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Creating, Managing, and
Editing Multi-Authored
Publications

Providing a detailed guide to editing multi-authored pub-

lications such as a collection of papers, a special issue
of a journal or an academic blog, this must-read book
canvases the benefits and challenges of undertaking
­editorial work.
This compact book is designed to guide new schol-
arly (co-)editors through the complex journey of editing. It
provides considered and detailed advice on the less well-
known scholarly practices and the processes, ­challenges
and rewards of this work, throughout the process from
start to finish, with a focus on ensuring successful
­outcomes for all.
Practical advice is delivered throughout this book,
mapped against the wider context of academic life and
values, covering topics such as:

• Considering and preparing for how scholarly editing

work fits with your academic career, your own values
and your aspirations;
• Building collaborative relationships with colleagues
participating in the project, from publishers and co-­
editors to authors, reviewers and readers; and
• Understanding the specific requirements of edited
monographs, journal special issues and multi-authored
blogs, including insights into what can go wrong and
how to manage recovery.

Offering critical insights into the realities of scholarly edit-

ing, this is an essential read for any academic who plans
to undertake a scholarly editing project.

Cally Guerin is a researcher developer in the Researcher

Development team at the Australian National University
(ANU).

Claire Aitchison is an academic developer in the Teaching

Innovation Unit at the University of South Australia.

Susan Carter is an associate professor at the University

of Auckland, New Zealand.

Cally Guerin, Claire Aitchison and Susan Carter are

all creators and co-editors of the DoctoralWriting blog
(https://doctoralwriting.wordpress.com/).
Insider Guides to Success
in Academia
Series Editors:
Helen Kara,
Independent Researcher, UK and
Pat Thomson,
The University of Nottingham, UK

The Insiders’ Guides to Success in Academia address topics too

small for a full-length book on their own, but too big to cover in a
single chapter or article. These topics have often been the stuff of
discussions on social media, or of questions in our workshops.
We designed this series to answer these questions and to provide
practical support for doctoral and early career researchers. It is
geared to concerns that many people experience. Readers will
find these books to be companions who provide advice and help
to make sense of everyday life in the contemporary university.
We have therefore:
(1) Invited scholars with deep and specific expertise to
write. Our writers use their research and professional
experience to provide well-grounded strategies to par-
ticular situations.
(2) Asked writers to collaborate. Most of the books are
produced by writers who live in different countries, or
work in different disciplines, or both. While it is difficult
for any book to cover all the diverse contexts in which
potential readers live and work, the different perspec-
tives and contexts of writers go some way to address
this problem.
We understand that the use of the term ‘academia’ might
be read as meaning the university, but we take a broader view.
Pat does indeed work in a university, but spent a long time
working outside of one. Helen is an independent researcher
and sometimes works with universities. Both of us understand
academic—or scholarly—work as now being conducted in a
range of sites, from museums and the public sector to industry
research and development laboratories. Academic work is also
often undertaken by networks which bring together scholars in
various locations. All of our writers understand that this is the
case, and use the term ‘academic’ in this wider sense.
These books are pocket sized so that they can be carried
around and visited again and again. Most of the books have a
mix of examples, stories and exercises as well as explanation
and advice. They are written in a collegial tone and from a posi-
tion of care as well as knowledge.
Together with our writers, we hope that each book in the
series can make a positive contribution to the work and life of
readers, so that you too can become insiders in scholarship.
Helen Kara, PhD FAcSS,
independent researcher
https://helenkara.com/
@DrHelenKara (Twitter/Insta)
Pat Thomson, PhD PSM FAcSS FRSA
Professor of Education, The University of Nottingham
https://patthomson.net
@ThomsonPat

For a full list of books in the series please go to:

https://www.routledge.com/Insider-Guides-to-Success-in-
Academia/book-series/IGSA
Related titles in the Series include:
Publishing from your Doctoral Research
Create and Use a Publication Strategy
Janet Salmons and Helen Kara
Strategies for Writing a Thesis by Publication in the Social
Sciences and Humanities
Lynn P. Nygaard and Kristin Solli
Creating,
Managing, and
Editing
Multi-Authored
Publications
A Guide for Scholars

Cally Guerin,
Claire Aitchison, and
Susan Carter
Designed cover image: Getty Images
First published 2024
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an
informa business
© 2024 Cally Guerin, Claire Aitchison, and Susan Carter
The right of Cally Guerin, Claire Aitchison, and Susan Carter
to be identified as authors of this work has been asserted in
accordance with sections 77 and 78 of the Copyright, Designs
and Patents Act 1988.
All rights reserved. No part of this book may be reprinted
or reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from
the publishers.
Trademark notice: Product or corporate names may be
trademarks or registered trademarks, and are used only for
identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British
Library

ISBN: 978-1-032-26214-7 (hbk)

ISBN: 978-1-032-26215-4 (pbk)
ISBN: 978-1-003-28711-7 (ebk)
DOI: 10.4324/9781003287117
Typeset in Helvetica
by KnowledgeWorks Global Ltd.
Contents

About the authors ix

Acknowledgements xi

Introduction 1
What is scholarly editing and how is it
different from copyediting, authoring
and reviewing? 3
Editing as academic work 4
Who we are 5
Future gazing 6
How to use this book 7

1 The people 11
1.1 Managing yourself and your career 11
1.2 Working with editorial teams 25
1.3 Working with publishers 29
1.4 Working with authors 40
1.5 Working with reviewers 49
1.6 Working with readers 59

2 The job 66
2.1 Early ideation 66
2.2 Moving to action 84
2.3 Managing the manuscript 95
2.4 Managing peer review 118
2.5 Managing the final stages to
submission 129
2.6 After the final manuscript is submitted146
viii Contents

3 The genres151
3.1 Editing a collection of papers for
a book151
3.2 Being a guest editor for a special
issue of a scholarly journal169
3.3 Editing roles in non-traditional
outlets (e.g., blogging)181

Index 194
About the authors

Cally Guerin is a researcher developer in the Researcher

Development team at Australian National University. She
has been teaching, researching and publishing on doc-
toral education since 2008. She has extensive experience
as a professional editor working on editions of collected
essays and PhD theses, as editor and contributing author
for volumes of essays and as an Editorial Board member
of several academic journals (currently as Joint Executive
Editor of Higher Education Research & Development).
She is a founding co-editor with Claire Aitchison and
Susan Carter of the DoctoralWriting blog.

