The Educator’s Guide to Writing a Book 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 The Educator’s Guide to Writing a Book is an invaluable guide that helps aspiring and novice authors move publishing goals from dreams to reality Cathie E West has forty-three years of experience as an educator She has served as a principal, directed special programs at schools, coordinated curriculum and staff development in school districts, and taught at the college level West’s writing has appeared in many education publications and she is the author of four books Other Eye On Education Books Available from Routledge (www.routledge.com/eyeoneducation) Relationships That Work: Four Ways to Connect (and Set Boundaries) with Colleagues, Students, and Parents Adam Sáenz and Jeremy Dew What Connected Educators Do Differently Todd Whitaker, Jeffrey Zoul, Jimmy Casas BRAVO Principal! Building Relationships with Actions that Value Others Sandra Harris Get Organized! Time Management for School Leaders, Second Edition Frank Buck The 30 Goals Challenge for Teachers: Small Steps to Transform Your Teaching Shelly Sanchez Terrell The Assistant Principal’s Guide: New Strategies for New Responsibilities M Scott Norton Easy and Effective Professional Development: The Power of Peer Observation to Improve Teaching Catherine Beck, Paul D’Elia, Michael W Lamond Formative Assessment Leadership: Identify, Plan, Apply, Assess, Refine Karen L Sanzo, Steve Myran, John Caggiano Job-Embedded Professional Development: Support, Collaboration, and Learning in Schools Sally J Zepeda The 6 Keys to Teacher Engagement: Unlocking the Doors to Top Teacher Performance Cathie E West The Trust Factor: Strategies for School Leaders Julie Peterson Combs, Stacey Edmonson, Sandra Harris Creating Safe Schools: A Guide for School Leaders, Teachers, and Parents Franklin P Schargel Data Analysis for Continuous School Improvement, Third Edition Victoria Bernhardt The Educator’s Guide to Writing a Book Practical Advice for Teachers and Leaders Cathie E West First published 2016 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2016 Taylor & Francis The right of Cathie E West to be identified as author of this work has been asserted by her in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988 All rights reserved No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe Library of Congress Cataloging in Publication Data West, Cathie E The educator’s guide to writing a book : practical advice for teachers and leaders / Cathie E West pages cm Includes bibliographical references and index Education—Authorship—Handbooks, manuals, etc 2 Educational publishing—Handbooks, manuals, etc 3 Teachers as authors I Title LB1033.5.W47 2016 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) Typeset in Optima by Keystroke, Station Road, Codsall, Wolverhampton For Elaine McEwan-Adkins Contents About the Author Preface Acknowledgements Resources Available as Free Downloads Why Write? Reasons to Write Reasons Not to Write Author Attributes Writing Proficiency Goals Q&A with Robyn Ross, Elementary Teacher Take Away Tips Reflections–Connections Best Practice References Best-Practice Practitioner Books Interest Assessment Variables Readership Wants Best-Practice Books Defined Q&A with Elaine K McEwan-Adkins, Author/Educator Take Away Tips Reflections–Connections Best Practice References Book Mechanics and Safeguards Front Matter Main Text Back Matter Publishers’ Proposal Guidelines Publishers’ Writing Guidelines Recommended Writing References Manuscript Safeguards Q&A with Laurie Lieb, Copy Editor Take Away Tips Reflections–Connections Best Practice References Titles, Topics, and Themes Theme Determinants Topic Tips Telling Titles Prospectus Essentials Prospectus Submission Q&A with Lauren Davis, Editor Take Away Tips Reflections–Connections Best Practice References Writing Style and Steps Writing with Style Stylistic Features Writing Process Actions Book Development Steps Chapter Preparation Guide Q&A with Bob Busk, Principal Take Away Tips Reflections–Connections Best Practice References Publishing People and Processes Signing On Working with Production Personnel Supporting the Production Process Submission Essentials Marketing Q&A with Amy