Showing posts with label review. Show all posts
Showing posts with label review. Show all posts

Friday, October 26, 2012

5 Tips for Reviewing Manuscript for a Health Care Textbook

People who can review drafts of a manuscript and provide cogent, reasoned, and intelligent feeback are considered gold by us publisher types. Gold, I tell ya.

If you're a subject matter expert and have been asked to review someone's manuscript, here are some tips and guidelines for turning yourself into gold.

#1 Be fierce.

Publishers don't want their manuscript reviewers to tell them what they want to hear. They want reviewers to tell them the truth.

If a chapter's organization doesn't work, say so. If a description doesn't make sense, say so. If an illustration is inaccurate, say so.

And don't sugarcoat it. Don't dance around it. Come right out and say it.

#2 Be vigilant.

Look at everything. Simple definitions can look simple but be wrong.

Here's an example. The manuscript defines diabetes as "a disease in which there's too much sugar in the blood." Simple, yes, but wrong.

Sucrose
Diabetes is a disorder, not a disease, and it's not sugar that's too high, it's glucose. "Sugar" implies sucrose, a compound consisting of glucose and fructose. I can understand using "sugar" when writing for children, but certainly not when writing a textbook for students in a health care program.

#3 Be flexible.

Know that the content you're reviewing hasn't been edited by a copyeditor, so you will almost certainly come across misspellings, punctuation errors, and grammatical faux pas. Resist all editing urges and pay them no mind.

Seriously.

Don't waste your time pointing out errors we'll catch in a later phase of the project. Overlook those issues and focus on the content itself.

If you subsequently review page proofs, then point out all errors you find, because that content will have already gone through the copyedit stage. If you find an error then, let us know.

#4 Be professional.

Maintain the same level of professionalism in your comments as you would in any other endeavor. Harsh comments about the writing style or knowledge of the author don't help anyone.

If the author has stated something inaccurately, just say that. Don't say, "This author doesn't know what she's talking about."

Just, you know, be nice. Truthful, but nice.

#5 Be prompt.

When you agreed to review manuscript for a project, the editor most likely set a deadline for when the review should be finished. Do everything you can to meet that deadline.

If you can't meet it, let the editor know so she can find someone else. It's not the end of the world if you can't finish a manuscript review in the time allotted, so don't fret none, but you gotta let us know.


Good luck!

Thursday, January 12, 2012

5 Tips for a Great Manuscript Review

By Guest Blogger Donna Morrissey

A key ingredient for publishing a successful textbook is the review process. Before a book is published, while the manuscript is still in draft form, publishers will seek out the opinions of other experts in the field to read the manuscript and identify weak areas and incorrect content as well as the strengths that make the book worth buying.

This feedback is critical for helping authors fine tune their work and for ensuring the book's success. As any writer can attest, one can lose sight of the forest while in the midst of the trees.

As an author gets deeper and deeper into the writing of individual chapters, it can be difficult to maintain continuity between chapters and keep track of all the details. For reviewers, particularly instructors who are involved in making decisions about what textbooks to use for their courses, it's a good way to keep an eye on the latest trends.

So what makes for a good review?

#1 — A good review focuses on the content as a whole. When teaching a course, does this content explain the material clearly? Will students understand what they're reading? Will they gain the knowledge needed from reading these chapters? Will instructors need to develop a host of supplemental materials to fill in the blanks that the book does not address?

#2 — A good review compares the manuscript to the textbooks they're already using. Does the new book do a better job of explaining the important concepts? Does it cover more topics than their current textbook or is it ignoring important topics that one would expect to see? Does it provide the most current information? Does it identify other resources students can easily access if they want more information?

#3 — A good review examines the learning outcomes or objectives given at the beginning of the chapter. Are they clear? Are they attainable? Are they practical? Will a student be able to accomplish these objectives after reading the chapter?

#4 — A good review also examines the review questions given at the end of the chapter. Do they prompt the student to think about what they read or can they copy and paste the answers from the text? Are the questions relevant to what's covered in the chapter? Do they assume more than what a student of this course would be expected to know?

#5 — Ask: Are key terms clearly identified and defined? Do the terms help broaden a student's vocabulary and knowledge? Do the terms help students deepen their understanding of the subject?

These are all elements authors and publishers need to know are being done well. A textbook that does not explain the subject, fails to inspire students to think critically about the subject, or does not provide students with tools to help them transition from understanding the concept to putting it into practical application is not a good textbook. Reviewers who provide this type of feedback are a valuable resource for publishers, authors, and for the market in general.

What does NOT make for a good review?

What does NOT make for a good review are reviewers whose comments focus on the mechanics of writing or the more technical issues. Many reviewers return chapters of manuscript with pages filled with notes about misplaced commas or typos. Publishers typically hire people to fix those mistakes. They're called copyeditors.

Reviewing drafts of chapters is understandably difficult. It can be distracting to read through a text that's filled with dangling participles, passive verbs, and split infinitives. For people who love language and writing, it can be hard to resist the urge to delete that unnecessary comma or insert that critical semi-colon or circle that annoying typo. I can respect that.

However, reviewers need to keep in mind they were approached to review a manuscript because they possess a level of expertise about the subject at hand and not because they have mad English skills. As a developmental editor, part of the job is to help guide authors in their writing to ensure they are expressing the content in a clear, concise manner that is useful to students and instructors.

