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Here’s a great list of “to do’s” about how to sell your own books that was shared and discussed at the last (9/10/16) BAIPA (Bay Area Independent Publishers Association) meeting in Novato, CA. That is precisely what my clients (and publishing friends) want and need to know. Since you’re my friends too, let me share it with you–and invite you to share it with your friends as well. (The few notations in italics are mine to perhaps clarify the questions I had when I first read it.)
It is from IngramSpark, the huge distributor more known as Ingram or LSI through which most of us sell our books, mostly, to bookstores. It was shared at BAIPA by Jackie Thompson, a delightful soul full of fun, truth, and straightforward info and responses. From them, her, and me to you:
• Before, during and after (l)earn what you can from industry data.
• Leverage distribution opportunities, US and global.
• Invest in professional editing, design and marketing, not inventory. (What good’s the inventory if your book is embarrassing to look at and worse to read?)
• Use POD and digital to test demand for your book. (Not too many years ago you had to run 1,500+ copies just to see if a dozen unbribed souls would buy their own copy!)
• Use POD to increase format choices (paperback, hardcover, large print).
• Get to know your local librarian, learn from their collections. (You can do the same for niche books by studying the 10 newest books your nichees are reading.)
• If you are publishing to children and YA (young adults) have the material rated for age, and add this to your metadata.
• Use Social Media to build platform and market to your readers.
• Own your ISBN. (Even if some of the open publishers don’t require it or will give you one of their ISBNs, instead post your own in every format and edition you publish.)
• Support your local bookseller and library. (Make it easier and a greater joy for them to later support you!)
Good stuff I wish I had read when Ben Franklin and I were setting type and telling old jokes about older yokes on the Olde Sod.
[ More how-to writing, publishing, and speaking stuff at www.gordonburgett.com/order3.htm. ]
Here is another Barbershop presentation script–for those eager to read Barbershop presentation scripts. Enjoy!
I’m Gordon Burgett, blogmaster of my own blog, which you are now reading. 90% of the posts here refer to writing, editing, publishing, speaking, and related commentary about selling one’s ideas and information.
The other 10% discuss emceeing, which is an extension of my speaking activities, which are in turn linked to the 2000+ paid presentations I’ve offered in the past 30 years. Still, the scripts shared here are to a special group I have been part of for about 16 years: barbershopping, first in Santa Maria, CA; more recently in Marin County (north of San Francisco), CA. Through these blogs I have exchanged scripts written and techniques learned with other script writers for their barbershop groups. (You may see the other emceeing script info by writing in “emceeing” in the search box upper right on this page.)
So this is a short script when the Marin County Golden Gate group sang at a St. Patrick’s day gathering which I found in a box of past (but shamefully unblogged) emceeing material. I think it took place in about 2013. Sadly, I don’t recall anything more. I suspect it was in the middle of a speaking tour across CA when I came home that day to emcee and sing, and in the rush to get back out to complete the tour I forgot to leave any more details. That’s it. You can see that I’m a real person at www.gordonburgett.com!
Here, from the depths, is the script of this mysterious presentation:
Good evening, we are the Marin Golden Gate Barbershop Chorus, directed by Phil DeBar. I’m Gordon Burgett, and this dapper fellow is our Associate Director, Paul Wren, who Phil is about to ask to lead the group in “Danny Boy.”
[I’ve lost the actual text here but I must have introduced Phil DeBar, our Director, and he gave a short, audience-involved demonstration of what barbershopping is about. He had the audience sing one of the four voices in a short song, to try their talents at harmonizing!
Then I asked Phil to lead the Chorus in “Amazing Grace.”]
“We’ve already heard some of our favorite Irish music and we’re enjoying St. Patrick’s Day festivities and food, so maybe a few Irish jokes would be in order.
Father Murphy, infused by religious fervor, swept into a bar in Donegal.
He grabbed the first man he saw and said, “Do you want to go to Heaven?”
“I do, father!” the man replied, so the priest told him to stand by the door.
Father Murphy turned to a lively lass and he asked her the same question.
“Oh yes, father, I do.” So he pointed at the door and suggested she join the other man already there.
Then Father Murphy saw Billy O’Toole shrinking in a corner, trying to be invisible.
“O’Toule,” he said. “What about you? Do you want to go to heaven?”
