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Guidelines for the Series Options for Teaching

Goals of the Series

The principal objective of the wide-ranging series Options for Teaching is to collect within each volume different points of view on an issue or topic related to teaching language and literature. Whereas volumes in the MLA series Approaches to Teaching World Literature primarily concern specific literary works and writers, the Options for Teaching series offers more broadly based volumes devoted to teaching literature. Published Options volumes have treated such areas as children’s literature, environmental literature, literature and medicine, and the African novel. Other typical series volumes concern the teaching of theory, oral traditions, genres, periods and movements, and interdisciplinarity.

Each Options for Teaching volume seeks to be a sourcebook of material, information, and ideas for nonspecialists as well as specialists, inexperienced as well as experienced teachers, graduate students as well as senior professors. An Options volume begins with an introduction by the editor or editorial team that gives a rationale for the volume, a conceptual framing of its topic, and contexts for the essays. At least one essay presents an overview of the volume’s subject—relevant history, important scholarship, major issues, and so forth. The balance of the volume comprises essays reflecting diverse teaching approaches. Volumes are broadly representative in the range of contributors; in the philosophies, methodologies, and critical orientations presented; and in the types of schools, students, and courses considered. Editors are responsible for addressing all major issues and approaches relevant to the subject. At the volume’s end there is a section devoted to resources for teachers of the volume’s subject.

A list of published volumes in the series and their tables of contents can be found at mla.org/store/CID44.

The Development Process

There are three stages in the development of a volume in the Options series: a proposal, a prospectus, and a manuscript.

To ensure that all volumes are consistent with the philosophy and objectives of the series, the MLA staff editors and the Publications Committee play an active advisory role in the preparation of each volume. The staff editor assigned to the volume is available to the volume editor or editorial team for consultation at all stages in the planning and writing of the volume.

The Proposal

Persons interested in editing a volume in the series should write to the office of scholarly communication (scholcomm@mla.org) stating their interest and outlining their qualifications for the task. Letters of inquiry should include a curriculum vitae of no more than five pages for each prospective editor.

If a title seems desirable for the series and the prospective editor or editorial team appropriate for the task, a staff editor will invite a formal proposal. The proposal should address such questions as the need for the volume, its rationale and goals, and relevant professional, scholarly, and pedagogical issues. Although the final content of a volume depends to some extent on the essay proposals received and on the comments and suggestions from readers of the prospectus, the proposal for the volume should indicate projected essay topics and a tentative organizational plan, including possible titles for sections and individual essays, and indicate names of scholars who would be appropriate contributors. In preparing the proposal, the prospective editor or editorial team should consult published volumes in the series.

The staff may decline the proposal, return the proposal for revision, or accept the proposal for development into a full prospectus, including annotated table of contents, for consideration by the Publications Committee.

The Prospectus

When a prospectus has been invited, a notice appears in the MLA Newsletter and on the MLA Web site inviting interested scholars to submit essay proposals; in addition, an e-mail message announcing the development of the volume may be sent to members of the MLA division or discussion group most closely associated with the study of the volume’s topic. The volume editor or editorial team places similar notices in other appropriate venues and plays an active role in seeking and selecting prospective authors.

In selecting contributors, the volume editor or editorial team should strive to maintain a balance between innovative and traditional approaches and to include essays broadly representative in the range of contributors chosen; in the philosophies, methodologies, and critical orientations presented; and in the types of schools (two-year colleges, four-year colleges, universities), students (e.g., nonmajors, majors, traditional, nontraditional), and courses (e.g., required survey courses, specialized upper-division courses) considered.

After deciding which proposed essays should be included in the volume, the volume editor or editorial team submits to the MLA a full prospectus, which includes the following components:

  • an introduction that is an advanced stage of what would form the introduction to the manuscript (see Elements of the introduction);
  • an unannotated version of the table of contents (i.e., a simple list of the volume’s components, as in a published volume);
  • an annotated table of contents, presenting one- or two-paragraph descriptions of each proposed essay, the author’s name and academic affiliation, and the projected length of the essay (number of words);
  • a list of proposed essays that were submitted but not chosen, along with the reasons for not including them

The lengths of individual essays may be uniform or may vary. But in deciding on the number of contributors, the volume editor or editorial team should be careful to keep in mind the maximum length of the complete manuscript (excluding the index but including the list of works cited): 125,000 words (about 600 pages in Courier 12-point type, double-spaced). In addition, essays should be organized in meaningful groups with appropriate headings. (Previous volumes in the series should be consulted for ideas on ways to structure the volume.)

