Tips for writing your textbook
If you're writing a text book, there are some specific things you need to consider. Read on for tips on how to write your textbook.
- Prerequisite knowledge: What topics or concepts should readers already be familiar with? Do you need to review these or provide further explanation?
- Self-contained: Students typically want a one-stop resource so you should try to ensure that as much of the information that student needs is presented in your textbook.
- Modular chapters: Students will likely dip in and out of the textbook rather than read it linearly from start to finish so try to make chapters self-contained where possible, so they can be understood out of context of the rest of the textbook.
- Succinct and to the point: Keep focused on the course that the textbook is supporting and the topics that need to be covered. Avoid including less relevant topics, very advanced topics, explanations of concepts that students should already understand, and any other content that may not actually be useful to the student.
- Didactic elements: Elements such as exercises, case studies, definitions and so on help break up the main chapter text and make it more engaging. Consider what didactic elements you want to include before you start writing so you can ensure that the main chapter text provides the right information to support the didactic element e.g. that a concept is adequately explained in order to answer an exercise question, or that theory is suitably described before a corresponding case study is given
- Writing style: Textbooks can have a lighter, more conversational writing style than monographs and references works. Try to use active rather than passive sentences e.g. “It is believed by some physicians that…” becomes “Some physicians believe that…”
- Online resources: If you have exercises, consider writing a solutions manual for instructors so they don’t have to work out all the solutions themselves. Are there data sets, spreadsheets, programs, etc., that would be useful for students to access so they can test concepts themselves? The same copyright issues apply for online resources as for the print book – see Obtaining Permissions for further information
- Write a helpful Introduction: Explain who the textbook is for and how it should be used. Confirm the level of the students (e.g. 3rd year undergraduates). Confirm the course that the textbook supports. List any prerequisites or assumptions you have made about the student’s background knowledge. Explain how the textbook could be used. If applicable, identify core must-read chapters and chapters that are more advanced or optional; provide short summaries of the chapters (just a sentence or two)
- Test your material as you write: Use your draft chapters as part of your lecture course and see how students respond to it. Do they understand the concepts you are explaining? Are they able to complete any exercises?
