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

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.
1.Education—Authorship—Handbooks,manuals,etc.2.Educationalpublishing—Handbooks,manuals,etc.3.Teachers
asauthors.I.Title.
LB1033.5.W472016
371.102′2—dc232015011671
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
1

WhyWrite?
ReasonstoWrite
ReasonsNottoWrite
AuthorAttributes
WritingProficiencyGoals
Q&AwithRobynRoss,ElementaryTeacher
TakeAwayTips
Reflections–Connections

BestPractice
References

2

Best-PracticePractitionerBooks
InterestAssessmentVariables
ReadershipWants
Best-PracticeBooksDefined
Q&AwithElaineK.McEwan-Adkins,Author/Educator
TakeAwayTips
Reflections–Connections
BestPractice
References

3

BookMechanicsandSafeguards
FrontMatter
MainText
BackMatter
Publishers’ProposalGuidelines
Publishers’WritingGuidelines


RecommendedWritingReferences
ManuscriptSafeguards
Q&AwithLaurieLieb,CopyEditor
TakeAwayTips
Reflections–Connections

BestPractice
References
4

Titles,Topics,andThemes
ThemeDeterminants
TopicTips
TellingTitles
ProspectusEssentials
ProspectusSubmission
Q&AwithLaurenDavis,Editor
TakeAwayTips
Reflections–Connections
BestPractice
References

5

WritingStyleandSteps
WritingwithStyle
StylisticFeatures
WritingProcessActions
BookDevelopmentSteps
ChapterPreparationGuide
Q&AwithBobBusk,Principal
TakeAwayTips
Reflections–Connections
BestPractice
References

6

PublishingPeopleandProcesses
SigningOn
WorkingwithProductionPersonnel
SupportingtheProductionProcess
SubmissionEssentials
Marketing


Q&AwithAmyVanderzee,AssociateMarketingManager
TakeAwayTips
Reflections–Connections
BestPractice
References
7

Conclusion
SuccessAttributes
FinalNote

AppendixA:ReasonstoWrite
AppendixB:WritingGoalsForm
AppendixC:BookAnalysisGuide
AppendixD:AuthorBioTemplate
AppendixE:ChapterTextandImagesWorksheet
AppendixF:SampleQueryLetter
AppendixG:SampleProspectus
AppendixH:SampleSubmissionLetter
AppendixI:ChapterFrameworkandFeaturesTemplate

AppendixJ:SampleManuscriptSubmissionChecklist

Index


AbouttheAuthor




Cathie E. West has an MS degree in education and forty-three years of experience as an
educator—including thirty-six as a school administrator. Professional responsibilities have
includedservingasaprincipal,directingspecialprograms,coordinatingcurriculumandstaff
development,andteachingatthecollegelevel.CathiereceivedtheWashingtonDistinguished
PrincipalAwardastherepresentativefromDouglasCountyin1998,andastherepresentative
from Snohomish County in 2005. She also merited the Leadership for Student Achievement
AwardfromtheWashingtonAssociationofSchoolAdministratorsin2009.In2010,Mountain
Way—the schoolCathie ledfrom2002to2013—wasdesignatedaSchoolofDistinctionby
the Center for Educational Effectiveness in collaboration with Phi Delta Kappa (Washington
Chapter).OtheractivitiesincludeservingasaneditorialadviserfortheNationalAssociation
of Elementary School Principals (2002–5), Washington State Kappan (2007–13), and the
Association of Washington School Principals (2011–13). Books include The 6 Keys to
TeacherEngagement:UnlockingtheDoorstoTopTeacherPerformance(Routledge,2013);
Problem-Solving Tools and Tips for School Leaders (Routledge, 2011); and Leadership
Teaming:TheSuperintendent–PrincipalRelationship(CorwinPress,2009),whichwascoauthored with Dr. Mary Lynne Derrington. Besides books, Cathie’s writing has appeared in
Washington Principal (AWSP), Washington State Kappan (PDK), Principal (NAESP),
Communicator (NAESP), and ERS Spectrum. She can be reached at:

