Category: Math for Writers

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5 Math Pitfalls for Journalists

Whether the story originates from a study or a few well placed numbers would help drive home a salient point, math is as much a part of modern journalism as a catchy lede or the perfect source. But even with great math skills, journalists are in danger of falling into several traps — and unintentionally misleading their readers. Don’t make these mistakes!

Confusing mean and median

In terms of computations, these are really easy ideas. The mean is the the arithmetic or simple average, while median is the middle value in a set of data arranged from least to greatest. But when should you use mean? And when is the median recommended?

The mean is best for data that is really similar or for measurements like grades, weight or height. Because of the way it is calculated, the mean is influenced by outliers — one or two very large or very small values in the data. These outliers skew the mean, misrepresenting the data set.

Using the median eliminates the chance for an outlier to skew the data. That’s because the extremes are left exactly where they should be — at the extremes. For that reason, medians are often used for dollar values, like home prices or salaries.

Drawing conclusions not explicitly stated in a study

We’ve all seen those stories — coffee will kill you one day and save your life the next. These whiplash-inducing moments may not be the fault of bad research. Instead a reporter or editor could be connecting research results to outcomes that are not revealed at all.

Drawing conclusions is tricky business that should be left to the pros (statisticians in this case). So while it may be tempting to connect A to B, it’s a good idea to double check what the study results actually say.

Not going to the original source

These days, we writers get story ideas from a variety of sources: press releases, articles, and even social media. But when it comes to data, there’s a lot that can happen between the research and its dissemination.

It’s critical to go directly to the original source, rather than pull numbers and conclusions from third parties (yes, even university press releases). Read the study. Call the organization or researcher making these claims.

Using bad data

This pitfall is related to the previous one. If the numbers are wrong in the press release, you risk perpetuating the mistake.

However, it’s also important to consider the original source. Highly partisan or idealogical organizations are often not the best sources for reliable data. Train yourself to be extra skeptical, even of sources that are considered trustworthy. The integrity of your story depends on your digging a little deeper.

Reporting skewed chart data

Pictures are pretty. And while they may paint thousands of words, that story could well be a fairy tale.

An important part of interpreting charts is to carefully consider if the data is properly shown. Do the pie pieces add up to more than 100 percent? Does the range shown on the vertical axis of a line graph make the data seem flatter than it actually is? Sometimes these mistakes are made innocently. Other times, misleading charts are intentional. It’s your job to check these charts for inaccuracies.

Journalists don’t need to be mathematicians, but we do need to question numbers, just as we would question sources. And mostly, you don’t need fancy computations or deep statistical knowledge. Instead, use your natural curiosity and skepticism to be sure that your numbers don’t lie.

Photo Credit: kohlmann.sascha via Compfight cc

Do you have other potential pitfalls to add? Share in the comments section. Or ask questions about the ones listed here! And if you want more details about the math of writing, pick up a copy of Math for Writers, the only math book that most writers and journalists need. Also, look for my upcoming Statistics for Writers course, being offered online later this fall.

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Common Core Common Sense: The Series

It’s been a blast going unraveling five myths about the Common Core here at Math for Grownups. And I’ve gotten a lot of terrific feedback from commenters. In case you missed any of these posts, I thought I’d put them together in one package. Enjoy — and be sure to share your thoughts in the comment sections of each post!

Myth #1: Common Core is a Curriculum

This is perhaps the most pervasive misunderstanding. In fact, the Common Core Standards are simply that: standards. In education-speak, this means they are statements of what students should know, upon completing a course or grade. Common Core does something a bit more than other sets of standards, giving a clear expectation of the depth of this understanding. >>read the rest

Myth #2: The Standards Omit Basic Math Facts

While grabbing a latte at the local Starbucks a few weeks ago, I ran into a friend of mine. She was taking a break from teaching cursive to high school students at a nearby private school’s summer program. “Kids don’t learn cursive in elementary school anymore, and so they can’t sign their names,” she explained. “Kids aren’t even required to learn their multiplication tables these days!” >>read the rest