Vanderzee, Associate Marketing Manager Take Away Tips Reflections–Connections Best Practice References Conclusion Success Attributes Final Note Appendix A: Reasons to Write Appendix B: Writing Goals Form Appendix C: Book Analysis Guide Appendix D: Author Bio Template Appendix E: Chapter Text and Images Worksheet Appendix F: Sample Query Letter Appendix G: Sample Prospectus Appendix H: Sample Submission Letter Appendix I: Chapter Framework and Features Template Appendix J: Sample Manuscript Submission Checklist 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 In addition, each chapter will conclude with three helpful sections: ● Take Away Tips: Provides a concise review of major concepts and suggestions ● Reflections–Connections: Offers thought-provoking questions that promote self-reflection, career connections, and personal growth—ideal for individual or group book studies ● Best Practice: Identifies activities readers can implement to apply what they have learned These activities may also serve as required assignments for book studies and college credit courses Competition The Educator’s Guide to Writing a Book: Practical Advice for Teachers and Leaders comes 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 ability to provide in-depth coverage of a single subject My book has a single, well-developed focus—a step-by-step guide for teachers and principals who wish to write and publish a book In addition to Publish or Perish I have come across two related books: On Writing Well by William Zinsser (HarperCollins, 2006) and Keep it Real: Everything You Need to Know about Researching and Writing Creative Non-fiction by Lee Gutkind (W W Norton, 2009) However, both of these books cover non-fiction writing in general, whereas mine specifically addresses writers of education books Table of Contents and Chapter Synopsis About the Author Preface Acknowledgements Resources Available as Free Downloads Chapter 1: Why Write? Should education professionals consider writing practitioner books? Absolutely! Book writing provides an ideal way for educators to share their expertise with others, fulfilling an important 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, and goal setting ● Interview: Classroom Teacher ● Take Away Tips ● Reflections–Connections ● Best Practice Chapter 2: Best-Practice Practitioner Books 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 responsibilities frequently interfere with reading ambitions The good news is that teachers and principals will 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 practitioner books, identifies preferred formats and writing styles, and describes the resources that practitioners prefer ● Interview: Author ● Take Away Tips ● Reflections–Connections ● Best Practice Chapter 3: Book Mechanics and Safeguards For which parts of a book is an author responsible? Should the manuscript include text features? Are publishers’ guidelines chiseled in stone or do authors have some leeway? These are just a few of the questions aspiring authors ask themselves as they face the daunting tasks associated with writing a book Chapter 3 covers all of the essential book elements, such as the front matter, the main text, and the back matter Additional topics include which reference books to acquire; how to interpret a publisher’s writing guidelines; what to do about copyright observance; and how to safeguard a manuscript from computer meltdowns ● Interview: Copy Editor ● Take Away Tips ● Reflections–Connections ● Best Practice Chapter 4: Titles, Topics, and Themes Bob Sickles, who at the time was Routledge Eye on Education’s dynamic publisher and editor, taught me an important lesson when I first proposed a book topic to him I intended to focus on the problems school principals encounter on a day-to-day basis, and my suggested title, which I naively thought would be enticing, was: Trouble in the Schoolhouse The supporting topics— which regrettably paralleled the main theme—included such gems as: “Terrible Troubles and Trying Times,” “Insurmountable Problems,” and “Unrelenting Stress and Sleepless Nights.” After considering my ideas, Bob respectfully—and wisely—advised: “Make sure your writing is upbeat and positive A book like this could find itself