Preface




ShortlyaftermythirdbirthdayInoticedthesymbolscalled“print”instorybooksIcouldnot
yetread.Intrigued,IbeganfillingupscrappaperwithindecipherablescribblesthatIproudly
referred to as writing. Alphabet savvy by age five, I could print my name; copy important
wordslike“mother,”“Christmas,”and“birthday”;andhammeroutchildhoodfantasies,such
as“Icnridmibiktothemooon.”ThroughoutelementaryschoolIexploredwritingthrough
voraciousreading,plowingthroughmytownlibrary’sbooksforkids,thefamilyencyclopedia
set,andmygreat-aunt’sancientReader’sDigestcollection.Althoughmyreading worldwas
limited when I was young, it mushroomed when I hit secondary school and college. I took
everyliteratureclassIcouldcramintomybusyschedulesandmyappreciationforthepower
ofwritingdeepened.
Myconfidenceinthewrittenwordcontinuedafterstartingmycareerineducation.When
overwhelmedbytheproblemsassociatedwithteachingandstudentlearning,Iturnedtobooks
for help and found solutions in the practical guides written by more experienced educators.
OnceIbecameaprincipal—andmyresponsibilitiessoared—IporedoverbooksbyMichael
Fullan,ThomasGuskey,CarlGlickman,RobertMarzano,andElaineMcEwan,tonamejusta
few. Their compelling narratives delivered fresh ideas, eye-opening research findings, and
upliftingstoriesfromthefield.
Ieventuallymovedfromreadingothereducators’writingtowritingforothereducators.I
beganmyliteraryjourneybysubmitting“howto”articlestoprofessionalmagazines.Although
the topics were not particularly complex, these short professional “essays” brought positive
feedbackfromothereducators.Encouraged,Idelvedintorichertopicsforarticlesandthese
also elicited appreciative messages. Writing books was the logical next step and the
affirmationIhavereceivedfrommyreadershasbeenpowerful.

■WhyIWroteThisBook

I am not the most experienced education writer publishing today; nor do I view myself as a
writing“expert.”Ontheotherhand,everybookproposalIhavesubmittedtomajorpublishers
has been readily accepted and every book I have been contracted to write has been
successfullycompleted.SowhyamIwritingthisbook?Likemanyeducators,Iamdrivento
helpothers.IreceivedencouragementwhenIbeganwritingandnowitismyturntosupport
new writers. I had no map to follow when I began writing books for educators; the steps I
followedevolvedovertime.Now,withfourpublishedbooksontheshelves,Icanofferamap
—atime-testedmap—tothereadersofthisbook.MyonlyhopeisthatTheEducator’sGuide
toWritingaBookempowersyoutowriteyourown!


■WhatYouWillFind
You will find credible advice from experienced educators, writers, and publishing
professionals; step-by-step book development instructions; and practical resources. The
followingchaptersnapshotswillhelpguideyourreading:
● Chapter 1 explores reasons to write, common misconceptions about writing, critical
attributes of successful authors, and goal setting. You will learn how to identify your
book’s purpose, assess the qualities you bring to the writing process, and set personal
goalsthatwillpositivelyimpactyourwritingproficiency.
● Chapter 2 surveys the characteristics of popular education books—high-interest topics,
appealing writing styles, and practical information. You will learn how to assess the
qualityofbookswrittenforteachersandschoolleadersandidentifythefeaturesyouwant
toincorporateintoyourownbook.
● Chapter 3 covers the elements that make up the main text of a book and the items that
appear at the front and back. You will learn how to access publishers’ submission and
writing guidelines, determine which reference books to acquire, create an author’s
biography,identifydesirabletextfeaturesandimages,andkeepyourmanuscriptsecure.
● Chapter4focusesupontitle,topic,andthemedevelopment;educationissuealignment;and
the preparation of book proposal documents. You will learn how to choose an enticing
theme, generate supporting topics, develop an effective title, and prepare a quality

prospectusandsubmissionletter.
● Chapter5 delves into writing style, process actions that support non-fiction writing, and
bookdevelopmentsteps.Youwilllearnhowtoacquireanappealingwritingstyle,develop
chaptercontent,andprepareyourmanuscript—fromtitlepagetobibliography.
● Chapter 6 discusses book contract considerations, the responsibilities of publishing
personnel,stepsinthepublishingprocess,andmarketingstrategies.Youwilllearnhowto
work with editors and production team members, code your book’s special features
correctly,submitaproperlypreparedmanuscript,andsupportmarketingefforts.