Claire Aitchison, currently an academic developer at

the University of South Australia, has worked in higher
education since 1991. Claire supports academic career
development, working collaboratively with academics on
grants and awards, teaching, research and publication
outputs. She has numerous co-authored publications:
books, blogs, chapters and journal papers. Claire has
had a rich experience of reviewing and editing scholarly
journals, including Teaching in Higher Education and
Higher Education Research & Development, and was a
founding editor of the Journal of Academic Language and
Learning. She initiated the scholarly blog DoctoralWriting
that she co-edited with Cally and Susan.
x About the authors

Susan Carter (associate professor) has researched and

published in Higher Education, with several co-­ edited
books (2007, 2014 and 2018). As a learning advisor, she
facilitated a generic cross-discipline doctoral programme
at the University of Auckland, moving to academic
development (2013–2020). Her research emerges from
engagement with practice. Besides co-editing for Higher
Education Research & Development, she is on the Editorial
Board of Teaching in Higher Education and recently
co-edited a special issue, Working in the borderlands:
Critical perspectives on doctoral education, Teaching in
Higher Education, 26(3). With Claire and Cally, she co-­
edited the Doctoral Writing academic blog (2012–2023).
Acknowledgements

We thank Pat Thomson and Helen Kara for initiating a

Routledge book series on hidden academic work. It’s
been a great pleasure to be a small part of this! We also
thank Routledge’s Sarah Hyde and Lauren Redhead
who helped throughout the process. Reviewers added
strength to this book, too: thank you for all your careful
engagement with our work.
We thank those we consulted: other scholarly editors,
like Emmanuel Manalo and Neil Harrison, whose exten-
sive experience complemented ours, and colleagues
such as Corinne Green who willingly took on the role of
critical reader giving invaluable user-feedback.
Also, we acknowledge the traditional custodians of
the lands on which we live and work—their connection to
country, sea and community—and in the spirit of recon-
ciliation, we pay our respects to the cultural, spiritual and
educational practices of the First Nations Peoples from
whom we learn so much.
Our partners and families are always amongst the
blessings we count, and we thank them for giving us
space and time to pull this book together—for handling
the housework, shopping and cooking and taking care
of us. Finally, we thank each other. When the three of us
write together, we make an oasis of sanity and solace in
a busy world—it’s been a delight to watch this book slide
together.
Taylor & Francis
Taylor & Francis Group
http://taylorandfrancis.com
Introduction

The ideal reader for this book is someone considering

whether to take on the task of editing a collection of papers,
a special issue of a journal or a non-­traditional genre such
as an academic blog. There are many very sound rea-
sons for undertaking this work: to fill a k ­ nowledge gap;
to develop a field or practice; to work with inspirational
academics; to meet institutional output ­targets; for career
advancement demonstrating academic leadership; and
to achieve a deeply satisfying contribution to scholar-
ship. Yet many who take on this task for the first time are
unsure about what is entailed and how to get best value
for their efforts, stumbling through this tricky terrain with
stressful experiences and even, perhaps, disappointing
outcomes.
This book is designed to guide new scholarly (co-)editors
through the complex journey of editing. It provides consid-
ered and detailed advice on these less well-known scholarly
practices and the processes, challenges and rewards of this
work. Scholarly editing here is conceptualised across three
dimensions—people, processes and product—in order
to clarify expectations and practices and also to provide
­practical strategies to address associated challenges. This
‘editing’ will include some of what is traditionally described
as copyediting, but it is much, much more than that.
DOI: 10.4324/9781003287117-1
2 Introduction

Like other books in the Insider Guides to Success in

Academia series (e.g., Elliot, 2023; Thomson, 2022), this
volume explores a fairly common academic practice
that is often learned only by doing: the hard way. Some
­fortunate academics benefit from advice shared by expe-
rienced colleagues in corridors, at workshops and on
social media, but for many, there is virtually no guidance.
When we looked for literature on this topic, we could
not find it. What little is available is generic advice from
publishers, institutional libraries or individual academic
bloggers. These sources tend to provide quick guides
on procedural stages, copyediting and proofreading, and
lack the nuance we aim to provide. It’s all very well to see
the dot point that states you must get peer reviews—but
how? When? From whom? And what could go wrong?
Checklists and simple procedural instructions belie a
whole depth of possibilities in practice.
Be warned that editing work is, of course, like most
other academic work: there is no simple formula that will
guarantee a smooth linear path to the end goal. Beth
Luey (2022, p. 115) notes that editors ‘must deal with
multiple egos, changing addresses, missed deadlines,
varying levels of writing ability and occasionally tempers’.
Unexpected contingencies will crop up to disrupt carefully
planned work, and inevitably other aspects of academic
work will compete for time and attention. The bigger
picture of the political and structural academic land-
scape may shift, suddenly changing your own ­priorities.
Academic contributors can find that their jobs change or
disappear. Changes in health and family circumstances
can mean that people find themselves less able to deliver
what they promised. As we conclude the writing of this
book in 2023, we’ve witnessed major disruptions of the
COVID-19 pandemic and the extraordinary explosion of
 Introduction 3

generative artificial intelligence (GenAI)—and the acad-

emy continues to be as volatile as it has been for some
time (Wright & Shore, 2017). However, this is the environ-
ment in which we work, and avoiding pitfalls is a skill we
learn.

What is scholarly editing and how is it

different from copyediting, authoring
and reviewing?

Like other books in this series (e.g., Boynton, 2020; Spina

et al., 2020), we’re dealing with something that doesn’t fit
neat definition. Historically, across different countries and
disciplines, the assembling of a multi-authored body of
work around one theme traverses boundaries and genres,
from collections of papers and special ­editions of aca-
demic journals to edited scholarly blogging. Irrespective
of the form, however, any such work requires someone,
or some group, to carry the project from ideation to com-
pletion. It is this work that we refer to here as scholarly
editing.
Writing about research is key to most academics’ work,
often learnt during doctoral studies, sometimes by trial
and error, from guidebooks (e.g., Horowitz, 2023; Murray,
2015) and sometimes with explicit instruction from writing
experts (Carter & Laurs, 2014) or within writing groups
(Aitchison & Guerin, 2014). Academics consolidate their
doctoral learning, editing and providing feedback on the
work of colleagues and students and receiving feedback
on their own writing.
As an author, the focus is on generating ideas and
arguments and then communicating them to readers in
4 Introduction