Myth #3: The Standards Introduce Algebra Too Late

One of the reasons for Common Core is to be sure that when students graduate from high school they are ready for college and/or the job market. And these days that means having some advanced math skills under their belts. But if you read the Common Core course headings, algebra is not mentioned until high school. >>read the rest

Myth #4: The Standards Require More Testing

Perhaps the most controversial aspect of the U.S. education system is standardized testing. And for good reason. There are a myriad of problems with these tests – from their links to private companies to their use as teacher evaluation tools. >>read the rest

Myth #5: Common Core is Overflowing with Fuzzy Math

First, a definition: fuzzy math is a derogatory term for an educational movement called reform math. Therefore the claim of fuzzy math isn’t so much a myth as an attempt to insult  the way that many math teachers and education researchers advocate teaching mathematics to K-12 students. >>read the rest

Know someone who could use an education on what the Common Core standards for math reallysay? Forward them this link. Or tweet about it and post on your Facebook page. 

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Common Core Common Sense: Myths About the Standards, Part 5

In recent months, there’s been a tremendous amount of buzz regarding an educational change called Common Core. And a ton of that buzz perpetuates down-right false information. There’s so much to say about this that I’ve developed a five-part series debunking these myths — or outright lies, if you’re being cynical. This is the last post of that series (read Myth 1, Myth 2, Myth 3 and Myth 4), which began in August. Of course, I’m writing from a math perspective. Photo Credit: Watt_Dabney via Compfight cc

Myth #5: Common Core is Overflowing with Fuzzy Math

First, a definition: fuzzy math is a derogatory term for an educational movement called reform math. Therefore the claim of fuzzy math isn’t so much a myth as an attempt to insult  the way that many math teachers and education researchers advocate teaching mathematics to K-12 students.

Second, some history: in 1989, the National Council of Teachers of Mathematics (disclaimer: I was once a member) published a document called Curriculum and Evaluation Standards for School Mathematics, which recommended a newish philosophy of math education. The group followed with Principles and Standards for School Mathematics in 2000. School officials and curriculum companies responded by implementing many of the approaches offered by the NCTM and as a result, the way we teach mathematics began to change. This change is what advocates call reform math and critics often call fuzzy math.

Before the NCTM’s publications, math teachers focused on the math — in particular series of steps (algorithms) designed to get the right answer to a problem or question. With reform math, educators became more focused on how students best learn mathematics. Suddenly, context and nuance and “why?” were at least as important as the answer. And it is true that Common Core Standards for Mathematics are largely based on the NCTM’s publications.

If this is truly fuzzy math, then we don’t have a myth here. (Although, to be fair, there is a legitimate branch of set theory and logic called “fuzzy mathematics.” But somehow, I don’t think Common Core critics using this term have real math in mind.) I include the fuzzy-math criticism as a myth because it suggests that teaching math in a conceptual way is a bad idea.

Throughout this series, I have asserted that the best way for students to understand and remember mathematical concepts is by returning over and over to the concepts behind the applications. Why is 24 such a flexible number? Because it has eight factors: 1, 2, 3, 4, 6, 8, 12 and 24. Students who really get this will have an easier time adding and subtracting fractions, reducing fractions, simplifying algebraic expressions and eventually solving algebraic equations through factoring.

This is numeracy, folks.

Students will not become numerate (think literate but with math) without a solid, conceptual understanding of mathematical ideas and properties. Numeracy does not typically evolve from memorizing multiplication tables or long division or pages and pages of practice problems. (Disclaimer: some kids will certainly become numerate regardless of how they’re being taught, but many, many others won’t.)

Numeracy is a life-long quest concentrated between the ages of five and 18 years old. Grownups can gain numeracy, but isn’t it better for our kids to enter into adulthood with this great understanding?

If Common Core critics want to call this whole philosophy “fuzzy math,” so be it. Just know that the ideas behind reform mathematics are deeply rooted in research about how kids learn math, not some ridiculous idea that was made up in the board rooms of a curriculum development company or smoke-filled political back rooms.

In short, the problems with Common Core math are not found in the standards themselves. Instead, the application and heated discourse are clouding Common Core’s real value and promise.

Got a question about the Common Core Standards for Mathematics? Please ask! Disagree with my assessment above? Share it! And if you missed Myth #1, Myth #2, Myth #3, Myth #4, you can find them here, here, here and here.