■SpecialFeatures
● Interviews: Informative Q&As with experienced writers, educators, and publishing
professionals.
● Author’s Notes: Authentic stories and suggestions that will enhance your publishing
experience.
● TakeAwayTips:Concisesummariesofmajorconceptsandsuggestions.
● Reflections–Connections:Thought-provokingquestionsthatpromoteself-reflection,career
connections,andpersonalgrowth.


● BestPractice:Activitiesthatwillhelpyouapplynewconceptsandskills.
● Resources Available as Free Downloads: Implementation tools—templates, checklists,
andsampledocuments—canbefoundintheAppendicesandatwww​.rou​tled​ge.c​om/9​781​138​828​957.


■WhomThisBookIsFor
Potential readers—and authors—include elementary and secondary teachers; school
principals;directorsofcurriculum,instruction,andspecialprograms;andsuperintendentsand
their cadres of assistants. The targeted audience also includes university instructors offering
coursesthatpertaintoeducation,writing,andpublishing.

■HowtoUseThisBook
The Educators Guide to Writing a Book: Practical Advice for Teachers and Leaders is an
idealbookdevelopmentguideforaspiringauthors.Itcanalsoserveasapracticalreference
forwritingworkshops,bookstudies,anduniversitycourses.Whetherselectedforindividual
self-studyorusedasaninstructionaltool,itisbeneficialtoreadthechaptersinorder,since
the concepts presented evolve sequentially. Readers will also get more from the book by
respondingtotheReflection–ConnectionquestionsandcompletingtheBestPracticeactivities.


Acknowledgements




Elaine McEwan-Adkins has had an extraordinary impact on the field of education. She has
beenaninspiringandaward-winningteacher,principal,anddistrict-leveladministrator—but
that’s not all. Elaine is an accomplished author whose superbly crafted books have
strengthenedprofessionalpracticeatalllevels.Sheisalsoagenerousmentortonewwriters.
Forexample,Elainegraciouslyagreedtoshareherwritingexpertisewiththereadersofthis
book,andIamgrateful—asIamsureyouwillbe—forherenlighteningcommentary.
Two other talented educators, principal Bob Busk and teacher Robyn Ross, contributed
theirprofessionalexperienceandwisdomtothisbook.Youwillappreciatetheirreality-based
remarksanddelightfulobservations.
Pricelesssupportwasalsoprovidedbymyexceptionaleditor,HeatherJarrow,whosehigh
standards,publishingexpertise,andspot-onadvicepoweredupthequalityofthisbook.Iam
also indebted to the following publishing professionals for sharing their inside view of
publishing: Karen Adler, Lauren Beebe, Lauren Davis, Samuel Huber, Laurie Lieb, Bob
Sickles,andAmyVanderzee.

ResourcesAvailableasFree
Downloads




Access:www.routledge.com/9781138828957:
● AppendixA:ReasonstoWrite
● AppendixB:WritingGoalsForm
● AppendixC:BookAnalysisGuide
● AppendixD:AuthorBioTemplate
● AppendixE:ChapterTextandImagesWorksheet
● AppendixF:SampleQueryLetter
● AppendixG:SampleProspectus
● AppendixH:SampleSubmissionLetter
● AppendixI:ChapterFrameworkandFeaturesTemplate
● AppendixJ:SampleManuscriptSubmissionChecklist


1 WhyWrite?



[W]riterslivetheirlivesdifferentlybecausetheywrite.

LucyMcCormickCalkinswithShelleyHarwayne(1991,p.7)

Thinkingaboutwritingabook?Goodforyou!Ifyoupursuethiscommendablegoalyouwill
not only make a contribution to your field but embark upon a mentally stimulating, highly
creative, and professionally rewarding adventure, one The Educator’s Guide to Writing a

Bookwillsupport—stepbystep—fromtitlepagetoindexandallpointsinbetween.Perhaps,
however, you have already penned a manuscript for a book but failed to place it with a
publisher.Shouldthatbethecase,thisbookisalsoforyou.Thetips,examples,andresources
inthischapter,andthosethatfollow,shouldhelpyourpublishingdreamsbecomeareality.But
beforelaunchingintobookpreparationdetails,we’lltakealookatthereasonswhyteachers
andschoolleadersshouldsetasidetimetowrite.

■ReasonstoWrite
Although writing a book may seem overwhelming, there are powerful reasons for beginning
this breathtaking journey. The most compelling drivers—to serve, to lead, to teach, and to
inspire—arepresentedbelow,withseveralexamplesofrecentlypublishedbooks.