ways that are persuasive and meet the conventions of the

genre (e.g., a thesis or a journal article, book chapter or
industry report, a press release or a blog post).
As a peer reviewer, the task is to interrogate the validity
of the arguments, the methods by which data were col-
lected and the results were generated. On the one hand,
the reviewer tunes into the author’s thinking to under-
stand the purpose of the writing; on the other hand, the
reviewer is expected to identify flaws in the research and
its articulation, and sometimes, though not necessarily,
to suggest solutions to those problems.
As an editor of a multi-authored volume, you are
responsible for drawing all of these strands together.
Your creativity is expressed through a vision for the over-
all project; your writing skills are called upon to ensure
that the ideas are expressed effectively and suit the dis-
ciplinary and genre conventions; and your evaluation of
your peers’ work and suggestions for improvement are
key to a high-quality product. Luey (2022, pp. 115–130)
gives advice, including turning down lukewarm contrib-
utors; ensuring legalities around copyright, contracts,
payment and other communications; and managing
­
­multiple chapter versions. A scholarly editor is expected
to take responsibility for the overall concept and structure
of the publication, liaise with all the different players in its
execution (authors, peer reviewers and publishers) and
ensure the fine details of the manuscript are all correct.

Editing as academic work

Scholarly editing is clearly academic work, yet it sits

somewhere between research and the service of good
academic citizenship (McFarlane, 2007). The choice of
 Introduction 5

whether or not to take up such editing involves weighing

up how best to get value for time in your overall career
development. We suggest some of the factors that should
influence that choice—they are multiple and intertwined.
Constructing yourself as an editor raises interesting
choices for your professional persona. We offer advice
from our own experience of being, and being seen as,
editors.
As we prompt readers towards wise decisions, we
point out pitfalls to avoid, and strategies for effective-
ness. You will come away from an editing project having
learned more about self-management, project manage-
ment, time management and the herding of cats.

Who we are

The three authors of this volume, Claire Aitchison, Susan

Carter and Cally Guerin, have extensive experience in
the world of academic publishing. Our work has focused
on academic and researcher development for many
years, with a particular emphasis on research writing.
Together we established the DoctoralWriting academic
blog, contributing our own posts and soliciting pieces
from other scholars for over 10 years. We have written
journal ­articles and book chapters together, edited books
together and contributed to each others’ multi-authored
books and special issues. We have supervised and
examined PhD candidates and reviewed book proposals
and i­nnumerable journal articles.
As we three came together to pool our wealth of expe-
rience, we were invigorated by the opportunity to reflect
upon and document salient lessons learned. Our aim
6 Introduction

here is to consolidate what we have learnt in order to

make the process of scholarly editing more straight for-
ward for others new to this work. Occasionally, we have
inserted boxed stories in the text, drawing from our own
experience to illustrate points being made.
Knowing a lot about the topic of your publication and
having passion for it go a long way, but this isn’t enough
when it comes to taking on a scholarly editing role. The
editing job also requires you to take ethical responsi-
bility for how you advance knowledge in your discipline
and the voices given space there. Your choices will have
implications not only for your own reputation but also
for how the debates unfold in your area and whose per-
spectives are heard. Scholarly editing is an opportunity
to influence your field and make visible perspectives that
might o ­ therwise be overlooked; this is a deeply satisfy-
ing aspect of undertaking multi-authored projects and an
obligation that should be taken seriously.

Future gazing

The threat of pandemic and increasing instability from

global warming and armed conflict will continue to unravel
long-held assumptions about the way that academics
work and research and how students learn. In 2023, with
innovations in artificial intelligence and GenAI, educators
and the academy face new challenges to rethink how we
understand knowledge and our knowledge creation and
writing practices. In the face of such powerful technolo-
gies for delivering ever more accurate, assessable and
human-like outputs, what can scholarly editors of themed
collections provide that is unique? How will editors incor-
porate such technologies into their practices?
 Introduction 7

It is of course impossible to predict future challenges,

but we suspect that the agency and rewards that come
with scholarly editing will continue to attract those who
wish to give voice to their passions. We believe that indi-
viduals will always seek meaningful avenues to make a
contribution—and this book aims to support those who
wish to work collaboratively to bring discrete areas of
inquiry to the public.

How to use this book

You might skim through this Guide to Scholarly Editing to

get an initial sense of the scope of this volume, dipping in
and out, seeking insight into various aspects of the editing
job rather than reading cover to cover. Nevertheless, we
made careful decisions about the order in which we pres-
ent the key dimensions of editing—people, p ­ rocesses
and product.
We decided to put people first in Part 1 because we
believe that setting up effective relationships is critical to
the success of any publishing project and is amplified in
multi-authored volumes. Unfortunately, the people dimen-
sion can be overlooked by busy novice editors focused
only on the content of the publication. We emphasise the
importance of relationships and communication, since
it is the coordination of authors, reviewers and publish-
ing staff that makes scholarly editing of multi-authored
­volumes different from the other work that academics do
on a daily basis. Thomson and Kamler’s (2013) advice
on writing for peer-reviewed journals emphasises the
community in which authors, editors and readers bind
together. Sword (2017, pp. 103–146) devotes space to how
8 Introduction

successful authors appreciate the socially nuanced inter-

connectivities of writing: writing for, with and amongst
others. In another book, she circles optimistically and
recurrently around these dynamics (Sword, 2023). How
will you foster and manage the relationships required to
produce a successful outcome that, ultimately, will bene-
fit yourself and your career as well as contribute to schol-
arly knowledge? If you can manage a team of people to
work together harmoniously, with clear communication
and satisfaction in completing tasks, then you are likely
to reach your production goals (Afsar & Umrani, 2020).
In Part 2, we detail the practicalities of working with
the manuscript and ensuring production of a high-quality
document. We take you through early ideation and plan-
ning—is your idea worthy of publishing? How can you
be sure you have the right skills and resources (includ-
ing time, knowledge and networks) to pull this off? What
project management skills do you need? We consider
the need for a compelling proposal and call for papers.
Criteria for contributions must be communicated clearly,
and timelines must be spelt out and reiterated along the
way. Finding a pool of credible reviewers and establishing
review practices need careful consideration. Time man-
agement is important, as are all the systems that allow you
to oversee the project accurately. And, of course, there’s
the copyediting and proofreading of the manuscript as
you pull together contributions from various authors.
Part 3 explores the specific requirements of different
genres: a collection of papers in a book, a special issue
of an academic journal and social media or online pub-
lications such as professional blogging. Although these
genres have much in common when it comes to project
management, there are some variations and points of
interest that need particular attention.
 Introduction 9

This book offers practical strategies to guide editors

through all stages of the publishing project. The num-
bered headings are intended to help readers navigate to
the particular issues they seek advice on. We also include
some personal anecdotes and experiences which you’ll
find inside boxes throughout the book. However you use
this book, we hope that you find the help you need to
enjoy the rewards of scholarly editing.

