Submission Guidelines.
Dundurn is currently accepting submissions for fiction books matching one of the following descriptions:
Literary
Mystery/Thriller
Middle Grade & YA
Dundurn is currently accepting submissions for adult non-fiction books in the following areas of interest:
Canadian History, Politics, Current Affairs
True Crime
Paranormal
Arts & Culture
Business & Economics
Transportation & Travel
Biography/Autobiography/Memoir
Health & Well Being
Canadiana & Local Interest

Please include in your submission:

• A cover letter
• A one-page synopsis of the contents of your book
• A table of contents and chapter-by-chapter outline
• A resume or CV that includes a list of your previously published works
• A marketing plan for your book.
• At least three sample chapters of your book, formatted in Times New Roman font, 12-point type, double spaced, and standard margins. Do not submit a complete manuscript unless requested to do so.
• A word count for the entire manuscript
• A delivery schedule

Submissions may be emailed to submissions@dundurn.com

Submission Guidelines.

Thank you for thinking of ECW Press! We proudly publish an eclectic list of nonfiction, poetry, and fiction — but we don’t publish in every category under the sun. Before sending in your proposal, please familiarize yourself with our recent titles to see if your book fits with our publishing program. We are committed to publishing diverse voices and experiences. 

Note: ECW accepts fiction and poetry submissions by Canadians only; there are no citizenship restrictions on writers submitting non-fiction.

Please send your proposal to submissions@ecwpress.com with your manuscript’s title in the subject line and include:

A cover letter explaining what your book is about and why you think it’s a good fit with ECW. https://ecwpress.com/collections/young-adult

1. A brief bio, including your city of residence, and publication history.
2. A sample of the manuscript. For fiction and non-fiction, 15–25 pages. For non-fiction, please also send an outline of the entire work.
3. We heartily prefer electronic submissions; sending by email will save you time, resources, and money. Win-win! We prefer .doc or .docx format, but accept text in the body of your email or PDFs.
4. We read and consider each submission we receive, but it does take some time. Do not resubmit the same proposal multiple times; repeated attempts will be ignored. ​We thank you for your patience.

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Guidelines for Authors & Illustrators
Orca Book Publishers receives many submissions over the course of the year and aims to consider each one carefully so we appreciate your patience with this process.


It is important that you familiarize yourself with our publishing program before you send us a submission. Please browse our website, download a copy of our current catalogue and review the guidelines below.


If you decide to submit a book proposal, please note:

• We only publish Canadian authors.
• Please include your contact information, email and mailing address.
• We accept submissions in hard copy by mail, or digitally by e-mail. We do not accept submissions by fax. No phone calls, please.
• We would prefer that you query us with a cover letter, a synopsis, and/or several sample chapters rather than the entire manuscript (see specifics for each genre below).
• No editorial comment will be provided unless the submission has the potential for publication with Orca.
• In your cover letter, please include a brief summary of your book and how you feel it will fit with our publishing program.
• Include a short biography of yourself and any publication history, if applicable.
• Include a marketing plan (including thoughts on how your book could be promoted and who you think will buy your book).
• For non-fiction, please include a table of contents.
• Indicate if your submission is a multiple submission.
• Please note: due to high volume, the review process can take up to six (6) months from the time we receive your submission. We appreciate your patience.
  
  
  

If you are submitting by e-mail:

• Attach the manuscript in a single, separate document.
• Double space all materials.
• Please do not send digital images by e-mail. Images that accompany your manuscript can be sent by mail on DVD for onscreen review.
• E-mail your submission to submissions@orcabook.com.

Middle Reader fiction

• Contemporary or fantasy stories with a universal theme, a compelling, unified plot and a strong, sympathetic child protagonist who grows through the course of the story and solves the central problem themselves
• Well-researched stories dealing with or taking their inspiration from historical subjects, but not thinly disguised history lessons
• 35,000 to 50,000 words
• Target audience: readers for this genre can range anywhere from 8 to 13 years old. Please be clear about the target age group for your work in your cover letter.
  