“Oh no, thank you, Father. No I don’t!” came a fast reply.
The priest looked bewildered and said “Are you telling me that when you die you don’t want to go to heaven?”
O’Toole replied, “Oh yes, Father, I do–but when I die. I thought you were rounding up a group to go right now!”
Are you ready for some more music? But let me ask you first,
Does anybody have a birthday today? If so, would you raise your hand?
(If a hand went up, I’d ask them to stand up and tell us something about themselves because we had a gift for them.)
(If nobody responded, I’d ask, “If any of you had a birthday in the past year, would you raise your hand?” The moment the hands went up, the chorus broke into “Happy Birthday!”
HAPPY BIRTHDAY! I wished them all when the music ended, then I suggested they give themselves a hearty round of applause for having lived so long!
When the chorus sat I asked, “How about some grand quartet singing?”
Not only can our first group make great sounds, they are international imports brought here today for your merriment. They come from four places, all hot beds of melody: fellows, raise your hands when I tell where you are from: our bass, ____ from Uruguay; ____ , the lead from England; ____, the baritone, from Texas, and ________, our tenor, from the Bronx. Ladies and gentlemen, this is Opus IV!
Our second quartet has lesser pedigrees—they come from Fairfax, San Rafael, Mill Valley, and Point Reyes. Let’s welcome ____, ____, ____, and ___ (they stepped forward when I gave their names). They are called the MarinTones…
You surely heard about Poor Paddy and his life of sorrow and pain. But things finally changed for Paddy–and it happened on St. Patrick’s Day too. He had found the love of his life, and had promised to mend his ways, particularly about not forgetting about their dates and that he would never again be as much as one minute late.
So you can imagine his distress when he arrived at the restaurant to dine with his sweetheart and he couldn’t find a parking spot!
Around the block he drove, then two blocks. He was in a panic when he pulled over and prayed: LORD, take pity on me! If you’ll find me a parking place I’ll go to MASS every Sunday of my life, I’ll quit drinking Irish whiskey, I’ll.…
Just then the car parked in front of him pulled out.
He looked to heaven and shouted as loud as he could, “NEVER MIND! I’ve found one!”
How about two more songs from the Marin Golden Gate Barbershop Chorus, directed by Phil DeBar?
Get ready to “Turn Your Radio On…”, then a favorite oldie, “I Want a Girl Just Like the Girl That Married Dear Old Dad.”
It’s surely unfair and unkind to mix an Irish holiday, an Irishman, and some of the best brewed Gallic grog in the same joke, but I’ve been given special permission from old Saint Patrick himself–because when I told it to him even he too couldn’t stop laughing…
It’s about Muldoon who had been out drinking into the wee hours, and one suspects it was not his first time either.
So he kicked off his shoes and crept into his house so he didn’t awaken his true love, Kathleen.
He was heading up to the bedroom but only made it up two steps before he fell backward on his rump.
Unfortunately, he had a bottle of whiskey in each back pocket!
But he was so afraid he might have made too much noise for Kathleen, he fumbled back on his feet, found a light, turned around, and dropped his pants. There in the hallway mirror he saw his own rear end cut and bleeding. So he found a box of Band-Aids, and put one on each place where he saw blood.
Then he crawled up the stairs, fell into bed, and was barely asleep when he saw that the sun was up–and he felt his lovely Kathleen pulling on his big toe.
“Muldoon,” she said, “you were out drunk again last night!”
“Oh,” he groaned, “Have mercy. Why would you say such a mean thing?”
“Because when I went downstairs the front door was wide open, there was booze bottle glass all over the floor, and there was a trail of blood from the glass right into this very bed!”
“But mostly it was because of those Band-Aids stuck on the hallway mirror!”
I suppose there’s been a Muldoon in every house. Let’s sing two more songs to lift Muldoon’s holiday spirit. There’s no home on any holiday more forgiving than the HOME ON THE RANGE…or a promise more joyous than being “Once in Love With Amy…”
Finally, what day would be more appropriate for a miracle than a Saint’s Day? And who would be better equipped to shake loose that miracle than a local Irish priest driving back to Marin County from San Francisco after perhaps over-enjoying just such a celebration?