References
Afsar, B., & Umrani, W. A. (2020). Transformational leadership and inno-
vative work behavior: The role of motivation to learn, task complex-
ity and innovation climate. [Transformational leadership]. European
Journal of Innovation Management, 23(3), 402–428. http://dx.doi.
org/10.1108/EJIM-12-2018-0257
Aitchison, C., & Guerin, C. (Eds.). (2014). Writing groups for doctoral
­education and beyond: Innovations in theory and practice. Routledge.
Boynton, P. M. (2020). Being well in academia: Ways to feel stronger,
safer and more connected. Routledge.
Carter, S., & Laurs, D. (2014). Developing generic support for doctoral
students: Practice and pedagogy. Routledge.
Elliot, D. L. (2023). Navigating your international doctoral experience (and
beyond). Routledge.
Horowitz, R. (2023). The Routledge international handbook of research
on writing. Routledge.
Luey, B. (2022). Handbook for academic authors: How to navigate the
publishing process (6th ed.). Cambridge University Press.
McFarlane, B. (2007). The good academic citizen: The virtue of service in
university life. Routledge.
Murray, R. (2015). Writing in social spaces: A social processes approach
to academic writing. Routledge.
Spina, N., Harris, J., Bailey, S., & Goff, M. (2020). ‘Making it’ as a contract
researcher: A pragmatic look at precarious work. Routledge.
Sword, H. (2017). Air and light and time and space: How successful
authors write. Harvard University Press.
Sword, H. (2023). Writing with pleasure. Princeton University Press.
10 Introduction

Thomson, P. (2022). Refining your academic writing: Strategies for read-

ing, revising and rewriting. Routledge.
Thomson, P., & Kamler, B. (2013). Writing for peer reviewed journals:
Strategies for getting published. Routledge.
Wright, S., & Shore, C. (2017). Death of the public university? Uncertain
futures for higher education in the knowledge economy. Berghan.
1 The people

This chapter focuses on people, their roles and the inter-

personal relationships that bring about the success-
ful realisation of an editing project. First, we consider
possible motivations for undertaking editorial work and
how this might fit more broadly into an academic career.
Then we explore the people with whom scholarly editors
work: the co-editors, publishers, authors, reviewers and
readers. The chapter identifies the particular needs and
concerns of each of these groups, suggesting possible
strategies and practices for maintaining good working
relationships with all stakeholders.

1.1 Managing yourself and your career

Throughout our academic lives, many opportunities will

present themselves either serendipitously or through
careful planning—and we are wise to assess if they are
worth our while in relation to our stage of career, skills
and ambitions. How might editing fit into your own career
trajectory? Is the role of editor one that you might like to
add to your academic identity? Can it slot into your work-
load and advance your career at this stage? The choice

DOI: 10.4324/9781003287117-2
12 The people

to take up scholarly editing should be made in the con-

text of your deliberate career direction as well as your
life goals. This means you have a few things to consider:
‘Active self-regulation of career development’ requires
consideration of ‘(a) individual characteristics, (b) contex-
tual factors, (c) active regulation of behavior, (d) career
stages, and (e) work and nonwork roles’ (Zacher et al.,
2019, p. 357).
You have probably already come some distance with
this. The journey into an academic career is usually via
the doctorate. Shaping a career and building an aca-
demic identity within it present ongoing challenges that
are often even tougher and more pressured (Berg &
Seeber, 2017) than those experienced during graduate
study (Archer, 2008; Billot, 2010). Yet, during the doctor-
ate you will have learned how to manage a large project,
critically review literature, write a thesis and perhaps pub-
lish research articles. You probably do have the expertise
you need to collate a multi-authored volume.

1.1.1 Your academic identity

Self-knowledge alongside an awareness of how promo-

tion and progression play out at the local, national and
international levels is invaluable to your career planning.
Knowing what kind of academic you want to be and what
you want to achieve matters: academics with a sense of
their own purpose demonstrate high work-related morale
and confidence in their own efficacy (Kearns & Gardiner,
2007). We agree with Honan (2017, p. 22) that academics
should ‘engage passionately in ideas and ideals, find a
joy that is productive. […] Find the moments of pleasure
 The people 13

within these confined spaces’. We also acknowledge that

the academy places certain values and expectations on
the identity formation of ‘scholars’—particularly as they
engage in writing and publication (Thomson & Kamler,
2013), resulting in choices and experiences being con-
strained and sometimes fraught. Nevertheless, passion,
joy and pleasure should still be considerations in career
decisions. Is scholarly editing something that might excite
you?
An academic career can be rich and varied: it involves
the thrill of achieving aspirations alongside the disillusion-
ment in how tough it is and how emptily some institu-
tional rhetoric plays out in practice (Collini, 2013; Wright &
Shore, 2017). Meeting the expectations of your institution
and maintaining credibility are the bottom line. Will schol-
arly editing help you pursue your passions while building
credibility and employability?

1.1.2 What’s valued in academia?

Each institution has its own criteria for what it expects

of employees and what must be achieved for promotion.
It’s good to acquaint yourself with these criteria early
on. Finding someone, maybe an academic developer,
who knows the regulations thoroughly and can point you
towards relevant documentation can be extremely use-
ful. Experienced colleagues may be kind enough to share
their knowledge of how the system works.
Scholarly publication is generally highly ranked as an
academic endeavour that contributes to professional pro-
gression. Usually, publication will be measured quantita-
tively (how much you pump out each year) and qualitatively
14 The people

for its impact. On the one hand, doing research that will
generate results likely to be of interest to your discipline
and publishing in highly ranked peer-­reviewed journals
will satisfy institutional and national metrics. On the other
hand, impact on practice and on the discourse commu-
nity (as shown by high citation rates, for example) can
indicate the importance of your work. In some contexts,
scholarly editing may have a stronger impact than a
sole-authored monograph, especially if you can publish
in an open access outlet. Editing a multi-authored volume
is likely to enhance your visibility—certainly, those who
contribute to these publications will be aware of you as
a significant player in their own field. If you prove to be
an excellent editor and authors’ experience of publishing
within your volume is positive, they may want to collabo-
rate with you again. Now they know about your research,
they are more likely to cite it, thus enhancing your impact
and reputation.
Your research and publication profile will likely be
included as part of the national assessment processes
that feature prominently in many countries. See, for exam-
ple, reviews such as New Zealand’s Performance-Based
Research Funding (PBRF) and the United Kingdom’s
Research Excellence Framework (REF) that rank publica-
tions and award government funding accordingly. Check
the relevant national and institutional guides and talk to
senior colleagues about the status of editorial work in
special editions and of publishing in collected editions. Be
aware that alternative forms of publication such as blogs
and podcasts may fall outside these official metrics.
If metrics count in your context, you will need to
consider how your research outputs rate quantitatively
(how many of your publications meet national crite-
ria) and qualitatively (what impact has been achieved).
 The people 15