ToServe
Sharinginformation—ideas,experiences,skills,research—thathelpseducatorsbecomemore
proficient is a valuable way to serve others. A book is the ideal communication vehicle for
“sharing”sinceithasthepotentialtoreachawideaudience.ApplyingServantLeadershipin
Today’s Schools by Mary Culver (2009) exemplifies the type of book that “serves”
practitioners. Culver presents service leadership strategies coupled with authentic scenarios
thatsupporttheirimplementation.

ToLead
Professionals in the vanguard of leading-edge educational practices often write books that
showothershowtofollowalong.AcaseinpointisRichardandRebeccaDuFourandRobert
Eaker. This influential trio has written extensively about the role professional learning


communities (PLCs) play in improving teachers’ effectiveness. In Revisiting Professional
LearningCommunitiesatWork:NewInsightsforImprovingSchools (DuFouretal.,2008)
PLC principles are reviewed along with strategies for breaking down barriers that impede
theirimplementation.

ToTeach
The desire to “teach” provides another reason to write. Robert Marzano, for example, has
authoredaseriesofbooksthatintroduceseducatorstoresearch-basedpracticesthatstrengthen
instructional outcomes. Among the best is Formative Assessment and Standards-Based
Grading: Classroom Strategies that Work, which includes step-by-step assessment
instructionsandvaluableevaluationtools(Marzano,2010).
Anotherexampleofbooksthat“teach”isprovidedbyTeachingtheiGeneration:5Easy
WaystoIntroduceEssentialSkillswithWeb2.0ToolsbyFerriterandGarry(2010).Fromthis
uptotheminutetechresourceteacherslearnhowtousewebsites,blogs,wikis,videos,Skype,
podcasts,andotherWeb2.0toolstoenrichinstructionalpresentations.

ToInspire
Sometimes achieving educational goals seems impossible, especially with setbacks like test
scoresthatsinkinsteadofsoar,studentswhofailinsteadofflourish,andfacultymemberswho
evaderatherthanembracechallenges.Itisnowonderthatadiscouragedschoolleaderwould
grabholdofTheMoralImperativeofSchoolLeadershipbyMichaelFullan(2003).Although
a slim volume, this book packs a punch aimed at revitalizing the principalship through
collaborative cultures, shared leadership, and purposeful behavior. It “inspires” by sharing
specificstrategiesformanagingchangepairedwithcrediblestoriesofleadershipsuccess.
Nowthatyouhavereviewedthefourrationalesforpreparingabook,usetheReasonsto
Write worksheet (Appendix A) to identify the motivators that apply to you. If there are
additionalreasonswhyyouareconsideringwritingabook,besuretojotthemdown.

■ReasonsNottoWrite
Althoughtheintentofthisbookistofuelyourauthorshipambitions,tobefair,let’stakealook
at reasons not to write a book. There are a few myths about the rewards that come from
publishingthatoughttobedispelled.Sotakenote:educatorsshouldnotwriteabookforanyof
thefollowingreasons.

ForMoney
Someinexperiencedauthorspictureheftymonetaryrewardsfrompublishingabook.Thetruth


is that the remuneration will be modest, and that’s only if the book sells in considerable
numbers, not just at first but over the long haul. There are also expenses associated with
writingabook,suchasbuyingacomputer,word-processingsoftware,copypaper,andprinter
ink.Referencebooksandsubscriptionstoonlineprofessionaljournalscostmoneytoo,sothat
hastobeincludedintheliterarybudget.Writingtimeshouldalsobefactoredin.Whatdoyou
earnperhour?Ifyouspendtwentyhoursaweekwriting,whatdoesthataddupto—atyour
normal hourly rate—over the span of a year or more? The truth is that writing an education
book,althoughimmenselysatisfying,willnotmaketheauthortonsofmoney.Ontheotherhand,
ifthebookistoutedbythelatesttelevisionguru,endorsedbyasportscelebrity,orbecomes
thebasisforablockbusterfilm,maybetheauthorwillstrikegold!