Father Timothy had just crossed the Golden Gate Bridge and was creeping down the hill when a cop pulled him over. The policeman leaned in, smelled the sweet aroma of alcohol, and saw an empty wine bottle on the car floor…
“Have you been drinking, Father?”
“Ah yes, officer, but just water.”
The trooper asked him, “Then why do I smell wine?”
The priest looked down, saw the bottle, and shouted “GOOD LORD! He’s done it again!”
Ladies and gentlemen, on behalf of all of the chorus, we thank you for being such a welcoming audience. Let me once again acknowledge the MarinTones, Opus IV, and our director, Phil DeBar… [who asked Paul Wren to close the show with “America the Beautiful.”]
There is an unusual tree commonly known as the Chinese Bamboo Tree. It is real. Years ago I heard a speaker talk about it, using it to make a point. It stuck in my head. I even did some research to find out if the speaker was blowing smoke and made up the tree. He didn’t.
[The excerpt is from Jim Burgett’s Teachers Change Lives 24/7: 150 Ways to Do it Right.]
The story goes like this. You prepare the soil, pick the right spot, then plant the Chinese Bamboo Tree. You water it and wait. But you wait an entire year and nothing appears. No bud, no twig, nothing. So you keep watering and protecting the area and taking care of the future plant, and you wait some more. You wait another year and nothing still happens. Okay, you are a persistent person not prone to giving up, so you keep on watering. You water, check the soil, start talking to the ground, maybe even click your heels in some kind of growing dance you read about in the National Geographic. Another year passes and still no sign of growth.
It has been three years. Should you give up? Someone told you that it might take a while to really see the fruits of your efforts, so you keep on keeping on. More water, more talk, more dancing. The neighbors are wondering. And another year passes. No tree.
You now make a decision. If there is no tree on this date one year from now you will stop watering. Period. So you begin year number five with the same passion as day number one. You water, you wait.
You keep watering and keep waiting. You water some more and then, could it be? Is it really? Yep, there it is, something sticking out of the dirt. You come back the next day and WOW it has really grown! In fact you come back each day for about six weeks and finally the Chinese Bamboo tree stops growing—but it is over 80 feet tall! Yes, 80 feet in six weeks! Well, not really. It is 80 feet in five years.
The point is simple. If you had given up for even the shortest period of time, there would be no tree. It took almost impossible persistence. The Chinese Bamboo tree is there for one reason and one reason only—because you never gave up on it.
When I talk to teachers at workshops or institutes I find one who teaches first grade and I ask that person to mentally think of a student who they wouldn’t mind see moving to another district. You get the drift, a student who is a real challenge. Let’s give the student a name. I’ll use my own name to be politically correct. The kid is named Jim. I ask the teacher if they ever had a student like Jim that they really worked hard with, tried every trick in the book, searched for new ways to meet the child’s learning needs, and so on, but still felt that at the end of the year that Jim had not learned. That Jim was still a challenge, and although he met the minimum standards to pass, he was not on the teacher’s list of proudest achievements. Most teachers usually agree that they have, or had, a Jim in their class.
Now we move to a second grade teacher and we pretend that they get Jim in the fall, work with him all year, watch their hair turn from brunette to shades of stressful gray, and by the end of the year feel they did their best, but it wasn’t good enough.
Now, for a minute, let’s talk about little Jimmy. He’s not in special ed. Jimmy is just a jerk. Don’t fall off your chair and gasp, “Did he call that kid a jerk?” I did, but not the jerk you are thinking of. My JERK is an acronym for Just Educationally Resistive Kid. He doesn’t have ADD or any other alphabetized condition. He just doesn’t like to learn and he resists it. He isn’t a bad kid or a troublemaker. “Jimmys” exist in all sizes and shapes and even come in girl forms.
Let’s jump to grade three. We have the same conversation all over again. Jim is passed on but he is a disappointment to every teacher so far, and they all worry that if things don’t turn around Jim could become a troublemaker or an academic disgrace.
Jim holds his own in grade four. No big changes. He surely doesn’t love school, but he isn’t failing anything. He exhibits no passion for anything at the schoolhouse. And no signs of any real change either.
Grade five. Jim has a new teacher and all the other teachers try to warn her that Jim is, well, how do we say it? Jim is special, but not special ed. He exists, but barely. He will continue to be a challenge, but he’s not a threat to safety. Jim is Jim. Try anything, but nothing will probably work. If you don’t believe me, ask all of his previous teachers.