Applying for funding that enables open access publica-

tion or hunting for open access journals probably widens
your reach and thus also your citation ranking (López-
Vergara et al., 2021). Where relevant, you may be able to
list your edited collection under service, leadership or as
mentoring early career researchers if you have evidence
for actively supporting contributing authors. Publication
portfolios are effective when strong rhetoric is supported
by irrefutable evidence.

1.1.3 Research, teaching and service—

where does scholarly editing fit?

Many academic employment contracts specify what per-

centage of time should be spent on research, teaching
and service. Think about what you find most satisfying
and how scholarly editing can complement your exist-
ing activities. For example, you might enjoy teaching or
service, but present your editing work as leadership in
research at an international level.
In terms of time expenditure, scholarly editing is fairly
costly. Time spent managing the editing project might
detract from advancing your own research and writing.
However, it can count as research with the right framing,
especially if your own writing is included in the volume.
Scholarly editing could also be reported as substantial
service to the research community. Many of us value time
invested in maintaining the research community in which
we thrive and see scholarly editing as a way to provide
opportunities for our peers to disseminate their research.
When you are reporting on your achievements, or
applying for funding or promotion, using the language of
16 The people

those you are speaking to helps them understand that

you meet or exceed their criteria. For example, if you
need to show leadership in research, editing a collection
of chapters enables you to state: ‘An example of my lead-
ership in research is found in my editorial leadership of an
international …’. Reviewers can tick off that you are unde-
niably demonstrating what they ask for when you use the
phrasing they provide. If you are fortunate enough to have
academic developers in your institution, we recommend
that you consult them about self-reporting.

Recognition for editing collections

Editing a multi-authored volume was not regarded
as ‘publication’ by my university when I came to
apply for a promotion. However, my commitment
to building collaborative research communities
includes creating opportunities for other research-
ers to disseminate their work. By tying this attitude
to my pedagogy and broader teaching philoso-
phy, I could make the case for why editing should
be counted as a valuable contribution to research.
(Cally)

1.1.4 Deciding on sole, partnered

or team editorship

Another aspect of identity and visibility in relation to

scholarly editing relates to whether to go solo, or work
with one other person, or with a small team. If the topic
is your particular passion, or perhaps you feel your CV
 The people 17

would benefit from a strong solo-authored output—and

you are sure that you can handle the workload—then
go solo. If you are already pressured by work, with long
hours each week and very limited personal time, it can
be sensible to team up with one or two others so that the
editing workload is shared.

B e i ng a s o le e d ito r
If you are going solo, your presence and academic iden-
tity will be more visible. Also, think about how your repu-
tation is built through this work: a successful contribution
to your scholarly community—particularly through a
landmark publication—will stand you in good stead for
many years. As a sole editor, you’ll be responsible for all
aspects of the project through to, and after, delivery of
the completed manuscript. You’ll get all the credit and,
unfortunately, all the blame for any problems.
Being known as someone who is an innovative, cre-
ative pusher-of-boundaries is valued in academia, as is
a track record as a scholarly editor who can be relied
upon to deliver a high-quality manuscript on time. The
goal is to do both, and simultaneously maintain cordial
relations with all involved.

B e i ng a c o - e d ito r
Collaborating with a colleague you know, like and respect
is deeply satisfying, particularly when you share personal
values and passions. Sometimes close working relation-
ships can span years (continents and even disciplines),
creating a partnership identity in a field.
18 The people

Co-editing can be intense and forever!

When I was contemplating an edited book on
writing groups (2014), I knew I wanted a buddy to
join me—I work so much better in the company of
others, and knew I couldn’t manage the workload
alone. I was looking for someone who held similar
views about writing and theory, preferably a newer
researcher, and like me, hungry to get an on-time
quality publication, plus someone with an eye for
detail, particularly editing skills which aren’t my
strongest suit!
I didn’t know Cally Guerin, but when I saw her
presenting at a conference, I knew she was a
­contender. I put the proposal to her to co-edit with
me and thus began a scholarly collaboration—and
friendship—that has lasted. We’ve come to know
and appreciate each other’s working styles and
­idiosyncrasies. I value her critical eye and depend-
ability and I celebrate her tea routine as an ­essential
work habit, although I’ll never fully appreciate her
preference for footy on a Saturday afternoon!
(Claire)

Your rules of engagement will vary according to the

specifics of each other’s lives. Bring a strengths-based
approach to your collaboration. For example, if one
co-editor has more responsibilities outside of the insti-
tution, such as family care-giving, it may be suitable to
proportion the workload unevenly. If one has a wider
network, that person might be given the tasks relating
to managing contributors. The university hierarchy (your
 The people 19

status as a professor or new hire, for example) and its

consequences (such as access to funding) should also
be considered.
Although you are not obliged to split the work 50/50,
you do need to be clear as to who is doing what. We
recommend you establish this collaboration as a profes-
sional relationship (even when friends are involved!) and
record agreements—we all know that memories can be
fallible, circumstances can change and friendships can
falter. A good outcome for the project is likely to enhance
the reputation of both parties, and your names may
remain linked as a successful partnership.