ForApproval
Do you crave affirmation for the job you perform? Are you crushed when you encounter
disapproval? Does being evaluated unnerve you? If you answer “yes” to any of these
questions,youwillneedtotoughenupbeforepublishingabook.Nomatterhowmuchthought
andtimeyoudevotetothedevelopmentofyourmanuscript,duringthepublishingprocessyou
canexpectcriticism—albeitconstructivecriticism—fromyoureditor,manuscriptreviewers,
andcopyeditor.Andoncethebookispublishedyoumayencounterindividualswhojustflat
outdonotlikeyourbook(justpraythatitisnotareviewerforamajorpublication).Butyou
shouldnotloseheartbecausetherearepeopleyoucancountonforunconditionalapproval—
yourfamily.Notonlywillfamilymembersloveyourbook;theywillpurchasemultiplecopies!

ForCareerAdvancement
Listingapublishedbookonyourrésuméisguaranteedtocatchtheeyeofapotentialemployer
butnoone isgoingtohireyousimply becauseyouareanauthor.Youwill climbthecareer
ladder because of your talents, reputation, and compatibility with job requirements. This

provisoalsoappliestoprofessorswhoarepressuredtopublishinordertoattaintenure.At
higher education institutions, publishing is not the sole determinant that governs professorial
advancement.
Haveyourhopesbeendashedbytheforegoingreviewofpublishingmyths?Probablynot,
sincefeweducatorswritebooksforpersonalgain.So,assumingyourinterestinbookwriting
isstillsolidlyintact,thecriticalattributesthatarenecessaryforbringingyourbookprojectto
fruitionfollow.

■AuthorAttributes
Anyonewhotakesontheimpressiveresponsibilitiesassociatedwithwritingabookshouldbe
confident,committed,conscientious,andcourageous.Don’tfeelintimidatedbytheseprizewinning traits, however, because if you are a successful educator you already have these


essentialattributes.Ifyouareateacher,forexample,youareconfidentaboutthesubjectmatter
you teach, committed to meeting the needs of your students, conscientious about carrying out
your assigned duties, and courageous when circumventing serious trouble, such as “out of
control”studentswhostrikeoutatothers.
Likewise, principals are confident about overseeing the operation of their schools,
committed to raising every student’s achievement, conscientious about fulfilling their legal
responsibilities, and courageous when managing emergencies, such as school “lockdowns”
precipitatedbythreateningintruders.
Buthowdothesefourattributesapplytowriting?

Confident
Authors find out where their talents lie from editorial and readership feedback. Writers may
learn, for example, that they are A+ organizational engineers, word-choice wizards, or
punctuationprodigies.Nevertheless,whenproblemsareidentified—spellingsnafus,grammar
glitches,metaphormix-ups—authorsremainconfidentthattheycanlearnwhattheydonotyet
knowhowtodoandputitintopracticeintheirwriting.

Committed
Bookwritingispurejoy.Findingtheperfectquoteforachapterlead-in,composingasentence
thatcapturestheessenceofanelusiveconcept,andgeneratingnarrativesthatfloweffortlessly
acrossthepagearesatisfyingaccomplishments.Butsincethetimeittakestoprepareabook
mayspanmorethanayear,authorshiprequiresafairamountofcommitment.Tocraftaproduct
ascomplexasabookrequiresdaily,weekly,andmonthlyattention.Doesthissoundonerous?
Relax! If you have successfully prepared lengthy end-of-term reports for graduate-level
courses, a master’s thesis, or a doctoral dissertation, you already possess the level of
commitmentnecessarytoseeabookthroughtocompletion.

Conscientious
There are numerous details associated with writing a book, such as following conventional
grammar, spelling, and punctuation rules; coding text boxes, tables, and images sequentially;
and identifying research sources with accurate text-embedded citations and bibliographic
notations. A newbie author soon learns that writing about a worthy theme, although highly
significant, is just one of their responsibilities; a meticulous approach to manuscript
preparation is just as critical. Fortunately, educators attend to details on a daily basis, so
meticulousness is not a foreign performance characteristic. To reinforce this, there are
numerous resources in the chapters that follow that will help creative writers become
conscientiouswriters.


Courageous
How do you feel about having your writing scrutinized—not just by your editor but by
manuscript reviewers, copy editors, and production staff members. Once your book is
published, your writing will also be examined by the people who have bought it; by your
family, friends, and colleagues; and by journalists who are assigned to review it for
professional publications. Scary? Not if you keep in mind that feedback—especially critical
feedback—helpsyougrowasawriter.Youwillalsofindthatyouwilltaketheevaluationof
yourwritinginyourstrideasyougainauthorshipexperience.

