We’re at the point now in our twice-yearly publishing cycle when the editorial types sit down with the othertorial types to work with authors on deciding the most appropriate titles for their forthcoming books. There’s much to consider in each case: What’s the book about? How well known is the topic? Who is the audience for the book? What’s the author’s reputation? What’s his or her writing style? And so on. In the following excerpt from Stylish Academic Writing, which we published this Spring, Helen Sword explains the importance of considering “paratext” and “subtext” in academic titling.
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Like a hat on a head or the front door to a house, the title of an academic article offers a powerful first impression. Is the title dry, technical, straightforward? Most likely, the author’s main goal is to transmit research data as efficiently as possible. Does the title contain opaque disciplinary jargon? Perhaps the author unconsciously hopes to impress us, whether by appealing to a shared expertise (“You and I are members of an exclusive club”) or by reminding us of our ignorance (“If you can’t even understand my title, don’t bother reading any further”). Is the title amusing, intriguing, provocative? Here is an author who is working hard to catch our gaze, engage our interest, and draw us in. In many disciplines, however, such a move goes against the academic grain and even contains a significant element of risk: a “catchy” title might well be regarded by colleagues as frivolous and unscholarly.
Several years ago, I attended a higher education research conference at which a presentation titled “Evaluating the E-learning Guidelines Implementation Project: Formative and Process Evaluations” was offered at the same time as one called “ ‘Throwing a Sheep’ at Marshall McLuhan.” Guess which session drew the bigger audience? “Throwing a sheep” is a method of getting someone’s attention on the popular social-networking Web site Facebook; Marshall McLuhan is the educator and media theorist who famously coined the phrases “global village” and “the medium is the message.” A delegate at a conference on higher education research could thus reasonably surmise that a presentation containing the phrases “throwing a sheep” and “Marshall McLuhan” would explore the role of social-networking Web sites in university teaching and learning. That expectation was confirmed in the conference program, in which a lively abstract spelled out the main argument of the presentation, gave further hints of the author’s penchant for quoting colorful student argot (“pinch, moon, drop kick, spank, poke, b#%*! slap, drunk dial”), and asked a series of questions aimed at the expected audience of educators and educational theorists.
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