Pleasures of co-editing
When I was in the final year of my PhD in Literature
Studies, Betsy made contact. She’d discovered
that we were both doing doctorates on the same
medieval literary motif. Meeting each other at a
conference, she suggested that we co-edit a book.
I agreed, while not seriously believing that this
would actually happen.
Betsy approached a publisher to talk through
the book idea and got approval for the book to go
ahead. We invited chapters from significant authors
in our field. They all agreed. We were in awe of
everyone we were working with, big names, when
we were unknown.
The work was exhilarating. Betsy was in North
America and I was in New Zealand, and we shared
zeal towards the project. I’d do some work in the day
and send the draft to Betsy. When I woke up, there’d
20 The people

be an email attachment with the draft progressed

further, like a gift. The collaborative professional
friendship that developed was a major bonus of the
project, along with the confidence to shift identity
from a novice to experienced practitioner. (Susan)

B e ing p a r t of a n e d ito r i a l te a m
It is ideal to establish cordial relationships with the people
who will take your publication into press as well as with
contributors and reviewers. In Section 2.1.1, we suggest
auditing the project to see if it suits your needs; there’s
also value in ‘auditing’ the folk with whom you’ll be work-
ing. Teams with a good balance of skills and personalities
generally work well.
Use the following attributes list as a guide for building
a functional, well-balanced editorial team.

• Good with people

• Surface-level text editing skills
• Well recognised as an expert
• Has a reputation for quality and intellectual rigour
• Complementary personality type
• Shared values and ways of working
• Shared previous working relationship
• Dependable or has good project management skills

Are there any other qualities, attributes or skills you

should add to this list? You can prioritise which three
or four of these matter the most to you and ensure that
you have a team that, between them, optimises these
traits.
 The people 21

Some scholarly editors might have access to insti-

tutional assistance from office managers or other pro-
fessional staff, or funds to pay a research assistant to
undertake some of the tasks. These staff are skilled
at project management and can bring their systematic
approach to the work. However, because this work is
important to you, you need to know that you can rely on
any helpers to be attentive and astute. Administrative
assistance may enable you to undertake the editorial
work solo, especially with support from people who
may be more open to being ‘managed’ than other
academics are likely to be. You should check whether
there is any funding available to pay for proofreading
or support with such details—some institutions offer
this because they are interested in supporting publi-
cation. You may even decide it is worth your while to
access some of your own personal funds to support
the project—certainly, we have done this ourselves in
the past.

1.1.5 Being a responsible academic

citizen in a global context

Having considered yourself and your career, we should

mention the obvious: that there are considerable power
dynamics within academic publishing. Academia is
steeped in western culture, history, theory and ways
of knowing, which advantages certain communities of
scholarship and knowledge. The major publishing outlets
publish in the English language, thus making it easier for
native speakers of English to be heard. Indigenous knowl-
edges and methods are under-represented. We suggest
22 The people

that there is considerable satisfaction—and obligation—

to be had in using editorship to push back at power
imbalances not just because we care about equity, but
also because some of today’s most innovative research
takes indigenous approaches or promotes alternative
standpoints.
We can make small differences in the choices we
make as editors. Special issues are likely to reach a
wider audience than an edited monograph, especially if
you choose an open access journal. Open access pub-
lication is more inclusive of a diverse readership, in turn
enriching our research communities and the knowledge
generated.
As scholarly editors, we can have an impact through
informed decision-making regarding publication choices,
the topics and views we seek to present, and our choices
about editorial teams and contributing authors. Our own
practices can build collegiality and knowledges beyond the
already well-represented mainstream English-speaking
academic communities.

1.1.6 Bracing for serendipity

In our shared experience, opportunities to participate in

scholarly editing often appear serendipitously, for exam-
ple, through chance meeting at a conference, word of
mouth or social media connections. We acknowledge
that there is no guarantee to a smooth linear path: you
can follow all the signposts that direct you to success
and still find that the landscape shifts. Always, as an aca-
demic, you need to build resilience to cope with unex-
pected change.
 The people 23

Time brings change

Betsy and I submitted the final book draft, had it
reviewed, signed a contract and waited while we
tried to establish ourselves within academia after
finishing our PhDs. Alongside a myriad of excuses,
it took the publisher seven years to deliver the
book.
When it arrived, I held it with wonder, pride and
awareness of the irony that such a marvellous thing
was no longer of any relevance since I had changed
direction in my career. (Susan)

Great plans, unexpected outcomes

I was planning a final sabbatical when the u ­ niversity
told me that my job was finishing due to a restructure.
I wanted to go out on the crest of a wave, t­ravelling
to connect with colleagues around the world and
attend two conferences. I planned the perfect trip
that included time in exotic places where I would
be writing.
When I was invited to join others editing a spe-
cial issue on my area of interest, I weighed up the
pros and cons. The negative was that I’d be doing
quite a lot of work after my job expired—unpaid
commitment. But the big pro was that I could visit
Oxford University and work with the team there on
my way through the United Kingdom. For someone
from a small post-colonial country, this seemed
24 The people

like a pinnacle of cultural success. I accepted with

pleasure.
The COVID-19 pandemic came before I could
embark on that glorious trip. So, I did not get to
visit Oxford University as an academic at work. I
stayed at home, writing. As it turned out, I learned
a great deal by working with my two colleagues on
the special issue, being aware that I was grateful for
this experience, and I am glad to have the editorial
introduction on my CV and amongst my thinking.
(Susan)

Serendipity may play a role, either to your advantage

or to your disadvantage. Taking a risk can pay off; doing
work that is important to you will always feel worthwhile,
even if your institution doesn’t value it in the same way
that you do.

1.1.7 Is scholarly editing right for you?

Having canvassed a range of factors that will impact your

decision to take up an editing role, it’s time to reflect on
the value of the enterprise for you and your academic
career. Try this quick quiz and use the final column as a
prompt to proactively think about how you can change
circumstances to make things work best for you. When
you finish, consider whether there are other questions
that are relevant to your decision as to whether to take up
scholarly editing.
 The people 25

Will this opportunity … No Yes Maybe, if I …

1. Raise my research profile?
2. Enable me to work with
experts?
3. Fulfil a passion?
4. Take an excessive amount
of time outside my workload,
robbing me of time with
family and other priorities?
5. Allow me to lead?
6. Meet assessment criteria?
7. Build on my strengths and
passions?
8. Have long-term personal,
social and professional
benefits?
9. Contribute to the field/my
community?
10. Be enjoyable?

