High school English teachers in Sweden sometimes ask me why they should buy the Echo books for their classes.  My answer is in two parts –– firstly, why we English teachers should invest in textbooks in general, and secondly why the ones I wrote might be a better investment than the others.

Firstly, why invest in textbooks at all?  It’s a fair question.  I myself taught for years without textbooks, and now that my students have English textbooks, we still don’t use them every lesson.  But I’ve grudgingly come to understand that the right books are worth requesting funds from your department head or principal.

Why are high-quality textbooks worth purchasing?

 Develop a common understanding: I support students’ freedom to choose novels to read (this increases their interest in reading them); however sometimes the whole class benefits from reading and discussing shorter texts together, to help us develop a common understanding.

2  Help for both struggling and bored student: Both struggling and bored students benefit from having textbooks to turn to, struggling students because the book serves as an extra resource, bored students because the books serve as intellectual stimulation when they have already grasped concepts.

3  Students trying to catch up appreciate textbooks: For students trying to catch up with coursework, textbooks help.  It’s helpful to be able to refer them to a specific chapter first, and then later answer any questions they might still have.

4  Textbooks are designed to fit course goals: Textbook authors and editors spend months, sometimes years, planning, writing, editing and fine-tuning texts and exercises to fit the national curriculum’s course goals –– which means that if we use textbooks (or parts of them) efficiently, we spend more time teaching, and less time scrambling to meet curriculum goals.

Why buy Echo: Main Issues, specifically? 

1  Designed and written for Gy11  My editor Åsa and I designed every aspect of the books with the course goals in mind. (Other books still being sold were originally written for the old curriculum).

2  Purpose-written texts.  I’ve designed the texts in each book to be psychologically engaging and offer a complete reading experience –– unlike the extracts or adaptations to be found in other books.  (Yes, I wrote all the texts in Main Issues 5 & 6, even if they appear be be written by other people.)

3  Integrated linguistic exercises –– I wrote the exercises together with the texts, so they are fully integrated with one another.

4  Respectful writing workshops: Other books encourage students to criticize each other’s text in a peer-response process.  Unfortunately this leads to poor textual analysis –– and hurt feelings.  Echo: Main Issues follws the same guidelines I use with my college students: analysis of how a texts works for us, structurally and linguistically, without any value judgments or helpful suggestions. And the author remains silent and listens, in order to avoid unnecessary apologies, explanations, corrections, and arguments.  It’s a tried-and-true method, and very helpful.

4  Natur och Kultur’s democratic mission: Natur och Kultur Publishers is a non-profit foundation whose mission is to work for peace and democracy.  Thus the stories and other texts I wrote have a democratic purpose –– they deal with issues like bullying, football hooliganism, racism, poverty, gun violence, women’s rights, etc.

5  Professional experience. I bring professional experience to these books.  I’ve been publishing professionally since I was seventeen –– working for newspapers, magazines, as a translator and editor, and as a fiction and non-fiction author since 1987.  I also have a double-masters in English Literature and Education, and I’ve been teaching since the 1990s.  In addition to high-school English, I also teach creative writing at a college in Stockholm.  So for intance the reference sections of the books that deal with various types of texts and writing feedback –– these are issues I’ve been working with professionally for decades.