Writinginaconfident,committed,conscientious,andcourageousmannerisachievablefor
anysuccessfuleducator.Allittakesisrecognizing—andcelebrating—one’stalentsandsetting
goals to strengthen perceived weaknesses. The information that follows will support selfassessmentactivities.

■WritingProficiencyGoals
The first step in the book development process should be an honest appraisal of what you
know, what you can do, and what you should learn. To guide your self-evaluation, the
attributesofawell-preparedwriterfollow.Asyourevieweachcharacteristic,jotdownyour
writingproficiencyobjectivesintheWritingGoalsForm(AppendixB).

StaysProfessionallyuptoDate
Educatorsmuststaycurrenttowriteknowledgeablyabouttheirprofession,andreadingisan
efficientwaytolearnaboutnewdevelopments.Therearecountlessprintandonlineresources
available,suchas:PhiDeltaKappan(www.pdkintl.org),ahighly respectedperiodicalwith
an international perspective; EducationWeek(www.edweek.org), an up to the minute news
source;andASCD(www.ascd.org),aleadingprofessionalorganizationofferingawiderange
of education books, articles, commentary, and staff development opportunities. Another rich
information source is Websites for Educators (www.gse.harvard.edu/educator_resources),
where you will find over 400 links to worldwide websites covering a potpourri of topics,
including elementary and secondary school curricula, higher education policies, school and
district-levelleadership,andeducationreform.
Attending major education conferences is another way to stay up to date. If professional
travel funds are scarce, however, join blogs like The Innovative Educator
(www.theinnovativeeducator.blogspot.com)
and
Mind
Shift
(www.blogs.kqed.org/mindshift.about). Blogs provide an easy way to make contact with
colleagues and keep abreast of education developments. To “blog-on,” enter “top education
blogs”intoasearchengineandcountlesssiteswillpopupforyourconsideration.Choosethe

blogsthataresponsoredbyorganizations,newssources,andagenciesyoutrust.
Ifyouhavefallenbehindinyourprofessionalreading,setagoaltocruiseprintandonline


sources each day. This will be easy if you read during the spare minutes that are available
duringcoffeebreaks,betweenmeetings,orwhilewaitingforappointments.

ReadsPractitionerBooks
Ifwritingforteachersandschoolleadersseemsintimidating,findouthowotherwritershave
approachedthismission.Startbyreviewingtheeducationbooks—nottextbooks,butreaderfriendlypracticalguides—offeredbymajorpublishers,suchasthoselistedintheboxbelow.

● CorwinPress(www.corwin.com)
● GuilfordPress(www.guilford.com)
● Heinemann(www.heinemann.com)
● Jossey-Bass/Wiley(www.josseybass.com)
● Routledge(www.routledge.com)
● SolutionTree(www.solution-tree.com)
● StenhousePublishers(www.stenhouse.com)

Select a few books to peruse, taking note of the writing styles, content organization, chapter
layouts, and text features, such as headings, graphics, photos, tables, and charts. Read the
narratives carefully, too; you should find that the writing is more akin to a conversational
magazinearticlethantotheformalwritingassociatedwithacademicpublications.Ifyouhave
favoriteauthors,whatdoyoulikeabouttheirbooks?Perhapstherearestoriesthatbreathelife
into the author’s suggestions, research references that lend credibility to the writer’s
assertions, or maybe “reflection” questions that help you identify with the author’s opinions.
Eventually,yourvisionoftheperfectbookwillevolve.
If you need to do more professional reading, select a chapter from a variety of books to
review each week. As you read, use a highlighter to identify the features that enhance the
book’sappeal.Perhapsyoushouldincorporatethequalitiesyouadmireintoyourbook,too.

StrengthensWritingSkills
Mosteducatorsconsiderthemselvescompetentwriterssincetheyareregularlycalleduponto
produce bulletins, handbooks, plans, applications, newsletters, agendas, correspondence,
reports,andthelike.Butthistypeofwritingmayormaynotbedoneskillfullyorpreparea