unintentionally descending into pessimism Please make sure it does not become a eulogy for the principalship.” Conveying an optimistic outlook was just one of the many skills I had to master as a novice education writer Chapter covers theme development, author’s viewpoint, topic and title selection, and reference supports ● Interview: Editor ● Take Away Tips ● Reflections–Connections ● Best Practice Chapter 5: Writing Style and Steps 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, a leadership and literacy genius, communicates content—concepts, examples, and research highlights—in a crisp, clear manner Meanwhile, Harwayne’s books about writing convey ideas in an attractively rambling, poetic voice In contrast, Buck—whose specialty is organization and time management—adopts an efficient, no-nonsense approach that 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 ● Take Away Tips ● Reflections–Connections ● Best Practice Chapter 6: Publishing People and Processes In A Scott Berg’s (1979) biography of Maxwell Perkins, the esteemed Scribner’s editor who guided such literary giants as F Scott Fitzgerald, Ernest Hemingway, and Thomas Wolfe, there is a photo of Wolfe posing alongside the mountain of manuscript pages that would become Of Time and the River But this reached the shelves only after prolonged and meticulous editing by Perkins, who worked tirelessly in the background to ensure the completion of Wolfe’s book and the author’s success Editors and many other publishing talents toil behind the scenes to help writers craft noteworthy and marketable books Chapter 6 covers the roles of publishing staff and the book production process itself ● Interview: Marketing Manager ● Take Away Tips ● Reflections–Connections ● Best Practice Chapter 7: Conclusion The conclusion provides additional book development strategies and encourages novice writers to pursue their publishing dreams Definition of the Market Primary Audience This book is directed at school principals and vice-principals; directors of curriculum, instruction, and special programs; superintendents and district-level assistants; and university education professors, researchers, and consultants It will also appeal to administrative interns, teachers on special assignments, and other educators in leadership roles who have writing aspirations Secondary Audience Other readers—and potential authors—include university and college instructors who teach courses related to education, such as psychology, sociology, philosophy, and social-behavioral science Course Adoptions The book provides ideal material for workshops, book studies, and university courses, especially those covering book writing and publishing Word Count and Writing Schedule The manuscript will run between 30,000 and 35,000 words The anticipated completion schedule follows: ● June 2014: Chapters 1–2 ● August 2014: Chapters 3–4 ● October 2014: Chapters 5–6 ● December 2014: Chapter 7 ● January 2015: Front Matter ● February 2015: Back Matter, including Appendices and Index About the Author [Biographical information] ■ Reference Berg, A S (1979) Max Perkins: Editor of genius London: Hamish Hamilton ■ Appendix H: Sample Submission Letter October 1, 2014 XYZ Publishing House 1000 No Name Avenue New York, NY 00000 Dear [Editor’s name], I am a highly experienced mathematics coach who serves students and staff in a school district 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-step process for improving students’ mathematics proficiency My book is titled Math on the Upswing: 12 Teaching Steps that Work! My writing experience includes a Gr K -12 Mathematics Curriculum Guide, a student handbook called Math Tips, a monthly newsletter for parents titled Math Links, and several articles that have appeared in Mathematics Today, an international journal for secondary- and university-level mathematics teachers In addition to this letter you will find my prospectus, two sample chapters, and my curriculum vitae Please let me know if you need any additional information Meanwhile, thank you for taking the time to review my book proposal Respectfully, [Name and contact information] ■ Appendix I: Chapter Framework and Features Template Topic Framework Chapter Title: Topic 1: Details: Topic 2: Details: Topic 3: Details: Topic 4: Details: Topic 5: Details: Topic 6: Details: Summary: Application Opportunities: References: Features and Images ■ Appendix J: Sample Manuscript Submission Checklist Provide Contact Information ■ ■ ■ ■ ■ ■ Name Mailing address Physical address Home phone/cell Business phone/cell Email address Prepare Manuscript ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Style guide utilized: Publication Manual of the American Psychological Association Spelling style: US Font: Times New Roman Spacing: double spaced Saved in: Rich Text Format Headings: Word Style Gallery Heading 1, Heading 2, Heading 3 Margins: 1 inch top, bottom, sides Pagination: main text numbered consecutively Half-title page Title page Dedication Contents Author biography Preface Acknowledgements Main chapters Conclusion Separate files: text boxes, figures, tables Call-outs: boxed text, text boxes, figures, tables Appendices: letter codes Main text citations References: by chapter Check Quality ■ ■ ■ ■ ■ Spelling and grammar check activated Chapter formatting and special features consistent Text citations properly prepared and complete References properly prepared and complete Examples and resources provided Document Permissions ■ Permissions log for copyrighted material ■ Log of “fair use” material ■ Signed permissions forms Complete Other Requirements ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Production department checklist Writer’s guide checklist Index arrangements Final word count Marketing online survey Chapter abstracts Copy editor notes Art log Captions: text boxes, figures, tables Numbers: text boxes, figures, tables Cover suggestions Endorsement recommendations Index Page numbers in bold denote figures or tables academic writing style 73–4 acknowledgements 35 administrative competencies see interest assessment variables APA see Publication Manual of the American Psychological Association appendices 39 ASCD (Association for Supervision and Curriculum Development) 7 ASCD’s Annual Conference and Exhibit Show 18 Assessment Training Institute’s Summer Conference 18 Associated Press Style Book, The 46 audience appeal 21–2, 64 authentic setting for education research 22 author attributes 5–6, 111–13 author biography 35–6 Author Bio Template 119 Authors Guild 99 author’s note about: coding 101–2; copy editors 50–1; stories 25; style 76–8; titles 61–3; viewpoint 10; writing guides 43 back matter components 38–40 barriers to writing 13–15, 112 Barth, Roland S 25, 75 Beebe, Lauren 61–3 best-practice books: analysis guide 30, 117–18; attributes 24, 28; benefits 23; defined 23; readership interests 18–19, 21–2; research in 22 best writing tip: associate marketing director 108; author 28; copy editor 49; editor 67; principal 93; teacher 14 bibliography see references biography see author biography blogs 7, 10–11 book: analysis guide 117–18; contract 97–9; cover 105, 108; definition 23, 32; development steps 82–6; length 83; marketing 106–9; preferences 18–19; see also chapter preparation book components: back matter 38–40; front matter 32–6; main text 37–8 book proposal guidelines 41 Buck, Frank 127–8 Busk, Bob: best writing tip 93; book preferences 113; epigraph 72; interview 90–4; profile 91 Center for Educational Leadership (CEL) 20 chapter preparation: design of 86–7; framework and features sample 87–9; framework and features template 132; preparation guide 86–90; text and images worksheet 120 chat group see blogs Chicago Manual of Style, The 44, 46 committed 5, 93–4, 112; see also author attributes contents see table of contents contract 97–9, 97–8 contributors 85, 86 copyediting steps 48 copy editor 32, 46–51, 102–3; see also Lieb, Laurie Copyeditor’s Handbook: A Guide for Book Publishing and Corporate Communications, The (Einsohn) 45 copyright 47, 89, 99, 100–2; see also copyright page copyright page 33–4 Corwin Press: book proposal guidelines 41; web address 8; writing guidelines 42 courageous see author attributes cover, book 35, 105, 108 criticism 4, 93 Danielson, Charlotte 20 Davis, Lauren: best writing tip 67; epigraph 55; interview 65–8; profile 66 dedication 33–4 dictionaries 44, 46 “downloads” 36, 38, 39 drafting 80 editing 48–9, 81 editor: assistance