A cover letter and the first three (3) chapters should be sent to the attention of Tanya Trafford.
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By: Chris Billingsley

It might seem obvious, but in the world of storytelling, elementary teachers make great middle grade authors. We have a front row seat to the comings and goings of a wide range of characters from the age of four to thirteen.

So keeping that in mind, here are my top three reasons why teachers should write more middle grade stories.
​

All great authors do research, whether it be for factual information or to ensure a character’s dialogue and actions are authentic to their real life counterpart. 
​
We research clothing and costuming, and fact check historical dates and events to make sure that whatever we’ve included in the story is realistic for the period and/or person we are writing about. For example, while writing, The Raven’s Watch, I researched the legend of the Ravens that inhabit the Tower of London. I had to find out who the King was at the time and exactly how that legend came to fruition. (By the way, there are still six ravens in the Tower of London today).

Teachers who write for the kids they teach have the ‘golden research ticket’. We are constantly surrounded by our target audience. Everyday is a new day to learn about our character's personality quirks, the language they use when speaking to authority figures, and more importantly, to their peers.

Through reading conferences, book reports and independent reading selections, teachers learn what books their target audience is reading. They learn how the kids comprehend the texts they read, and what plot lines, character traits and vocabulary the students engage most with.

And here’s a nifty little caveat. If your story takes place in a school, you are an expert in how things work. For example, how do the students move in the halls?  What do morning announcements sound like?  How does a teacher get her classes attention? What does her teacher voice sound like? What is the routine of a fire drill?

If you are not a teacher, or haven't had the pleasure of standing in front of thirty noisy eight-year-olds, you may politely ask your class to pay attention.  As  a teacher, you know that never works - in fact,  that approach will most certainly get you eaten alive. You may count down from 5. Maybe do a rhythmic clapping pattern, or even come up with a catchy game in which you shout something and the class responds back to you.  

Point is, think about how much more authentic your story will be when you have the voice and mannerisms of the teacher at the front of the room down pat. And further, you’ll know exactly how your characters will respond to situations because you see them do it everyday.

Snedly Higgins, the main character in my new story tentatively entitled, Snedly Higgins: Sixth Grade Ninja is a story loosely based on a student in my class who was so quirky and unique, I just had to write a story centered around him.
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The Raven’s Watch was actually born from of a class project I did with my seventh grade class. We were reading Moira Young’s, Blood Red Road as a class read aloud and the kids were eating it up. I decided to do a narrative writing unit, where we would create a plot line for a book and sum it up into a single sentence. With all due credit to the Snowflake Method, we began by looking at this example;

“An eleven-year-old wizard tries to stop an evil sorcerer from coming back to life.”

Do you recognize it?

Of course you do.  And so did they.

So off we went, trying to come up with a hook for our stories. I came up with mine;

“A seventeen-year-old boy and his sister must reignite an ancient order of freedom fighters to prevent an evil emperor from taking over the world.”

A little over dramatic, I know, but you get the gist. It summed up my story.  And the kids loved it.  If it were not for their encouragement and excitement, The Raven’s Watch might never have been written. Not only did they encourage me, they read along with me, offered suggestions and were candid about what they liked and didn’t like.  

Though they may not have had the knowledge of a professional writer’s group, they knew what they liked and what they didn’t.
​

You might think teachers make great authors because they teach the mechanics of writing, parts of speech and sentence fluency everyday.

And while this is somewhat true, an already overcrowded curriculum as well as the demands for higher achievement in standardized tests make focusing on the “little things” difficult. Spelling dictation and grammar workbooks have gone the way of the dodo.
​

Often, this is left to the end, when ideas are down, plot and structure have been finessed and the student finally has something that logically makes sense. Only then, if there is time, can we go back and edit for syntax, grammar and spelling (It’s amazing how with all the spell checkers out there, kids still hand in typed up, finished work with spelling mistakes.)

It is worth noting though, that much of what we teach our students gets tossed out the window when you work at becoming a professional author. In some cases, you get told that what you’ve been instructed to teach students about writing is not the way to do it in a novel. This was a difficult lesson for me to learn, and one I still struggle with today.

One example that comes to mind is the overuse of adverbs.  We teach students to use adverbs to make the action more descriptive.