1.2 Working with editorial teams

If you have decided to work with an editorial team, the

chances are that you are a bunch of colleagues who
share a passion for a certain field of enquiry and want
to bring that enthusiasm to readers. Whether you have
been put together, come together serendipitously or
planned this project over years, working effectively as
an editorial team will take your dream to reality. Your
job is to work together productively to initiate and
scope out the project and then to steer it through to
publication.
26 The people

For a monograph collection of papers, the editorial

tasks include writing the proposal, choosing the publi-
cation outlet, recruiting and supporting co-authors. You
will also be responsible for the content, designing and
managing the reviewing process and bringing the final
manuscript through to submission and then be involved
in promotion and advertising strategies.
For an editorial team wishing to create a special edi-
tion of a scholarly journal, you’ll be responsible for getting
approval from the journal’s board of editors, putting out
an attractive call for papers, screening abstract submis-
sions, finding enough reviewers with topic expertise, han-
dling the review process and ordering the final edition.
If you wish to edit a scholarly blog together, then you’ll
have more freedom to work as you wish. Social media
outlets such as blogs not only have more flexibility and
immediacy than the other genres, but may also require
more maintenance and consistent writing—plus creativ-
ity as you design your site and make your own arrange-
ments for personal, co-authored and invited writing and
publishing.
Whatever the genre, there’s a lot to it! And it requires
shared vision and commitment. You’ll need to believe in
the project and to get along well since you’ll be working
together for many months.
Teams with a track record of collaboration are on a
strong footing, but new collaborations can also be suc-
cessful, especially when combining compatible skills and
expertise. The present authors knew little about each
other before co-editing their blog DoctoralWriting. Claire
approached Cally to see if she might be interested, and
Susan volunteered herself when we described our vision
at a conference. Since then, we’ve collaborated regu-
larly, capitalising on increasingly familiar strengths and
 The people 27

approaches while enjoying the pleasure of long-standing

academic friendship.
The editorial team is the primary engine-house for the
project, so it is imperative that you work well together. As
an editorial team, you will need to trust and respect each
other as well as enjoy each other’s company. There will
need to be rewards that sustain each of you—the pro-
ject will need to be intellectually stimulating and person-
ally and professionally satisfying. If you can find ways to
have fun together, you’ll make this a memorable activity.
A prolific colleague from New Zealand, Vijay Kumar, once
advised: ‘You may not remember the long nights of writ-
ing and editing, but you will remember the dinners and
outings together!’. Another colleague, Jean Webb, tries
to ensure that contributors meet in person somewhere
special to have a great time: that way, they are keen to
join her again. Most researchers lack funding for such
luxuries, and COVID-19 has made such events more dif-
ficult. Nevertheless, it remains imperative to make time
to nurture relationships and whenever possible enjoy the
company of colleagues.
Part of maintaining good relations between editorial
team members involves transparent discussions about
expectations, communication and meeting preferences,
ways of working together and roles and responsibilities.
Thinking ahead and planning to avoid common pitfalls
is good practice. Group dynamics should not be over-
looked: relationships can make or break the project.
In some ways, the everyday operations of the editorial
team are ephemeral—once the publication is completed,
you can separate and move on; however, some aspects
will be long-lived.
Author order can be a contentious and permanent
source of disputation that needs your early attention.
28 The people

Co-editors will need agreement on the author order for

the book itself and any co-authored components. This
has implications for reputation and for the promotion
processes discussed in Section 1.1.2. In many cases,
the first (or ‘lead’) author is listed first and is respon-
sible for most of the thinking, writing and correspond-
ence associated with the paper; then authors are listed
in descending order of the amount they contributed to
the particular piece. In many science areas, the research
group leader is listed last, indicating a very different
contributor responsibility. Occasionally, editorial and/or
author teams list contributors alphabetically with a state-
ment explaining the arrangement indicates equal work
effort and credit. Another approach sees members of
a research group take turns to be first author as they
work through long-term projects. Conventions differ in
how many names then appear in in-text citations. If only
one name is mentioned, readers come to associate that
author with the publication, potentially disadvantaging
the others.
If you are not sure whether someone should be listed
as an author, the Vancouver Protocol offers helpful advice
that is internationally respected. Although designed for
health sciences, it has been widely adopted in other dis-
ciplines. The protocol advises that authorship be based
on these criteria:

• Substantial contributions to the conception or design

of the work, or the acquisition, analysis or interpreta-
tion of data for the work; AND
• Drafting the work or revising it critically for important
intellectual content; AND
• Final approval of the version to be published; AND
 The people 29

• Agreement to be accountable for all aspects of the

work in ensuring that questions related to the accuracy
or integrity of any part of the work are appropriately
investigated and resolved. (https://www.icmje.org/
recommendations/browse/roles-and-responsibilities/)

Whatever process you decide to follow, it is paramount

that the discussion about author order occurs early in the
process, is fair and transparent, and all authors agree to
the decision. Even though it might feel rather dogmatic,
putting this in writing can be helpful if things change fur-
ther down the track; and if things do change, another
open discussion is necessary to establish whether there
should be any change to the author order.
Section 1.1.4 lists qualities that are useful to con-
sider when establishing an editorial team. Some
members of the team may embody all these charac-
teristics, while others may be much stronger in some
areas than in others. Your task is to consider not only
a balance of skills but also the mix of personalities
and potential for long-lasting healthy and happy work-
ing relationships.

1.3 Working with publishers

1.3.1 Choosing the right publication outlet

It is the role of the editor(s) to be the go-between, initi-

ating the undertaking, keeping communication channels
open and maintaining a productive relationship to ensure
commitments to the publishing outlet are met.
30 The people

In cases where you and colleagues have independently

generated the idea for a co-edited book, it is likely you
will need to seek out the right publisher rather than them
come to you (as may be the case for an edited series).
Similarly, you might approach a journal to suggest a spe-
cial issue topic if you know that it would be of interest
to their readership. Blogging, in contrast, allows you a
greater measure of independence.
We suggest starting with the basics—thinking about
your purpose and intentions.
The following questions will help you clarify your aims,
direct your investigations and, when you’re ready, help
you prepare questions for potential outlets. This will lead
you to developing a sound proposal.