from 42; expectations for authors 43–4; responsibilities of 65, 100; submissions to 40, 65, 106; see also Davis, Lauren editorial assistant 100, 101–2; see also production milestones editorial guidance: book length 83; constructive criticism 4; copyright year 33; download options 39; endorsements 35; feedback 5, 6; headings 34, 84; index, need for 40; introduction, need for 37; manuscript changes 78–9; response to reviews 85–6; theme selection 58; topic additions 82 Educational Leadership 27; see also ASCD Educational Leadership Policy Standards 20 Education Week 7 Education Week Teacher’s Classroom Q&A 106 educational trends see interest assessment variables Elements of Style, The (Strunk and White) 45, 73 endorsements see editorial guidance evidence: theme determinant 57; research supported 22; types of 58 examples 38, 58–9, 67, 86–7 Excel, use of 60 expenses, author’s 3 external hard drive see manuscript safeguards “fair use” limits 89; see also copyright fear of writing 14, 18, 27, 92 feedback 6, 81–2, 93 5 Dimensions of Learning 20 foreword 34–5 formatting, book 79 Framework for Teaching, The 20 front matter components: acknowledgements 35; author biography 35–6; copyright page 33; dedication 33–4; foreword 34–5; half title page 33; lists 36; location of 32; preface 35; table of contents 34; title page 33 front matter responsibilities 36 Fullan, Michael: dedication example 33–4; topic examples 3, 58–9; writing style example 74–5 glossary 39 goals: daily 112; as theme determinant 56; see also writing proficiency goals GrammarBook.com 9 Guilford Press: book proposal guidelines 41; web address 8; see also Guilford Publications, Inc Guilford Publications, Inc.: Manuscript Preparation Guide 42; see also Guilford Press half title page 33 Harwayne, Shelley 1, 60, 127–8 headings 34, 84 Heinemann: book proposal guidelines 41; web address 8; writing guidelines 42 Huber, Samuel 101–2 ideas 27, 78–9 images 37, 38 index 39–40 Indexing Books (Mulvany) 40 information: examples 58; organization of 60; in author biographies 64 Innovative Educator, The 7 instructional frameworks see interest assessment variables interest assessment variables: administrative competencies 20; educational trends 21; instructional frameworks 20–1; personal experience 19; teacher standards 19 Interstate School Leaders Licensure Consortium Standards (ISLLC) 20 interviews: associate marketing manager 106–9; author 25–9; copy editor 46–50; editor 65–8; principal 90–4; teacher 11–15 introduction 37 Jarrow, Heather 50–1, 83 Jossey-Bass/Wiley: book proposal guidelines 41; web address 8; writing guidelines 42 lead writer 33 leadership 3 Lessons Learned: Shaping Relationships and the Culture of the Workplace (Barth) 25, 75 Lieb, Laurie: author’s note 50–1; best writing tip 49; interview 46–50; profile 47 lists 36 Literary Devices 89 main text components 37, 38 manuscript safeguards 45 manuscript submission 106, 133–5 marketing 106–8 Marzano, Robert 2, 20 Marzano Teacher Evaluation Model, The 20 McCormick Calkins, Lucy: book title example 60; epigraph 1; prose style 74–5; on revision 80; about writing imperfections 92 McEwan, Elaine see McEwan-Adkins, Elaine McEwan-Adkins, Elaine: best-practice book qualities 28; best writing tip 28; book appeal 29; epigraph 18; interview 25–9; profile 26; on planning 27–8; style example 75, 127–8 Mindshift 7 mistakes, learning from 72, 113 Moral Imperative of School Leadership,The (Fullan) 34, 74–5 myths see reasons not to write National Board for Professional Teaching Standards, The 19 negative writing experiences 92 negotiated contract provisions see contract obstacles see barriers to writing online backup services see manuscript safeguards organization 80, 84–5, 87–9, 90 page proof corrections 103; see also production milestones paginating table of contents 34 penalties see contract Perkins, Maxwell 128 permissions editor, duties of 100–2 permission to use copyrighted material 89, 100–2 Phi Delta Kappan 7 PLC see professional learning communities Practical Stylist,The (Baker) 73 preface 35 presentation style see publishers Principal magazine 25, 27 principals’ book interests 18–19, 20, 21–2, 113 production editor 103; see also production milestones production milestones 103, 104–5 