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Common Core Common Sense: Myths About the Standards, Part 3

In recent months, there’s been a tremendous amount of buzz regarding an educational change called Common Core. And a ton of that buzz perpetuates down-right false information. There’s so much to say about this that I’ve developed a five-part series debunking these myths — or outright lies, if you’re being cynical. This is the third in that series (read Myth 1 and Myth 2), which will continue on Wednesdays throughout August and into September. Of course, I’ll be writing from a math perspective. Photo Credit: Watt_Dabney via Compfight cc

Myth #3: The Standards Introduce Algebra Too Late

One of the reasons for Common Core is to be sure that when students graduate from high school they are ready for college and/or the job market. And these days that means having some advanced math skills under their belts. But if you read the Common Core course headings, algebra is not mentioned until high school.

Up to this point, the math is referred to by the grade level, not subject(s) covered. So at first glance, this looks suspiciously like there is no mention of algebra in middle school. You have to dig a little deeper to learn that tough algebraic concepts are covered in the middle school standards. In fact, algebra is introduced (in an extremely conceptual way, with no mention of the word algebra) in kindergarten!

The Common Core math standards are divided into domains — or mathematical concepts. Here is the full list:

  • Counting & Cardinality
  • Operations & Algebraic Thinking
  • Number & Operations in Base Ten
  • Number & Operations — Fractions
  • Measurement & Data
  • Geometry
  • Ratios & Proportional Relationships
  • The Number System
  • Expressions & Equations
  • Functions
  • Statistics & Probability

Of this list, you can find algebraic ideas and skills in at least four domains: Operations & Algebraic Thinking, Ratios & Proportional Relationships, Expressions & Equations and Functions. (You can argue that algebra appears in others as well.) In kindergarten, students are introduced to the idea of an equation, like this: 3 + 2 = 5. They also answer questions like this: What number can you add to 9 to get 10? (Algebraically speaking this question is x + 9 = 10, what is x?)

Variables aren’t introduced until much later, in 6th grade, when students are expected to “write, read, and evaluate expressions in which letters stand for numbers.” At this point, students begin to learn the language of algebra, with vocabulary words like coefficient (in the expression 3x, 3 is the coefficient) and term (in the expression 3x – 6, 3x and 6 are terms). Also in 6th grade, they start solving simple equations and inequalities, like 4 + x = 7 and 5x = 15.

In 8th grade, radicals and exponents are introduced, and students learn to solve simple equations with these operations. In addition, they graph lines and put equations into point-slope form and slope-intercept form, and begin solving systems of equations (pairs of equations with two variables). They also make connections between an equation of a line and the graph of a line. Finally, functions are introduced in 8th grade.

All of that happens well before high school, leaving lots of time in high school to delve into polynomials, quadratic equations and conic sections.

But here’s the most important thing: under Common Core, students are given a tremendous amount of context for all of this math, as well as time to develop true numeracy. This can speed along algebraic understanding. For example, students who are fluent with multiples and factors of whole numbers and decimals will have a much easier time learning how to solve equations by factoring. That’s because they will have the foundation of factoring or expanding. They will be able to use the distributive property with ease and focus their attention on the new concepts being presented.

In other words, this slow build develops numeracy.

So don’t let the Common Core headings fool you. Algebraic concepts and skills are meted out throughout the grade levels, allowing students to truly understand foundational concepts and fluently perform basic algebraic skills well before high school begins.

Got a question about the Common Core Standards for Mathematics? Please ask! Disagree with my assessment above? Share it! And if you missed Myth #1 or Myth #2, you can find the here and here.

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Common Core Common Sense: Myths About the Standards, Part 1

In recent months, there’s been a tremendous amount of buzz regarding an educational change called Common Core. And a ton of that buzz perpetuates down-right false information. There’s so much to say about this that I’ve developed a five-part series debunking these myths — or outright lies, if you’re being cynical. This is the first in that series, which will continue on Wednesdays throughout August and into September. Of course, I’ll be writing from a math perspective. Photo Credit: Watt_Dabney via Compfight cc

Myth #1: Common Core is a Curriculum

This is perhaps the most pervasive misunderstanding. In fact, the Common Core Standards are simply that: standards. In education-speak, this means they are statements of what students should know, upon completing a course or grade. Common Core does something a bit more than other sets of standards, giving a clear expectation of the depth of this understanding. Compare these fifth-grade math standards, one from Virginia’s Standards of Learning (SOL) and it’s corresponding objective from Common Core:

SOL: The student will describe the relationship found in a number pattern and express the relationship.

