These tips may sound simple to some, but useful to others! As a new writer I reckon you’ll have to do some of the things below, so this primer could help you hit the ground running…
note: instructions for Word based on Office 365
Tips for using Word… because we are all lazy until we actually need most of the cool functions!
Applying a template to a Word document
A publisher might send you a Word template to use and you need to upload it. Google how to do this if you don’t know, but it’s fairly straightforward (for me: Developer tab – Document template – Attach… that’s it really).
Changing the author name
Sometimes a publisher, or particularly an agent outsourcing work for a publisher, will ask you to alter author names in a document. That’s actually quite easy: File – Options – Personalise your copy… and you’ll see the options there.
Styles and the navigation pane
How often do you use Styles in Word? I’m lazy, I never used to bother….
Most materials writing I’ve done has been on Word using templates. These templates range in complexity, but the basic premise is the same as the Word Styles – it’s just applying a particular format to a body of text. Give yourself a refresher on using/changing these. Press Ctrl+F to open the navigation pane in Word. This will show you how easy it is to find your way around a document that uses Styles formatting. (more…)
Here are a few general tips for skills to develop if you’d like to write for publishers or big teaching organisations.
This is not a ‘How to become….’ post. You can find good tips about how to actually get into materials writing here and here. Also there are more general tips here.
Making the transition…
Going from teaching to materials writing is just a mindset thing really. Teaching and writing require a lot of the same skills anyway (see below). If you write your own materials for class now and then, well that makes you a materials writer.
‘Yeah, but I’m not… you know… paid to… or a professional materials wri-‘
Ah come on! Let publishers be the judge of that. What’s the worst they’ll do? Tell you that you don’t have the right experience? You might get lucky – they might ask you to write a sample of work for them… who’s gonna feel like a writer then, hey? Hey?!
Dealing with feedback
You go all out to write an awesome, engaging text only to receive tonnes of negative feedback. Sometimes feedback is constructive, sometimes it’s really blunt. You certainly need to develop a thick skin. Also, don’t assume that feedback is always scathing. Once, I received feedback on a grammar task that simply read ‘Why have you chosen this task?’ You can take that a few ways:
What on Earth are you doing?
This is the wrong task, you should choose something else
What is your logic here? I’m genuinely interested… If you explain it I might see the value…
Some inferences are more positive than others. Go with the positive spin – not everyone is out to put you down!
Incidentally, some of the best feedback I’ve had on materials has also led to changes to my own lesson planning/teaching practice. Just because an editor is sitting in an office all day doesn’t mean they’re not a practitioner too. (more…)
I sat down to plan a General English class for our adult learners to the other day. I say plan, more like adapt. We have an in-house set of lessons so there’s already a plan in place, but the lesson needs tweaking to suit the learners. Anyway, I opened up my lesson schedule and there it was – ‘Lesson 93 – English around the World’. Just another lesson for other teachers, but really significant for me. It was the first time ever I’d taught published materials that I’d actually wrote!
I’m teaching my own materials week in, week out. Sometimes a coursebook or other materials are dry so I either just adapt them or scrap them and write something else. Most of my colleagues do the same, it’s standard procedure. I’m happy to share the resources I make with other teachers, if they turn out to be any good that is! But this time it’s different. I was actually paid to write these materials, they are formally published as part of a regional syllabus across 15 countries, and teachers across the region are using them daily.
My first thought – pride. It’s so cool. It’s a real sense of achievement to see something you wrote looking all organised on a handout. It’s funny to read teachers notes with your inner voice and remember the actual voice who wrote it was you…! Sure, it’s also a bit of an ego boost I guess, but that happens.
My second thought – relief. Phew! It’s Lesson 93! It’s one of the 50 or so lessons I wrote that I was fairly pleased with.
Third – confusion. Man, what are all these documents?! There’s like a handout and teachers notes, that’s standard, plus a few cut-ups. Then there’s a sort of jigsaw reading task, a running dictation, some more cut ups or something. Blimey. I went overboard for sure. A lot of this must be optional. I better read my own notes. (more…)
I’ve written quite a few pronunciation activities this year for a regional product (Asia). Here are a few random thoughts on the process…
Pronunciation for… what?
As Laura Patsko mentions in this interesting Pedagogy Pop-up, pronunciation is important for all skills, not just speaking.
A lot of the pronunciation stages in our materials focus on connected speech. The aim of these activities (IMO) is more to help learners decode natural speech rather than to produce a certain pronunciation feature accurately themselves. Of course, it would be nice if they could do both…
If the purpose of a pronunciation activity isn’t clearly communicated to teachers (and to learners) then this could lead to either having the wrong expectations. There is always a production element in our pronunciation activities, but accurate production of a certain feature might not be the primary aim of an activity.
What problems do the learners have?
This year I’ve been writing a regional product. I’ve taught in 3 of the 15 or so countries where the materials are used. I’ve found it’s pretty tough to address the needs of every learner with a regional product. Resources like Swan’s Learner English have been really useful for understanding common pronunciation problems faced by learners across a region. It’s always worth asking other teachers too – I’m pretty sure that our teachers have taught across the whole region between them.
Of course, it’s worth asking the learners themselves what difficulties they have, but there are practical issues. It might be hard to do this across a whole region, plus they might not actually know what they have difficulties with! (more…)
I took a course on materials development recently. It was really good – plenty of input and ideas I could apply in my current context. Here’s a link to the course if you’re interested.
The role of teaching materials (as in externally produced ones like global coursebooks) is something we considered early on in the course. We came across a good article which talked about perceptions of materials.
Allwright (1981) mentions two ways in which teaching materials are perceived. There’s the deficiency view, that ‘we need teaching materials to save learners from our deficiencies as teachers’ (ibid, pg. 6). This suggests that a writer holds expertise above the teacher – they know how to map a syllabus better or how to make sure activities are logically sequenced. Allwright points out that this leads to the idea of ‘teacher proof materials’ – it doesn’t matter how deficient you are, the quality of the teaching materials will get you through…
Alternatively, there’s the difference view. This is more respectful of both writer and teacher roles. It suggests that teaching materials are written by those with different expertise to teachers. Writers might be skilled in making principled decisions about materials design, but the teachers are equally skilled in delivering the materials effectively.
I’m not sure I’d use the term ‘deficient’ to describe myself or my teaching colleagues (!!!), but I can see what Allwright is getting at. When I was fresh off the CELTA I used to think the coursebook and its teacher’s notes were there to mask my inability to teach – I could never write anything better than what was already there. As my confidence and experience grew I began adapting coursebook materials more. I came to realise that without tweaking them to suit my context it was actually the materials that were deficient! So with experience I settled on this ‘difference’ view – someone has put together these (normally global) resources in what they feel is a principled way, but they need me to realise how they can work for my students. As the teacher I’m just as empowered as the writer…
Deficiency vs difference – what are your views?
This article is worth a read:
Allwright, R.L. ‘What do we want teaching materials for?’ ELT Journal volume 36/1 Oct 1981
I’m currently studying a module in Materials Development through NILE online. It’s a really worthwhile course so far!
Unit two talked about evaluating materials, specifically course books. We were introduced to a range of checklists that could be used for evaluating a course book, and discussed the pros and cons of each. I can’t imagine everyone would find this topic interesting, but it was really topical for me – in the same week I was given a checklist to evaluate our new course book for teen classes. It gave me the opportunity to reflect on our own evaluation process and suggest some changes if necessary…
What makes a good checklist?
We looked at about six different checklists that were listed in McGrath (2002). In some of my jobs I’ve completed evaluations like this one from Harmer (1991:281) (more…)