, timely, and marketable book that meshes with your publishing program”. When I share examples of book proposals that were awarded contracts, the most common and candid response is something along the lines of “Wow, I didn’t know you had to do all that.”
Activity 10.6: Drafting a Proposal for a Book
Think of this task as a trial balloon for your book. A publisher will require more, but this will get your prepared to write a more formal proposal (also referred to as a book prospectus).
· Identify a possible book topic, title, and specific audience. Go to Amazon and Barnes and Noble on the Internet and conduct a search of other books on the subject. Read the descriptions and look inside the tables of contents of several that seem similar to what you have in mind. Print out the information on six books that are similar to (or will compete with) the one you are proposing.
· Don’t be discouraged if there are many more books on your topic than you imagined. Some of the books may be dated. Others may not take the approach you are proposing. Textbook publishers, for example, often want more than one book for the same course so that they can offer alternatives and maintain their market share for that audience. Based on this admittedly cursory look at what has been published, compare/contrast major features of the book you have in mind and competing works (for example, how the book is organized).
· Now you’ll need to explain how your approach is unique, needed, better, etc. Remember that this information will be used by the editor to gain financial support for your project from the company.
· Gather evidence to support the marketability of the project:
· The statements of leading professional organizations
· Changes in accreditation standards for the profession
· Surprising statistics that suggest emergent issues
· Research findings that are leading to a paradigm shift
· Pervasive problems or persistent controversies that merit attention
· Other information to demonstrate that the project is timely and appropriate
· Write a statement of purpose for your book (no more than one paragraph). Remember that it should answer the question, Why this book at this time for this audience and publisher?
· Generate a list of four to six unique features that will distinguish this work from others on the market.
· Write a list of some of the topics that will be included. Usually, it does not have to be a detailed outline; possible chapter titles with a paragraph may be sufficient and even preferred.
When you propose a book, keep in mind a board room table surrounded by editors. Each person has to convince her or his colleagues that the project presented merits support. Do the editor’s “homework” for him or her; provide persuasive evidence that the project will fill a niche and make a contribution. Table 10.7 is a “before/after” of the introduction to a book proposal. The first is a draft is in the first column; the revised version is in the second column.
Table 10.7
Book prospectus before and after
Before |
After |
Over the past 30 years, technology has changed the way individuals work, play, and communicate. Le Masurier and Corbin (2006) reported that physical activity has been replaced by modern day conveniences and “engineered out of most aspects of daily life” (p. 44). Physical activity is defined as any bodily movement produced by skeletal muscles that results in energy expenditure (Meeks, Heit, & Page). Despite well-documented research that defines the importance of daily physical activity, children today are less physically active than their predecessors. Just four decades ago, children were likely to walk to school or use bicycles as a primary means of transportation. Today, children spend more time using technology and engaging in sedentary behaviors than playing outdoors or participating in physical activity (Page & Page, 2015) |
Introduction |
Decreasing physical activity levels among children has led to an epidemic of childhood obesity. The Centers for Disease Control and Prevention [CDC] (2015) warns of the short-term and long-term health effects associated with childhood obesity, and suggests that increases in chronic conditions such as type 2 diabetes, asthma, and cardiovascular disease mirror childhood obesity trends. Although high blood pressure, dyslipidemia, and elevated blood sugar are among the many health complications that sedentary children may experience, the CDC posits that improving physical activity habits and reducing childhood obesity is a “winnable battle” (Blanck & Collins, 2013) |
An appreciation for the interdependence of a healthy mind and body has existed for centuries throughout the world. In ancient Rome, the phrase was “Mens sana in corpore sano”—“a sound mind in a sound body”. Connections between the health of the mind and the body are an integral part of Eastern philosophy as well, such as the yoga-based Chakra system. The most recent iteration of a holistic approach to physical and mental health is supported by empirical research that documents the positive effects of physical activity on the cognitive performance of adults and children (McKenzie, Sallis & Rosengard, 2009; Ratey, 2008) |
Early childhood educators are in a unique position to promote physical, cognitive, and emotional health among children. Over 60 % of children ages 3-to-5 who are not attending kindergarten attend center-based preschools outside of the home (Federal Interagency Forum on Child and Family Statistics, 2008). These centers are a viable location for physical activity and health promotion programs because they serve over half of all children, ages 5 or younger |
However, as is the case with many other initiatives, the youngest children are frequently overlooked. Where physical activity is concerned, there is a persistent misconception that the very young are “naturally” active and require no systematic opportunities, encouragement, or instruction in order to acquire the “minimum daily requirement” of exercise. The Institute of Medicine (2011), for example, recommends 15 min of moderate-to-vigorous exercise for every hour a child spends in child care yet that criterion is seldom met. Another damaging attitude toward children’s physical activity is a talent scout mentality in which only those children who appear to be gifted and talented athletically are given extensive support in developing physical skills. Meanwhile, those children whose bodily-kinesthetic skills are regarded by adults as ordinary or deficient in some way are excluded from opportunities to participate in physical activity. This type of bias should be no more tolerated in the realm of physical skill development than it is in opportunities for intellectual skill development |
Brown et al. (2009) conducted a review of 24 preschool facilities in South Carolina and examined how often children were sedentary, engaged in light activity, and engaged in moderate-to-vigorous physical activity (MVPA). During one typical school day, 89 % of the activities were sedentary, 8 % included light activity, and only 3 % incorporated MVPA. In order for children to maintain adequate levels of daily physical activity and counteract the trend toward more sedentary habits in contemporary children, intentional programming designed to increase MVPA among preschoolers is essential |
