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Many teachers would like to make use of their classroom experience and turn their hand to materials writing. But what is the best way to do this? What guidelines are there, if any? And what are the chances of getting such materials published?

Myths

Let’s begin with a few common myths about writing teaching materials.
• Only experts can write teaching materials.
• All experienced teachers can write good materials.
• The writer is the most important part of a writing team.
• The more high-tech the design and production the better.
None of these is true, or at least they are only true in part, as will be seen.

What do we mean by teaching materials?

Teaching materials come in all shapes and sizes depending on the situation and the intended audience. However, we can identify three main types:
1) Supplementary classroom materials
2) In-house materials
3) A published course

1) Supplementary materials are those which teachers produce for their own classes. They typically focus on one area of language, for example a difficult structure, a set of vocabulary or a language sub-skill such as reading for information. Rather than replace a traditional textbook, they are usually meant to go alongside it and fill any gaps. For example, a teacher might design a worksheet to focus on an area of vocabulary such as emotions, or additional reading texts that show how topic sentences are used.

2) In-house materials are materials written for and produced by an institution. They are extensive and usually cover a module or perhaps an entire course. Writing is often done by teachers writing in a team alongside a designer or production manager. For example, an English department may decide that their current course book does not give students enough writing practice at the right level, so they decide to design a writing module to go alongside the published course.

3) A published course, such as the Headway series, Cutting Edge, Business Objectives, etc, is produced through mainline educational publishers with one or more authors. Sometimes, authors approach publishers for ideas for textbooks, or sometimes publishers decide there is a need for a certain type of course and recruit authors and others to develop the course. Published courses may also develop from in-house materials.

Who writes materials and why?

Most teachers produce their own supplementary materials at one time or another. They do this either through need or through interest. If they address a particular need and have clearly defined and limited objectives, the materials can be motivational for both the students and the teachers. They may not be as polished as published materials, but at least, we can argue, teachers know they are directed to the interests and needs of the students.

If the writing is more extensive in scope, for example the development of in-house materials, we need to question if all teachers are able to produce good materials. We don’t, for example, expect actors to write their own plays, so why should we expect teachers to be able to write courses? Clearly, writing extensive courses, either in-house or for a wider market, is not for everyone. It requires particular skills and a certain aptitude.

What skills do material writers need?

First of all, let’s look at the personal and professional requirements for a good materials writer. The personal qualities can be summarised as follows. Materials writers need to be:
• creative
• flexible
• open to criticism
• able to work in a team
• able to work alone
• able to ‘see-it-through’
• attentive to detail

They also need to have the following professional background:
• substantial classroom experience
• a knowledge of language
• a feel for the culture of the target group of learners

Who makes up the writing team?

Most writers would assume that they are the most important part of a writing team. But in truth a large writing team includes many players, many of whom we can consider to be at least equally important to the success of the writing project. They include:
• project manager
• editor(s)
• market researcher(s)
• reader(s)
• illustrator(s)
• production manager
• designer
• writer(s)

If a course involves a number of writers working on different levels then the key to the success of the course may well be the editor. It is he or she who holds the course together and makes sure that the writers are following the syllabus and producing materials at the right level.

Should I get involved – and how?

Finally, for those teachers who would like to develop their own supplementary materials here are a few tips:
1) It is important to focus on a particular language point or sub-skill - something in the course book that needs to be developed, or perhaps something that is missing altogether.
2) As a first step, model the materials on successful activities and exercises that you have used before, either from your current textbook or from others you are familiar with.
3) Use a clear, simple layout for your materials. An overcrowded page is de-motivating for students!
4) Don’t waste time on elaborate production techniques.
5) Check your materials carefully, preferably with a colleague, before using them in the classroom.

Those teachers with wider ambitions, to work in writing teams or perhaps to publish their own courses, should consider the following:
6) Ask yourself if you have the personal and professional requirements (listed above) that make a good writer.
7) Study the market and see what publishers already have in their lists. Identify any gaps. Discuss any ideas with experienced colleagues to get their reactions.
8) Produce a proposal, consisting of a summary and perhaps a syllabus, of the course you have in mind. Include one or two sample units.

Good luck!

Richard Harrison

Richard Harrison is a teacher, teacher trainer and writer. He has written a number of EFL courses e.g. Better Writing and English Please. His most recent publication is New Headway Academic Skills, Level 1 (Oxford University Press).