Elements of the introduction

The introduction to the prospectus should be an advanced stage of the full introduction to the manuscript and should reflect the requirements listed below. Introductions that do not substantively address the following will not be sent to the committee (the requirements that rely on having the full essays can be treated more tentatively but should still be observed):

  • Rationale for the volume: Discuss why the volume is needed, why it was undertaken, why teachers should read it.
  • Purpose of the volume: Explain the aim of this particular series volume.
  • Conceptual framing of the volume’s topic: Discuss cultural, historical, and theoretical concerns and scholarly controversies relating to the topic of the volume.
  • Structure of the volume: Explain how the volume is organized and why.
  • Contexts for essays: Instead of providing summaries of the individual essays, editors should present pedagogical issues that emerge from the essays and discuss the interpretive and methodological relationships, including tensions, among essays.
  • Sequence of reading: Provide guidance to help readers understand how to use the volume. (Can the reader consult essays out of sequence? Are there some portions of the volume that all readers should read? Which essays should be read with or against one another? Which essays complement or challenge each other?)
  • Translation issues: If contributors discuss teaching translated versions of works, the editors should address issues relating to teaching in translation and the selection of appropriate texts.

Emphasis of essay abstracts on pedagogical issues

Since volumes in the Options series are dedicated to teaching, the abstracts should center on pedagogical issues. Not every essay needs to focus on practical classroom techniques, but whatever subject is covered in an essay, the essay should make explicit how it will apply to the needs of teachers in preparing and teaching classes and of students in learning. Typical pedagogical topics include how to shape a syllabus or unit on the volume’s subject; ways to engage students in difficult or unfamiliar materials; helping students gain necessary background and context for the volume’s subject; classroom techniques; addressing the needs of different kinds of students in different kinds of institutions; and (if applicable) teaching the volume’s text(s) in translation.

Evaluation of prospectus by the staff and by the Publications Committee

The prospectus will first be read by staff members, who may require revision. Then, it is sent to outside readers. Editors will be able to respond to the readers’ comments before the Publications Committee sees the prospectus.

If the staff feels the prospectus is ready, the Publications Committee will evaluate it and review what topics the volume plans to cover and how the editors envision the whole project in the light of the essay abstracts they have included. The committee may request the dropping of essays or the inclusion of new ones as well as revisions to the abstracts or the introductory section. The committee may approve the prospectus, approve it with required changes, ask that it be revised and resubmitted, or reject it and decline to develop the volume any further.

Editors are reminded not to invite contributors to submit their essays until the prospectus and annotated table of contents have been approved by the Publications Committee.

Policy on previously published essays

The planned volume should not contain previously published material. We also discourage the practice of adapting essays in these volumes from previously published work. If contributors wish to base their essays on work they have previously published, they must make this known in the essay abstract, give full bibliographic citation of the previously published work, and explain why the proposed essay should not be passed over in favor of a completely new one. The finished essays must not duplicate any language from previously published work. Essays that do not conform to these requirements may be dropped from the volume.

If an essay based on previously published work is accepted, contributors must show that they have copyright or have permission in writing from the publisher of the previously published work and include a permission statement with the essay.

Permission to quote from students’ writing

It is the MLA’s policy that authors obtain permission from students to quote from their writing. The MLA staff will, on request, supply a form that contributors can use to obtain such permission. Editors should remind their contributors to obtain permission before including quotations from students’ writing in their essays.

If the prospectus is approved

Once the Publications Committee has voted to approve the prospectus, advance contracts will be issued to the volume editor or editorial team. These advance contracts will stipulate the delivery date and conditions for the full manuscript, including the review processes that will follow delivery of the full manuscript, noting that final acceptance is dependent on the successful peer review and committee approval of the full manuscript.

The Manuscript

After approval of the prospectus, the volume editor or editorial team invites contributors to submit their essays. To avoid confusion, editors should send to each invited contributor guidelines specifying the nature of and intended audience for the volume, the length of the essay desired, the style and format to be followed, the deadline for submission of essays, and so on. Contributors should be informed that the volume editor or editorial team and the MLA reserve the right to reject or request revision of essays that do not conform to the guidelines or that fall below the quality expected.

Adherence of essays in the manuscript to the prospectus abstracts

The finished essays in the manuscript should correspond to the abstracts submitted. Because the approval of the prospectus depends on the structure of the volume outlined by it, the topics to be covered in the essays, and the approaches to be discussed, if the finished essays differ markedly from the prospectus abstracts, this may be grounds for rejection of the manuscript.