Common Core: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

The Common Core Standard isn’t just longer — it expresses much more depth. Students begin to pay attention to the relationships between numerical expressions, algebraic expressions and graphing. The goal is for students to know that these number patterns can be shown in a variety of different ways. And that’s a pretty big deal when students get into more complex algebra.

But here’s the thing: How students are taught is left completely to school districts and/or states. Some select ready-made curriculum, like Everyday Mathematics. Others opt to develop their own curriculum, which is exactly what my daughter’s middle school did.

Certainly, curriculum development companies have leapt on the opportunity to create new lessons, textbooks, activities and online components that correspond with Common Core. That’s capitalism at work in our country. (And it’s fed my bottom line quite well over the last three years. I’ve turned away more work this summer than I was able to accept.) There is nothing in the Common Core that dictates which curriculum must adopt, however. Localities still have control over that decision and process.

This is not to say that the Common Core hasn’t forced some pretty major changes in how mathematics is taught. Under these standards, students are encouraged to discover mathematical concepts, rather than be told how math works or should be understood. For traditionalists this could be a bad change. Yet, I believe that a discovery-based approach helps students conceptualize mathematics, which gives them a much better chance at developing strong numeracy than those who learn merely by rote. More on that in a later myth.

But regardless of what you think of the standards themselves, it’s important to know that they are merely a guideline for teachers and schools. Just like state educational standards — and each state has them — Common Core is merely outlining what the students should know, once they’ve mastered the material. Now how states and districts choose to measure students’ understanding of the standards is a different story — and a completely separate discussion of the standards themselves.

Got a question about the Common Core Standards for Mathematics? Please ask! Disagree with my assessment above? Share it!

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Don’t Miss This! (Hint: Free is involved)

If you’ve been waiting for the right time to download Math for Writers, this is it.

For the next three days, the ebook version is free. Yes, free! This is a special promotion that will end on Saturday, May 3 at midnight. Click here to get your free copy: http://amzn.to/1gzDiFk

Math for Writers is jam-packed with great advice and guidance on how to:

  1. Add numbers to your writing so that you don’t lose your readers,
  2. Assess stats and study results like a pro,
  3. Decide whether indie publishing is for you,
  4. Set measurable and doable goals,
  5. Land on an hourly rate that will make your bottom line shine!

And speaking of your bottom line, did I mention that Math for Writers is free? Just click over to Amazon and download your copy today.

Hey, and when you finish reading it, stop by Amazon again, and leave an honest review.

P.S. If you’re marketing a book, you absolutely MUST sign up for the Book Marketing Challenge. Starting May 5, you’ll get a daily tip, action step, and article from one of a book-marketing experts — including me! Four weeks later, and you’ll be on your way to great success! Please do join us.

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Math at Work Monday: Tammy the Purchasing Coordinator

When we purchase a product we do not even think of the processes that have to take place in order for the product to reach our hands.  So much is involved on the back end of things. Tammy Landrum is the purchasing coordinator BSF, Inc., and she understands the entire process including the math.

Can you explain what you do for a living? 

I work in the purchasing department, and I have been in this profession for seven and a half years.  Our company makes pump motor adaptors.  I process all of the purchase orders, and I purchase products from outside sources that are needed to complete the orders we receive.  I schedule shipments and create documents needed by our machinists in order to make the parts and the documents needed by our shipping department to ship the parts.

When do you use basic math in your job?

I use math each day when I send an order acknowledgement to the customer verifying the cost on each order. Sometimes I have to cost the part before I process the order.  Costing involves calculating the cost to manufacture the part during each phase of production and the marking that price up by a certain percentage to produce our profit margin.

Do you use any technology (like calculators or computers) to help with this math?