professional learning communities (PLC) 2, 21 profile: associate marketing manager 107; author 25; copy editor 47; editor 66; principal 91; teacher 12 prospectus: content 63; foundation for 55; qualities 64; sample 123–30; submission process 65 Publication Manual of the American Psychological Association (APA) 39, 44 publishers: book proposal guidelines 41; presentation style 79, 84; web addresses 8; writing guidelines 42; see also by publisher’s name query letter 58, 121–22 readership wants 21–2, 113 reading practitioner books 7–8 reading professionally 7 reasons not to write 3–4 reasons to write 1–3, 56, 115 recommended writing references 44–5, 44 recordkeeping 84; see also organization references: bibliographic 39; writing reference books 44 relationships: associate marketing manager–author 108–9; copy editor–author 49; editor–author 68 remuneration 3–4 research: examples of 57; folders for 79; reliability of 22; as theme support 57, 85 research-based practices 2 resource documents see “downloads” reviews, author’s response to 85–6 revision 80–1, 112 Rich Text Format (RTF) 90 Rife, Douglas 29 Ross, Robyn: best writing tip 14; book preference 113; interview 11–15; profile 12 Routledge: book proposal guidelines 41; web address 8; writing guidelines 42 schedule for writing 63, 83 School Leadership Briefing 106 self-assessment 93; see also self-evaluation self-evaluation 6–7; see also self-assessment self-promotion 97, 108 78 Reasons Why Your Book May Never Get Published and 14 Reasons Why It Just Might (Walsh) 55 Sickles, Bob 127 Six Secrets of Change, The (Fullan) 58–9 Solution Tree: book proposal guidelines 41; web address 8; writing guidelines 42 special features 37, 38, 87–9 Stenhouse Publishers: book proposal guidelines 41; web address 8; writing guidelines 42 stepping stone to book writing 26–7 style: in academic writing 73–4; definition 72–3; development 80–1, 93; examples 73, 74–5, 76–8; influences upon 73, 74; publishers’ format preferences 79, 84; in practitioner books 7–8, 24; viewpoint options 89 submission guidelines see book proposal guidelines submission letter 131; see also submission procedures submission steps: checklist 133–5; for prospectus 65; for manuscript 106 subtitle 33 support: family 10, 112; mentor 11; system example 14–15 syntax 48–9 table of contents 34 task management 90 teachers’ book interests 18–19, 20, 21–2, 113 teacher standards see interest assessment variables theme: appeal 18–19, 66; determinants 55–8; selection 57; see also principals’ book interests; teachers’ book interests time to write 14, 29, 93–4, 112 title: examples 60; foundation for 55; marketing impact 108; qualities of 61; selection 67–8, 108 title page 33 topics: adding 82; diagraming 59; generating 58–60, 67, 78–9 United States Copyright Office, The 89 Uniform Resource Locator (URL) 40 Vanderzee, Amy: best writing tip 108; epigraph 97; interview 106–9; profile 107 viewpoint 10, 89 Walsh, Pat 55, 97 Washington Teacher Principal Evaluation Project 21 Websites for Educators 7 Wells, H G 81 word count 83 writer’s block 60, 67, 80, 100 Writer’s Digest 99 writing: advice 92–3; appeal 55–6, 64; guidelines 40–4, 42; process actions 78–82; rewards 1, 29, 111; see also style Writing Center at the University of North Carolina, The 9 writing fears see fear of writing writing proficiency goals: environment 9–10; connections 10–11; goals form 116; read practitioner books 7–8; stay professionally up to date 7; strengthen writing skills 8–9 writing reference books see references writing schedule see schedule for writing ... courses that pertain to education, writing, and publishing ■ How to Use This Book The Educators Guide to Writing a Book: Practical Advice for Teachers and Leaders is an ideal book development guide for aspiring authors... books—high-interest topics, appealing writing styles, and practical information You will learn how to assess the quality of books written for teachers and school leaders and identify the features you want to incorporate into your own book. .. Library of Congress Cataloging in Publication Data West, Cathie E The educator’s guide to writing a book : practical advice for teachers and leaders / Cathie E West pages cm Includes bibliographical references and index