Introduction

The manuscript's introduction should thoroughly address all the elements listed above in Elements of the introduction.

Preparing the manuscript

In preparing manuscripts, editors and contributors should follow MLA style as outlined in the most recent edition of the MLA Style Manual and Guide to Scholarly Publishing: parenthetical references in the text refer the reader to a list of works cited at the end of each essay. Content notes should be used sparingly; if they are included, they should appear as endnotes at the end of each essay. The editor or editorial team should ensure that submitted manuscripts conform with the guidelines in Directions for Preparing Manuscripts, available on the MLA Web site.

Editors should make sure contributors are aware of their responsibility to obtain permission to reproduce material beyond fair use (see MLA Style Manual and Guide to Scholarly Publishing, 2.2.13–14). Contributors must assume the costs for such permissions, if any. Written permission to quote from students’ writing must be provided at the manuscript stage.

Editors of volumes on works in non-Latin scripts, such as Arabic or Chinese, will receive guidelines from the MLA staff on the appropriate use of the original script, transliteration, and translation in quotations, in-text references, and the works-cited lists. The editor or editorial team should convey these guidelines to contributors when inviting them to submit their essays.

Before submitting the manuscript, the editor or editorial team should compile and insert after the final essay a section, “Notes on Contributors,” that contains brief biographical information on each contributor. The MLA staff editor will provide the editor or editorial team with a form that can be used to request biographical information from contributors. The complete manuscript, including all material but the index, should not exceed 125,000 words (about 600 pages in Courier 12-point type, double-spaced).

Evaluation of manuscript by the staff and by the Publications Committee

The manuscript is reviewed by a staff editor. If the staff sees substantial problems with the manuscript, it may require revisions before sending the manuscript to consultant readers for their evaluation. Editors will be able to respond to the readers’ comments. When the staff feels it is ready, the complete manuscript is presented, along with the readers’ reports and the response from the editor or editorial team, to the Publications Committee for a decision on whether to publish. The committee may approve the manuscript; approve it with required changes; ask that it be revised and resubmitted; or reject it and decline to develop the volume any further.

If the manuscript is approved

After the committee approves a manuscript and the staff has reviewed the final version of it, the manuscript is transmitted to the MLA’s office of publishing operations for copyediting, design, and production. At that time, contributors receive contracts.

The editors of a volume receive royalties. Editors and contributors receive complimentary copies of the volume and other benefits.

Production and Publication

During production of the volume, editors and contributors are asked to review the relevant parts of the copyedited manuscript and one stage of proofs. When page proofs are available, the volume editor or editorial team prepares an index of names for the volume (the index contains names only, not subjects—see Appendix: Guidelines for Preparing an Index of Names).

Appendix: Guidelines for Preparing an Index of Names

Scope

Parts of the book to index
  • preface to the volume
  • text proper (including parenthetical references)
  • endnotes
  • appendixes
  • figures, tables
Parts of the book not to index
  • table of contents
  • acknowledgments, whether made in front matter or in unnumbered endnotes
  • epigraphs
  • notes on contributors
  • list of works cited
  • bibliographic appendixes
What to include
  • names of persons
  • titles of important anonymous works (e.g., Bible, Beowulf)
What not to include
  • names of fictional characters
  • names of persons contained in the titles of works
  • generic terms like Aristotelian, Lockean, Freudian

Format

  • Double-space the index manuscript. Put a comma after each entry, leave a space, and add the page numbers. Do not put a period at the end.
  • Alphabetize entries using the letter-by-letter system (see MLA Handbook, 7th ed., 5.3.3).
  • Make a distinction between continuous discussion of a name (e.g., 34–36) and separate mentions of a name over a sequence of pages (e.g., 34, 35, 36).
  • When indexing notes, add the lowercase letter n and the note number (218n5); if the page contains more than one note and they are consecutive, specify the page number and the note numbers: 218nn5–6. If the notes are not consecutive, use parentheses: 218 (nn 5, 7).

Forms of a Name

Use the name by which a person is widely and professionally known: Eliot, T. S., not Eliot, Thomas Stearns; Raphael, not Raffaello Sanzio. A person known primarily by a pseudonym (Mark Twain, George Sand) should be listed under the pseudonym. Otherwise give the pseudonym and provide a cross-reference to the real name. An example:

Ouida. See Ramée, Marie Louise de la
Ramée, Marie Louise de la [pseud. Ouida], 555

For guidelines to indexing in general, consult chapter 16 of The Chicago Manual of Style (16th ed.).

 

 
© 2014 Modern Language Association. Last updated 09/06/2012.