Yes, I use a computer everyday to input the orders and also to cost the orders. We have a configuration that calculates the price of each part. We quote the part to a customer and they place the order.

How do you think math helps you do your job better?

I would not be able to calculate the total amount due for each order without using math. Also, I could not calculate the price of each part without math.

How comfortable with math do you feel? 

I’m somewhat comfortable with math. I don’t have to do many calculations in my head.  I have a computer for that so I don’t think I would be very comfortable doing my job without my computer.

What kind of math did you take in high school?

I took algebra and basic math.  I liked math a lot. I always did well in my math classes.

Did you have to learn new skills in order to do the math you use in your job?

I had to learn to use the software programs needed to do my job. I think my basic math skills made it easier for  me to learn what I needed to in order to do my job well.

Anything else you want to mention?

Math is important in our everyday lives. We use it more than we realize.

Of course, if you want to learn more about the role of math in the job position of purchasing coordinator, just reach out to me, and I will connect with her.

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Confession: I See Numbers Differently. (And it’s not what you think.)

I’ve shared about this little quirk I have on Facebook and to my friends and family, but this is the first time I’ve ever written it down. And I’ll admit it. I’m a little nervous. Either I’m going to come off looking like a total weirdo or like the adorable, kooky geek that I feel like. I’m hoping it’s the latter, but if it’s the first, please be kind.

Here goes.

I personify numbers.

You read that right. In my mind, the digits 1 through 9 not only have genders and personalities and ages — they have relationships. Yep, there’s a whole nursery book of stories going on in my head when numbers cross my mind. And, strangely enough, great kiddie lit didn’t put this idea in my head.

This phenomenon is called ordinal-linguistic personification. (It has a name!) And a definition: it is the automatic process of assigning personalities to sequential linguistic units–including letters, numbers, months, days and more. This is a subset of the larger condition called synesthesia, in which the senses, words, colors and other incongruous experiences all meld together. Someone with synesthesia might “taste” colors or see bright hues in letters.

Me? I have always known numbers to have personalities. Like for as long as I can remember.

Let me introduce you to the family:

0 is god-like. It has no gender but is recognized as the spiritual guide of all of the other numbers.

1 is male and very passive. He’s middle aged, perhaps the patriarch of the number family.

2 is female and extremely bossy. Married to 1, she is the matriarch of the number family.

3 is male and a loner. He’s somewhat angry, but he generally keeps to himself.

4 is female. She’s sweet and easy to get along with, but she will stand up for herself. Her brother is 3.

5 is female and bossy. She particularly likes to tell 4 what to do, but in a sisterly way.

6 is male and passive. He’s married to 4, who is head over heels in love with him.

7 is male and neutral. Like 3, he’s a bit of a loner, but he’s not angry.

8 is male and friendly. He’s particularly fond of 4 but in a brotherly sort of way.

9 is male and sneaky. He doesn’t get along with anyone but 3.

Multi-digit numbers, like 10 or 99, also have personalities, largely based on the personalities of the single digits. So 99 is super-duper sneaky, while 64 is a really trustworthy, happy number.

It took me years and years to admit that I see numbers this way. When I was in my 20s, my uncle fessed up that he does the same thing. That’s an interesting fact, because synesthesia runs in familiesand is passed down maternally. More women than men have this characteristic, and more lefties than righties. (I’m a righty, by the way, but my uncle is a lefty.)

I also do something like this with calendars. Months and weeks don’t have personalities, but the annual calendar has always followed a very distinct shape in my mind. It’s a wavy kind of oval–almost like the path on the Candy Land game board–made up of large blocks (months) divided into rows (weeks). At any given time of the year, I can immediately call to mind where we are on my visual calendar. This helps me estimate times and remember dates.

Clearly I’m a very visual thinker, eh?

So what does this have to do with math? I have no idea. This quirk doesn’t help me memorize strings of numbers — from telephone numbers to bank PINs — easily at all. And I’m guessing that it hasn’t been particularly helpful in learning some math facts, like multiplication tables. (Is that why I can’t remember that 6 • 7 = 42? Both 6 and 7 are male, but 4 and 2 are female. I don’t know why that doesn’t compute, but there you have it.)