At semester break the new teacher makes a comment about Jim at a teachers meeting. With anticipated sadness, everyone listens. Here is what she says…
“Jim is quite a writer. He turned in a couple of stories and I told him he was very creative. He is now writing a mystery story and it is good! And he’s also showing some talent in basketball. He’s really growing too. I love his passion to play ball and write. He seems to thrive on the success of his hook shot and his imagination. I really enjoy that kid.” Jim has arrived!
Was it the new teacher who pulled out Jim’s hidden talents and secret love for learning? Was it some biological change that caused Jim to mature and become a better learner, a more serious student? Was it his physical abilities that expanded his self-esteem and made it easier for him to write?
Maybe it was a little of all these things, but it was also what I call the Chinese Bamboo Factor. Every teacher Jim had since he entered school worked hard providing opportunities for Jim to learn, to grow, and to become. Every teacher watered, fertilized, and cared for Jim. Even when the year ended and they were sometimes glad to pass him on to another teacher, they still knew that they had done their best to give him the best.
Oh, by the way, my story could stop and start at any grade. And Jim could be Janet, and the teacher could be a he rather than a she. It doesn’t matter. What does matter is the Chinese Bamboo Factor—never, ever quit on a student. Even when you see no progress, it doesn’t mean that the kid isn’t processing something somehow somewhere.
One more thing, a big thing: the Chinese Bamboo Tree did start to grow very shortly after the seed was planted. The roots grew deep and strong for many years before there was any sign of a plant above ground. Sometimes that same thing happens with kids. They develop a foundation of learning. They learn to learn. They creep along doing the minimum, building their strengths (or finding them), and sometimes they just wait for the right combination of factors before they bloom. It may be the motivation of a certain teacher or a new found confidence or skill. It may be that all of a sudden “they get it” and learning becomes exciting. If we knew exactly what the formula was and how it worked for everyone, we could probably cure the ills of the world.
So what do we learn from the Chinese Bamboo Tree? I’d suggest the following:
* It takes patience to teach some, even most, kids.
* When you give up on a kid, you give up on a human being.
* Even when you don’t see progress, if you do your best, it is probably happening.
* If something doesn’t work with a kid, try something else—but never quit trying.
* Some of our best teaching doesn’t “break soil” until all conditions are right.
* When you think you are growing a tree, you may be growing a root.
* Strong roots support strong trees.
* Sometimes it takes a lot of patience to change a life.
The author is Jim Burgett, and he came by my surname honorably—he’s my famous kid brother, maybe the best known educator in the Midwest. Not only has he published six books for teachers and K-12 administrators, he also speaks at conventions and conferences just about everywhere. (Is my pride seeping through?)
Because I’ve been asked so often, Jim wrote (or co-authored) these books too:
* What Every Superintendent and Principal Needs to Know (with Max MGee and Jim Rosborg)
* The Perfect School (with Max MGee and Jim Rosborg)
* Finding Middle Ground in K-12 Education (with Brian Schwartz),
* The School Principal’s Toolbook, and
* The Art of School Boarding
I shared this story here several years back but I have been asked repeatedly to do it again. So here it is, if it helps explain the other little “Jimmys” you know, or that teaching friends lovingly endure, or if it took an extraordinarily long time for you (or, you suspect, your kids) to pop through your own almost forgotten plot on your way to your own special gift.
Congratulations! You just printed your nonfiction masterpiece—but what do you do next? As the adage says, “You’re all dressed up with no place to go”! In other words, how do you find and get others to praise your new book’s genius, especially to their colleagues and friends, while also getting muchos congratulatory pesos in your pocket—fast!
Let’s half solve your selling dilemma and also suggest a new way to simultaneously shake loose some key focus book pesos too.
Most of a book’s marketing solution happens before the book is created. Like identifying the buyers before the book is written, and also by figuring out how or where potential buyers buy books like yours. Doing that keeps most bookfolk free from having to sell on street corners and at flea markets (unless their book is about fleas or how fleas market).
It’s also wise to determine what specific book your buyers most want or need—and then write a book about that. (It sounds obvious. Fortunately, the best way to identify those most-wanted books is also easy to do. Just ask the most likely buyers what they most need—or can’t find.)