Although a DE may be fairly knowledgeable in many areas, most of them aren't experts in any one particular area. Receiving solid feedback from reviewers can confirm that the authors are on the right track or give them the evidence that tells them a new direction is needed.

Copyeditors, on the other hand, have a completely different set of skills. They are trained to spot the smallest detail and the slightest wonkiness in sentence structure. The range of their knowledge extends from the most glaring of spelling mistakes (loose vs. lose is a favorite) to the finest detail of semantics and word selection (read that last paragraph...should it be 'ensure' or 'insure'? Are you sure?). They can recite their prepositions on command and know the differences between an en dash, an em dash, and a hyphen. They'll go to the mat to defend their placement of commas and apostrophes and woe betide the person who uses "it's" or "its" incorrectly.

Copyeditors may seem a bit obsessive, but that's why we love them. They'll take those draft chapters and vigorously disinfect them from spelling errors, grammatical errors, and ambiguous wording. By the time the manuscript gets to the printer, it will be as smooth as a baby's bottom with not a blemish in sight. Trust in this, reviewers.

So, let go of your inner copyeditor and tell us: After this book is published, will you use it?

Sunday, January 2, 2011

My 2010 Blog in Review

The stats helper monkeys at WordPress.com mulled over how this blog did in 2010, and here's a high level summary of its overall blog health:

Healthy blog!

The Blog-Health-o-Meter™ reads Wow.

Crunchy numbers


Featured image

A Boeing 747-400 passenger jet can hold 416 passengers. This blog was viewed about 2,400 times in 2010. That's about 6 full 747s.

 

In 2010, there were 56 new posts, growing the total archive of this blog to 71 posts. There were 90 pictures uploaded, taking up a total of 2mb. That's about 2 pictures per week.

The busiest day of the year was January 22nd with 361 views. The most popular post that day was Five Reasons Why Allied Health Faculty Should Use Social Media.

Where did they come from?


The top referring sites in 2010 were facebook.com, twitter.com, en.wordpress.com, mail.yahoo.com, and WordPress Dashboard.

Some visitors came searching, mostly for andy mcphee, common confusables, metaphors in healthcare, ping pong, and use fewer words.

Attractions in 2010


These are the posts and pages that got the most views in 2010.
1

Five Reasons Why Allied Health Faculty Should Use Social Media December 2009
2

Using Similes and Metaphors to Help Patients Learn March 2010
3 comments
3

About Andy McPhee December 2009
4

Thank a “Born Teacher” Today June 2010
5

Will the iPad and Kindle Kill Traditional Textbooks? January 2010
9 comments

Wednesday, July 14, 2010

Behind the Scenes: Preparations for Proposing a New Book

When a potential author prepares a proposal for a new textbook, my work begins. Here's an admittedly incomplete list of the main tasks acquisitions folks like me need to complete before we can bring a formal book proposal to a decision making body.

  • Work with author to refine proposal, table of contents, sample chapters, and such

  • Create survey to gain feedback on project

  • Find and assign reviewers to complete the survey

  • Compile survey feedback and review with author


  • Request production estimate, which lists the various costs of each component of the book. To do that, I need to provide these estimates and other data:


    • Title and subtitle

    • Trim size

    • Number of book pages

    • Type of cover and binding

    • Number of colors for cover and interior (black-and-white interior is 1-color, black; black and, say, magenta interior is 2-color; what you call full color is 4-color to us, the colors being cyan [blue], magenta, yellow, and black)

    • Number of photos and how they will be supplied (film, hard copy, or electronic)

    • Number and approximate complexity of illustrations (for instance, 100 illustrations: 60% complex, 20% moderately complex, 20% simple)

    • Anticipated manuscript submission date

    • Anticipated publication date

    • Price and other business model considerations

    • Anticipated total fees for developmental editor


    • Ancillaries to be offered, such as:


      • PowerPoints, including number of slides and images to be inserted

      • Test bank including number of test items

      • Instructor's guide, including number of pages and images to be inserted

      • Interactive software

      • Online resources

      • Image bank including number of images

      • Flash cards, including format (print, electronic on CD-ROM, electronic online), total number, and number of illustrations, if any

      • Accompanying workbook (which actually gets its own proposal and financials)



    • Estimated cost of building ancillaries




  • Complete what we call here a gross profit estimate, or GPE, for which I need to supply the following:


    • Expected unit sales over life of title (LOT) for each market (MA, PA, NP, etc)

    • Expected unit sales for first year

    • Average discount for distributors and retailers

    • Number of complimentary copies needed to properly market the book




  • Prepare formal proposal document, including:


    • Overview of the product and ancillaries

    • Why the proposed author is the right person to write the right book at the right time for the right market

    • Summary of reviewer feedback

    • Royalty rate, amount of author grant, and other author-related financial information


    • Full competitive summary, including:


      • Title, author, edition number, publisher, copyright year, ISBN, page count, price, and so forth

      • Ancillaries available

      • Strengths

      • Weaknesses



    • Market analysis

    • Any other information we believe will help the decision making body, in my case the Editorial Board, determine whether to publish a book




Whew, no wonder I'm always behind!