But it has been a boon to my daydreaming. When I’m writing algebraic equations for a curriculum development assignment, the results might end up as little stories, simply based on the numbers I choose. Certainly this is where the math and writing has come together.

So how about you? In your mind, do numbers have personalities? If so, would you be willing to share about it? What do you think of how numbers look to me? Or do you see abstract ideas, like letters or dates, in some similar fashion? I’d really love to hear from you in the comment section. (Please assure me I’m not alone!)

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My Most Embarrassing Professional Moments Have Involved Math

The first email came in at about 2:00 p.m.

600 million divided by 660,000 equals a little over 909.

The next a few moments later.

5.4 billion people is nearly the population of the whole World (estimated at 7 billion in 2012 by USCB)

“Well, shit,” I said aloud. It had happened again.

As part of my virtual book tour for Math for Writers, Linda Formichelli (the original Renegade Writer) had offered me a great chance to reach out to her readers, through her “Monday Motivation” email. I penned a piece called “4 Math Mistakes Writers Make—and How You Can Avoid Them.”

Unfortunately, there were 6 mistakes. Two of them were unintentionally made by little ol’ me. In the whirlwind of my virtual book tour, I had not edited carefully enough. I know what to do; I just didn’t take the time to do it.

Honestly, this is my worst nightmare. If anyone else in the world had made these mistakes, I’d easily reassure them: “Math isn’t life or death! We all make mistakes, and the world still spins. [Tweet this]The thing is to learn from our mistakes and move on.”

Easier said than done, apparently.

I don’t know where I got my math performance anxiety. Perhaps it stems from my strong sense of perfectionism in some areas of my life. I’ve had that trait since childhood, and I see it in my daughter. It’s why I prefer sewing to woodworking — with fabric and thread, I can pull apart mistakes and start again. Wood is not so forgiving.

Regardless, I must want to push through it. Why else would I choose two careers (teaching and writing about math) that put my math mistakes in the spotlight?

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When I was a teacher, I had less of a problem with this issue. I told my students very plainly that I would make math errors. They were invited to correct me (nicely), and we would move on. (I had the same rule for spelling, which I really don’t care one whit about.) In the classroom, I saw my public mistakes as a teachable moment. Perfection is not required. Math is difficult, and we all screw up from time to time.

In regards to my most recent public math mistakes, I’m not worried that someone thinks that 600,000,000 ÷ 660,000 = 9 or that a reader went away from my article believing that there are 5.4 billion people in the U.S. I’m worried that these readers lost trust in my ability to teach them something about math. It’s what I tell other writers all the time: If you get the math wrong, your readers can lose faith in you.

But in the end I have to go back to my more gentle self. These mistakes happen — even to big wig mathematicians. (I’m not one of those, by the way.) If you made that mistake, I’d tell you not to worry about it. And in my line of work, I’d better get that message loud and clear. Because this is not the last public math mistake I’ll ever make. Not by a long shot.

When I worried out loud about this yesterday, a dear friend and colleague told me, “Whatever. People love to point out others’ mistakes.” And she is right. It’s not that anyone has been mean about it — none of Linda’s readers were at all. It’s about connecting. I don’t need to feel ashamed or worried. I’m pretty sure Einstein would laugh and tell me to forget about it, too.

Besides, I’m sure I’m not the only writer who is worried about making public math mistakes. Right?

Do you have fears about making math mistakes — in public or elsewhere? Help me feel better, by sharing your story. Please?

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Math for Writers Virtual Book Tour, Day 7

Today, I’ve got a real treat for you. Over at www.writenowcoach.com, you can read an excerpt from Math for Writers — and it’s one of my most favorite sections. Yippee!

And there’s more good news: writer and coach, Rochelle Melander, is giving away a copy of Math for Writers to one lucky winner. Visit my guest post for the details.

So what’s this excerpt about? If you’ve faced BIG numbers that must go into a story, you might have wondered, “How can I do this without completely losing my readers?” The answer is so simple and so creative. Create metaphors that help you break the number down into manageable pieces. Bonus points, if these comparisons are really visual.

On Rochelle’s blog, I give really clear examples of how this is done. I guarantee that once the juices get flowing, you’ll be inspired to do this on your own!