Rationale for the book |
Over the past 30 years, technology has changed the way individuals work, play, and communicate. Le Masurier and Corbin (2006) reported that physical activity has been replaced by modern day conveniences and “engineered out of most aspects of daily life” (p. 44). Physical activity occurs when the skeletal muscles—those that initiate movement of the skeleton—are set in motion and expend energy (Meeks, Heit, & Page, 2013). Despite extensive research supporting the importance of daily physical activity, contemporary children are less physically active than their predecessors. Just four decades ago, children were likely to walk to school or use bicycles as a primary means of transportation. Today’s young children are more sedentary than ever before. There are at least five variables that exacerbate this phenomenon. First, the American Pediatrics Association (2015) reports that children devote, on average, seven hours a day on entertainment media, such as televisions, computers, phones and other electronic devices. Secondly, whereas young children once were outdoors and playing with neighborhood children, concerns about safety have brought them indoors to keep them safe (Clements, 2004). Third, the pressure to attain higher academic standards has reduced or eliminated both structured physical activities, such as physical education classes and supervised, less structured physical activities, such as recess (Ramsetter, Murray & Garner, 2010). Fourth, parents/guardians frequently do not provide models of moderate-to-vigorous physical activity (Moore, Lombardi, White, Campbell, Oliveria & Ellison, 1991). Fifth, many young children are in child care or preschool settings where their teachers lack the preparation, skills, confidence, materials, and environments to lead children in physical activity (Lounsbery, McKenzie, Trost & Smith, 2011) |
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Yet regular physical activity during the early years not only serves to maintain a healthy body mass but also has several other physiological and psychosocial benefits related to bone and skeletal health, motor skill development, psychosocial health, cognitive development, and cardiovascular and metabolic health (Carson, Clark, Ogden, Harber & Kuzik, 2015; Timmons et al., 2012). Experts are advocating a new perspective on physical education that regards it as form of literacy; the goal is to promote healthy bodies (i.e., physical literacy) just as assiduously as literacy with print or computer literacy (McNulty & Prosser, 2011) |
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Lower physical activity levels among contemporary children have led to an epidemic of childhood obesity. The World Health Organization (2012) estimates that 42 million children worldwide under the age of 5 are not developing optimally due to overweight and obesity. In Canada, for example, national data estimate that 35 % of children between the ages of 2 and 5 years are overweight or obese (Shields, 2006). The Centers for Disease Control and Prevention [CDC] (2015) warns of the short-term and long-term health effects associated with childhood obesity; it is linked to increases in chronic conditions such as type 2 diabetes, asthma, and cardiovascular disease. Although high blood pressure, dyslipidemia, and elevated blood sugar are among the many health complications that sedentary children may experience, the CDC posits that improving physical activity habits and reducing childhood obesity is a “winnable battle” (Blanck & Collins, 2013). Promoting wellness during the early years is crucial for enhancing the health of society because early childhood is a formative time period during which lifelong attitudes, values, and habits associated with physical activity are set in motion (Eliassen, 2011) |
Activity 10.6: Improving the Persuasiveness in Book Proposals
Compare/contrast the Before and After columns in Table 10.7. As you read, answer the following questions. How does the revised version: (1) speak to a wider audience of readers? (2) supply the editor with additional evidence to persuade colleagues to support the project? (3) answer the question, “Why this book at this time for this audience?”
Remember that, when proposing a book, you are trying to convince business-minded people to support your project.
Now that you have drafted a preliminary idea for a book using the material in Activity 10.6, ask a peer to critique it using the scoring rubric in Table 10.8.
Table 10.8
Scoring rubric for a draft book proposal
Author’s Name: _______________________ |
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Proposed Book Title: _______________________________ |
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Audience for the Book: |
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Possible Publishers for the Book: |
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Criteria |
2 target |
1 acceptable |
0 unsatisfactory |
Rationale/purpose |
Thoroughly addresses the question “why this book at this time for this audience?” |
Addresses the question “why this book at this time for this audience?” |
Does not address the question “why this book at this time for this audience?” |
Market analysis of competing works |
Identifies 4—6 other books as well as their strengths/weaknesses; persuasively argues that the proposed book is a stride forward |
Identifies fewer than four published works, their strengths and their weaknesses, in comparison to the proposed project; argues that it is a stride forward |
Identifies fewer than four published competing or similar works and does not clarify how the book advances thinking |
Current facts and figures |
Uses authoritative sources, the statements of leading professional associations, and current trends to build a compelling argument for awarding a book contract |
Uses authoritative sources, the statements of leading professional associations, and current trends to build an argument for awarding a book contract |
Supplies facts and figures but they are not authoritative or organized into a logical argument that supports awarding a contract |
Appropriateness for audience |
A specific audience is identified and the reasons for putting this topic and audience together are convincing |
A more general audience is identified and weaker reasons to bring the audience together with the content are supplied |
The audience is too general and the reasons for bringing the audience together with the content are not clear |
When you formally submit a book proposal, the components that typically are required consist of:
· curriculum vitae
· overview of the book, highlighting its unique features
· evidence that this is the right book at the right time
· clearly defined audience
· analysis of trends and market
· detailed comparison with competing works
· annotated table of contents
· sample chapters in the proposed format of the book
· timeline for completion of the project
· evidence of previous work done on this project
Each publisher has a format for proposing books, so be certain to follow their guidelines