Let me suggest a bias here that makes the marketing hunt far easier: zero in on a niche market first, then offer your how-to brilliance in print directly to them. But that’s another (or many other) blogs. In the meantime, see Niche Publishing: Publish Profitably Every Time.
Whatever marketing or selling path you choose—often Internet and bookstore selling, through catalogs, by word-of-mouth, social marketing, radiant reviews (even dumb reviews sort of help), other digital machinations, a classroom text, an Oprah highlight—think of selling both the big book and its contents (perhaps as chapters or sections) all at the same time.
Let me share what we are doing right now so you will have actual examples of this to peruse and verify. (Who am I to share this innovation? I’ve been doing and teaching article and book prep, and publishing, since about the time Ben Franklin was mixing ink. See Google.) Mostly now, when I’m not talking to groups, I edit and publish books to the K-12 school administrator’s niche.
That’s doubly enjoyable because my younger brother has been a luminary in that field for 40 years, and my firm snagged him and his illustrious cohorts to write our much-sought books about their expertise. Let’s look particularly at Jim’s newest creation, The School Principal’s Toolbook.
Our market isn’t hiding. We can directly contact all of them, plus others who particularly benefit by having our book in school principals’ hands: the superintendents (who usually select the principals), the school board (that usually approves the superintendents), and other school-related buyers. So to make the book visible the book’s author speaks widely to the respective associations at conventions and gatherings about the new Toolbook, we send flyers to principals, the book is reviewed in the respective newsletters, and so on. Still, we want to make sure it is even more widely known. So we have created what we call our “focus book” program. That’s how you “Sell your book simultaneously, intact and by chapters.”
We think that any educator reading any of the book’s 12 chapters will see why the principal needs to have at least the rest of this book, and probably all of Jim’s other five related books, in hand or on her/his desk at all times. (No vanity there. If we didn’t feel that strongly Jim wouldn’t have written the book and I wouldn’t have published it if he did. I’m sure you feel the same about your book.)
So my idea—no doubt 100 other publishers have had it too—was to take the most vital and needed topic, edit it to about 50 pages, and publish a focus book with the same words from the book as its content. Thus from Chapter 1 of The School Principal’s Toolbook we extracted Rights and Responsibilities and added of School Principals to it (so pile drivers, whiskey sellers, or accountants don’t buy it in error—and want refunds!) Next, we had that text set (with a frill-less cover) to be sold in paperback and ebook formats. We also priced them at $3.99 [digital] and $6.99 [paperback] and made them buyable at Kindle, Create Space, Nook, ECU (that’s us), and other outlets. (Incidentally, we also created a focus book of the fourth chapter of Toolbook and priced it the same. It’s called How to Create the Best Staff Possible: Building K-12 Excellence from Hire to Rehire—slightly reworded from the book so the public is, again, fully informed.)
We won’t earn much (if we break even) at the low focus book prices, but we are certain many superintendents will buy a couple to dozens of copies for district meetings with their principals. So that will meet a future need since they will prefer paperbacks to ebooks, and we’ll be ready.
The real purpose of the focus books—almost all will be ebooks here—is to have free sample copies to send (by email, as an attachment or download) to the superintendents to review (or skim), so they know the book exists, they have had it in hand, and they can validate the solid writing and expertise it contains. Most superintendents will be contacted by email or flyer (many may read about it in their respective state newsletters). It will also induce some associations to book Jim to speak to their gatherings where the books may be bought (in paperback) and given to all attendees.
The primary purpose of the focus books is to sell more copies of the “mother book,” The School Principal’s Toolbook; to draw attention to all of Jim’s other books; to provide a dandy and very useful focus book about particular topics principals need to know, and to encourage speaking engagements for our five authors.
I hope by sharing this new process (at least new for us) you will see how a book with 12 chapters, like ours, can result in selling as many as 13 books, all promoting each other, your firm, and the author(s). The exposure and quality also solidifies your expertise, standing, and presence in your niche.
At this blog site I will keep you abreast of how this program, just begun, is working and how we will expand it. To read more about niche publishing or focus books, write “niche” or “focus” (no quotes) in the search box above. It will direct you to earlier blogs, in posting order, about both topics. Or email me at firstname.lastname@example.org and I will try to respond as time permits. Please keep them short—and in English!