Make Numbers Come Alive

Rochelle Melander is an author, speaker, and certified professional coach. She is the author of ten books, including the National Novel Writing Month guide—Write-A-Thon: Write Your Book in 26 Days (and Live to Tell About It). Rochelle teaches professionals how to turn their ideas into books, navigate the publishing world, and connect with readers through social media. She is the founder of Dream Keepers, a writing workshop for at risk tweens and teens in Milwaukee. For more tips and a complementary download of the first two chapters of Write-A-Thon, visit her online at www.writenowcoach.com

Laying the foundation for fiction and nonfiction writers alike to write a book in less than a month (and survive), Write-A-Thon provides the blueprint to do it all and survive! Write-A-Thon contains three sections: Training, Write-A-Thon, and Recovery. Each section utilizes introductions, brief valuable essays filled with practical tools, and just enough encouragement for the writer to press on and finish what may very well be the challenge of their life (or simply the challenge of the month). Perfect for accomplished authors or those who simply write, Write-A-Thon provides the complete guidebook for brainstorming, writing, and finishing that book.Save

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Math for Writers Virtual Book Tour, Day 6

Today, I’m hanging out with Marcia Layton Turner and Sandra Beckwith, founders of www.informationproductsforwriters.com. Not sure what an information product is? Let me help you out there.

If you have a great bit of information that others in your field value, you can develop an information product that features this valuable information and either give it away (to build your email list) or sell it. Information products run the gamut from e-books to case studies to apps. But personally, I find spreadsheets to be the hottest information products out there. Unlike other documents, spreadsheets are dynamic. With the right mix, they can be pure gold.

Get the details on Marcia and Sandy’s site. (Click on the headline below.)

Create a Spreadsheet-Based Information Product

Sandra Beckwith is a national award-winning former publicist who now teaches authors how to promote, publicize, and market their books. Get tips and how-to information in her free Build Book Buzz e-newsletter at http://buildbookbuzz.com. Connect with her on Twitter, Google+, LinkedIn, and Facebook.

Marcia Layton Turner is a bestselling author and founder of the Association of Ghostwriters. Learn more at http://www.associationofghostwriters.org. Together with Sandy Beckwith, she shares tips and guidance on creating and selling information products at http://www.informationproductsforwriters.com.

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Math for Writers

Math for Writers Virtual Book Tour, Day 5

Productivity has been on my mind a lot lately. Last fall, I decided I was going to figure out (once and for all) how I can be more productive in my work and family life. I read tons of books and really thought about lots of aspects of productivity — like when I have the most energy and the types of projects that make me the happiest. But much of the advice I received was geared towards people working regular 9-to-5s.

Imagine how thrilled I was to come across John Soare’s blog Productive Writers. Here, in one place, was advice directed just to me! It was like the icing on the cake, and I eagerly devoured the advice he gave.

As a mathy, I know that a few calculations could help me maximize my productivity. (Some of that advice is in my book, Math for Writers.) So I asked John if he’d like a guest post about merging income and career goals. In this post, I look at how you can use your income goals to make significant decisions about your career — like working only 11 months out of the year or writing a book.

Click here to read Merge Your Income and Career Goals

About John Soares

John Soares has been a freelance writer since 1992. He’s completed over 300 projects for college textbook publishers, written over 100 outdoors articles for magazines and newspapers, and authored three hiking guidebooks, including 100 Classic Hikes in Northern California, third edition. He discusses writing, marketing, and time management at ProductiveWriters.com. At ProductiveWriters.com, John Soares shows freelance writers how to get high quality work done quickly, how to get paid well, and how to market their products and services.

About Find Your Freelance Writing Niches

What if you could meet your income goals while only working 20-30 hours a week? What would you do with that extra time? Spend it with your family and friends? Get more exercise? Travel? Or, if you want, work more and sock the money into savings or pay down your credit cards or squirrel it away for your kids’ college education. John’s online, self-paced course, Find Your Freelance Writing Niches: Make More Money for Less Work, offers freelance writers the secrets of specializing, including why you should specialize, how to find your niche and what to do once you choose a specialization.