• What is your motivation? There is unlikely to be one

single motivation, particularly when groups of people
are working together as editors: some people will be
earlier in their career and need a high-ranking outlet to
enhance their profile, while others may be more moti-
vated by contributing quickly and freely to the scholarly
community. Are you hoping to provide opportunities
for new or early career researchers or indigenous
scholars? Motivations will vary over time as our per-
sonal and professional lives evolve and in relation to
opportunities and desires (Healey et al., 2020).
• Who is your audience? Will you be writing for a gener-
alist or specialist audience, practitioners, academics
or a mix?
• Are you picturing a book collection of essays, or would
a special issue of a journal be more appropriate? Is
blogging more suitable for this topic?
• Traditional or innovative? What type of publication do
you envisage yours to be? Are you looking for a more
 The people 31

traditional, text-based hard copy product or do you

envisage a fully online production? For example, if you
imagine a highly interactive body of work with coloured
images, then traditional paper-based, hard copy publi-
cation will be less suitable than an online option. If you
want operational weblinks, these will require mainte-
nance; take care to establish exactly what your poten-
tial publisher can and can’t offer over the lifetime of
your work.
• Do you prefer established outlets or independent
publishers; newer, innovative options; or high-ranking
or specialist publishers? Is open access important?
Some publishers have high kudos and extensive expe-
rience in certain fields, but smaller, newer operations
might accept more innovative contributions. Perhaps
self-publishing will offer necessary freedom and inde-
pendence but no back-up support. You will need to
do your homework to truly understand the relative
strengths and weaknesses of these different options.
• Consider the reputation and quality of your publishing
outlet. Does the outlet need to be approved by institu-
tional or national accreditation bodies? Working under
the umbrella of an established scholarly publication
outlet brings with it the benefit of quality control sys-
tems, including established anonymised peer review
processes and quality reviewers. If you are not using
established outlets, think carefully about the arrange-
ments that you will need to put into place to ensure
high quality and reputation. (See Part 3 for more details
about different multi-authored genres.)
• Do you already have connections or networks with peo-
ple in publishing or colleagues with established rela-
tionships? Chatting to friendly informants is invaluable
before you commence formal overtures. Publishers
32 The people

are often keen to maintain connections with authors,

and if you’ve had good experiences and built fruitful
and trusting relationships, it’s worthwhile ­ seeing if
these folk are right for your new project.
• What’s the tone and look you desire? Will it be a con-
ventional, scholarly co-edited publication with contri-
butions by individual authors using the third person,
or will it be less traditional, for a different audience—­
perhaps like the books in this series?

1.3.2 Approaching book publishers

and journal editorial boards

When approaching publishing outlets, it’s useful to

have some idea of the organisation’s structure and how
it works. Job titles and responsibilities vary between
organisations, and smaller outfits will have fewer people
involved. You need to find out who does what.
Bigger, established publishers usually have a hier-
archy of people. The first gatekeeper is often a senior
publisher or journal editor with whom you will likely have
initial communication; if they like your idea, then they’ll
work with you to get the proposal up to scratch. They
take the book proposal to the in-house editorial commit-
tee and thereafter may oversee its review and approval
process. It makes sense to imagine yourself in the shoes
of a publisher—they are unlikely to care deeply about a
particular field of scholarly enquiry, but they are in search
of a sellable idea for a book. They want to back a winner,
that is, a quality book that sells well (the topic, editors
and authors have market appeal) and is written by cred-
ible experts who will deliver on time with minimal hassle
Another random document with
no related content on Scribd:
Shadows, Fear of, 194.
Shaps, 173.
Shire horses, 145.
Shirts, 166.
Shoulder, Injury to, 91.
Shying, 89.
Signals made by horses, 89.
Sight, 156, 193.
Singeing, 231.
Singing, Uses of, 75.
Siwalik horse, 41.
Size of horses, 37.
Skewbalds, 23, 47.
Slack rein, 62.
Sleep, 27, 64, 189.
Sleighs, 121.
Smudge, 197.
Snaffle, 156.
Snake-killing, 72.
Soap, Soft, 199.
Solomon's Cavalry, 117; Chariotry, 138.
Solutré horse, 41.
Sores, 153, 188, 198.
Soudan, 208.
South Africa, 29, 31, 56, 177, 230-1.
Speed, 28.
Spine, 14.
Spirit of the horse, 81.
Sport, Sense of, 70, 88.
Spurs, 172.
Squealing, 91.
Stables, 201, 214 et seq.
Stadium, 101.
Stallions, 28, 66, 67, 68, 75.
Stampedes, 75, 234.
Stamping, 72, 91.
Standing, Manner of, 91.
Standings for horses, 217-218
Steppes, 7, 14, 41.
Stockrange, see Range.
Stock whip, 177.
Stomach, 36.
Strabo, 139.
Strength, 11.
Straight leg riding, 143, 207.
Stirrup, 154.
Stony Indians, 142.
Striking a horse, 26, 27, 29.
Stumbling, 158.
Suffolk Punch, 145.
Sugar, 198, 200.
Sunfishing, 78.
Sunlight, Coloration by, 11.
Suppling a horse, 185.
Surcingle, 109.
Swamps, 63.
Sweating, 91.
Sweat-pad, 152.
Sweden, 140.
Swimming, 6, 63.
Syria, 140.

Tail, 6, 28.
Tapir, 5, 22.
Tarpan, 9, 31, 36, 41.
Tartars, 115, 176.
Tears, 90, 116.
Teeth, 59.
Temper, 73.
Thames, 42.
Thirst, Endurance of, 64.
Thoroughbred, x., 214.
Thought transference, 92.
Throwing a horse, 75.
Touch, Sense of, 6.
Tracking, 191.
Training, 70.
Travel, 181 et seq.
Travois, 104, 105.
Treading, 77, 79.
Tropical light, x.
Trotting, 66, 186.
Trousers, 168.
Tunic, 167.
Turpin, Dick, 202.
Tying a horse, 195.
Turfed pasture, 33.
Tussock grass, 26.

Unsaddling, 201.
Unsoundness of horses, 214 et seq.
Utah, 61.

Valkyrs, 115.
Vaquero, 149.
Vice, 71, 81.

Waggon, 105, 121.

Water, 58; horses in, 62.
Watering, 64, 65, 72, 98, 195.
Wallets, 160.
War, viii., 70.
Warming a horse, 197.
Weapons, 176, 184.
Welsh pit pony 118.
Wesley, Richard, 158.
Whicker, 90.
Whinney, 90.
Whip, 76, 177.
Whiskey, 197.
Wheels, 105.
White horses, 35.
Wind, Holding the, 80, 184.
Winds, 18 et seq., 25, 26, 196.
Winged horses, 115.
Wolves, 58, 68.
Women, 132, 209.
Woodruff, Surgeon-Gen., x.
Working horses, Chap. VII.

Yakima Indians, 142.

Yukon, 24, 45.

Zebra, 9, 29, 31.

Zenophon, 118, 120, 144, 169.

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