teacherorprincipaltocreateanappealingnarrativeforabook.Toassessyourownwriting
acumen,considertakingthefollowingtest:
● PartI:Usingtheactivevoice,writeafluent,reader-friendlyessayaboutafavoritesubject.
Thesupportingideas,wordchoice,tone,andsentencestructureshouldalignwiththetopic
and strengthen the narrative. In addition, sentences should illustrate the effective use of
parallelconstruction,subject–verbandnoun–pronounagreement,prepositions,adjectives,
adverbs, and dependent and independent clauses. Above all else, make this piece
interesting!
● Part II: Write sentences that demonstrate appropriate usage of the apostrophe, comma,
colon, dash, ellipsis, exclamation point, hyphen, parenthesis, period, question mark, and
semi-colon.
If you were not intimidated by this writing assessment, you already have the basic writing
skills nailed down. But don’t fret if you found it perplexing. You probably use all of the
elementshighlightedinPartIoftheassessmentinyourwritingbuthaveforgottentheirnames.
Learning the proper terminology for and usage of grammatical features will heighten your
awarenessofhowthesecomponentsworktoenhancesentencefluencyandinterest.Asforthe
punctuation quiz, few writers have problems with routine writing marks, such as the
apostropheandparenthesis.Whentousethecommaandsemi-colon,however,hasleftmore
than a few writers shaking their heads. Then there are the dashes, ellipses, and hyphens to
worry about! If you feel you need grammar and punctuation brush-ups, check out literary
websites like GrammarBook.com () and The Writing Center at the
University of North Carolina ( />
Createsthe“Right”WritingEnvironment

Doyoulongforadreamwritinglocation?PerhapsasunnyislandintheSouthSeas;alavish
Mediterraneancruiseship;oraParisiansidewalkcafécrawlingwithlikemindedartists?The
realityisthattherightwritingenvironmentcanbefoundinyourownhome.Beingawordsmith
requiresonlyaplacetowork,suchasaguestroom,anatticalcove,orakitchennook.Asfor
accoutrements, these are simple: a well-lit writing surface, a comfortable chair, a computer
withinternetaccess,afastprinter,andtheusualofficesupplies.

Author’sNoteaboutViewpoint
Lifechangeswhenyouwritebooks.Inoticedetailsinbooksthatwouldhaveescapedmy


notice prior to publishing. Take Raising Chickens for Dummies, a handy livestock
referenceIacquiredbecauseIliveonafarmwith—youguessedit—chickens(Willisand
Ludlow, 2009). The narrative is written in the secondperson (to “you”), and since my
new poultry guide is exceptionally reader-friendly, I am left wondering: “Should I try
usingthesecondpersoninmywriting?”
I did not pay much attention to this first–second–third person business when I took
literature classes in school, but now, because I see myself as a writer, I think about
viewpoint and how it impacts the reader. A while back, I learned that the blockbuster
memoirAllCreaturesGreatandSmall,writtenbytheveterinarianAlfWight(akaJames
Herriot), did not find a publisher until the stories were shifted from the third person
(abouthe–she–it)tothefirstperson(fromtheviewpointof“I”).Thatwasanastonishing
revelation(Lord,1997)!Bytakingnoteofanobscureliteraryfactlikethis,Icontinueto
growasawriter.

Arrangingthephysicalenvironment,however,isjustthestart.Foryourbookprojecttogo
smoothlyyouwillneedyourfamily’ssupport.Whenyouneedtimetowrite—especiallywhen
running up against a publishing deadline—household members should pick up some of your
responsibilitiesandgiveyouuninterruptedwritingtime.Discusstheassistanceyouwillneed
withthepeoplewhoshareyourhome.Youwillprobablyfindthattheyareeagertohelp.

MakesConnections
Writing is energizing when you connect with kindred spirits. Get to know other writers by
attendingwriters’conferencesorjoininganonlineliterarychatgroup.Anotherapproachisto
locateamentorwhoiswillingtoprovideguidance.Trackingdownanexperiencedwriterisn’t
ashardasitmightsound,sincemostauthorsprovidecontactinformationwiththearticlesand
bookstheypublish.Youcouldalsobeboldandinitiateawriters’supportgroupintheregion
whereyoulive.

Q&AwithRobynRoss,ElementaryTeacher
Robyn Ross is a bright, energetic, full-time first-grade teacher who typifies the aspiring
educationwriter.Herlifewasjam-packedbeforeaddingabooktoherplate.Robynisan
exemplary teacher, highly involved instructional leader, and much sought-after curriculum
developer at Mountain Way, an elementary school in the wilds of Snohomish County,
Washington.Whensheisnotworking,RobynmanagesthehomefrontandcaresforZeke—a
lively tyke recently adopted from China. Zeke, who is described as a “dynamo,” keeps
Robyn on her toes. In her not so spare time, Robyn helps her husband, who is also fully