Proposing a Book
From Consumer to Producer of the Literature
Writing as Professional Development

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

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)

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)

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)

Author’s Name: _______________________

Proposed Book Title: _______________________________

Audience for the Book:

Possible Publishers for the Book:

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