Ever thought about writing your own teaching materials? Stephen Greene is an English language teacher, teacher trainer, and materials developer. Here, he takes us through the process he undertook to write his first published materials.
I have always written materials for my students. My first job was in a school in Poland where we had a grand total of two resource books to help us. The fact the course books we had ordered didn’t turn up until almost the end of the first term meant that we had very little choice but to get creative.
There are many reasons why we occasionally need to look outside the course book, but for me one of the main reasons is just the fun and the interest of doing it. I simply love writing for my students.
When OUP offered me the chance to co-write the Teacher’s Pack for Cambridge English Proficiency Masterclass with Jeanette Lindsey-Clark, I jumped at the chance. I thought to myself that all I would have to do was replicate my endeavours over the last 15 years, but on a grander scale. I could write a book, no problem. It turned out that I had a lot to learn.
Doing your research
Normally, I just wrote. I knew my students, my syllabus and my course book. I knew the strengths and weaknesses of all of them. If there was something lacking, and I felt inspired, I would sit down at my computer and write something to make up for it.
But when writing on this project I had to study. I needed to study the brief from the publisher in detail. I had to go through the Student’s Book to understand how it had been put together and the methodology that the author had used. I also had to check the changes in the Cambridge English: Proficiency (CPE) exam and ensure I understood what the new questions demanded from the candidates. And all of this before I could even start doing any writing.
A number of times I had a great idea and spent some time developing it only to realise that it didn’t fit the criteria I was supposed to be working to. I found this to be one of the more difficult aspects of writing for somebody else; coming up with ideas wasn’t the hard part. Instead, coming up with ideas that fit the requirements of the project constrained and restricted my creativity. After a while, though, this restriction actually led to a better focus.
The romantic image I had of sitting down at my computer and letting the creative juices flow through me to the screen just didn’t happen. Or at least, when it did happen it was as a result of being very disciplined and working through the times when I just couldn’t think of what I was supposed to write about. Balancing writing with teaching, family and having some sort of life isn’t easy so I often had to force myself to stay up until the early hours of the morning to keep to schedule.
Deadline is king
One of my favourite (non-ELT) writers, Douglas Adams, had a thing about deadlines: “I love deadlines. I like the whooshing sound they make as they fly by.”
This might be fine for a famous author, but for the likes of me, struggling to even get one book published, this was never going to be possible. If there is one thing that is going to make an editor angry with you and so not invite you back to the party it is to miss a deadline. Just don’t do it, under any circumstances.
Despite the hard work and the steep learning curve the whole process was worth every minute. I learned an incredible amount about the publishing process and I believe this has made me a better teacher because I clearer insight as to why certain things have been selected in course books.
The discipline, focus and awareness of objectives have also improved the writing I do for my students and I feel sure that my personal materials are of a much higher standard now. I am a much better writer now, but I know I still have a lot more to learn.
This article first appeared in the September 2013 edition of the Teaching Adults Newsletter – a round-up of news, interviews and resources specifically for teachers of adults. If you teach adults, subscribe to the Teaching Adults Newsletter now.