Student: “Taylor ran to the store.”

Teacher: “How did he run to the store?  

Student: “Taylor quickly ran to the store.”

And we praise Johnny for using an adverb correctly. (I know it’s a bad example, but I'm just trying to make a point.)

But now If I teach more like a writer and less like a teacher, I may instead say:

Teacher: “Okay, Johnny, that’s better, but now I’d like you to not use an adverb, but still tell me he ran quickly.”

Student: “Huh?”

Teacher: “How else could I know he ran quickly without using the word, quickly.”

Student:(in a perfect world)  “The wind whistled through Taylor’s hair as he sprinted for the store.”

I’ve learned a lot about writing that I didn’t know before. I learned about overusing adverbs, and avoiding filter phrases like “feel” , “realize” “watch”, and “see” among others.

I understand, “show versus tell” and though I taught it all the time, only now as a writer do I truly get it.

​And sometimes, you just need to tell.

Teachers make great middle grade authors because they are experts in the behaviours, learning styles, and language of their target audience. We are doing research everyday, just by doing our jobs.

I’d love to see more teachers write for middle graders.  So what are you waiting for?

C~

By: Chris Billingsley

​Twas’ the night before the Masters and all through the land
Not a creature was stirring, not even Mahan.

The green jacket was hung in Butler’s cabin with care
In hopes that our favorite player would soon be the wearer.

We fans were all nested all snug in our beds,
While visions of amen corner danced in our heads.

And Mama in her green kerchief and me in my 13under cap
Had just calmed our minds for a pre-Masters nap.

When out on the putting green there arose such a clatter
I sprang from my bed to see what was the matter.

Away to the window I flew like the flash
Tore open the shutters and threw up the sash.

The moon on the slope of Augusta’s 16th green
gave a luster of mid-Sunday to those in its sheen.

When what to my wondering eyes see below
But a handful of analysts, and seven crazy tour pros.

Led by a Masters Champion so lively and quick
I knew in a moment it must be Sir Nick.

More rapid than eagles and birdies they came
And he whistled and shouted and called them by name:

Now Tiger, Now Phil, Now Jordan and Day,
On Rory, On Rickie, On Scott now let’s play!

To the top of the rankings, to the top of them all!
You can't wear the jacket until all your putts fall!

So onto the 18th, the top players flew,
With a bag on their shoulder, their caddies came too.

And then in a twinkling, I heard one of them say,
"I can’t find my caddy! He was headed this way!"

As I drew in my head, and was turning around, in through the door, came Rickie Fowler with a bound.

He was dressed all orange, from his head to his foot
And his clothes were labelled in Puma, quite simply put.

With a bundle of loose clubs all strewn on the floor
he looked like might pass out, like he couldn’t take anymore.

His eyes how they twinkled! His dimples so merry,
But all was in vain as his desperation verged on very!

His droll little mouth had fallen to a frown, for he knew his Master’s bid was losing its ground.

He was lean and he was fit but his whole body, it was shaking,
I just had to inquire to the nature of this quaking.

“My caddy disappeared, do you know what this means?
I can’t win the Masters alone, I’m part of a team!” 

With a wink of my eye and a twist of my head
I soon gave him to know he had nothing to dread.

I spoke not a word, but packed his clubs so they’d work
And filled up his bag, then turned with a jerk.

“I’ll be your caddy Mr. Fowler, you have nothing to fear
You’ll don that green jacket, for this is your year.”

And laying his finger aside of his head
And giving a nod, to the 18th we sped.

After we’d put in the prep, and read all the breaks
Rickie Fowler and I, agreed on the stakes.

“If I win the Masters, my bag you’ll have earned.
And I’ll support 13UNDER, your kindness returned.

With victory assured, 18 was a mere kick-in.
I hung back from my player, it was his moment to win.

But I heard him exclaim as strode out of sight,
Happy Master’s to all! And to all a great night!

Enjoy The MASTERS everyone!

The Ravens Watch was born of necessity, but raised with love and encouragement. Here's some insight into its creation. In 2011, I gave my grade 7 and 8 class this challenge: "I'd like you to tell me a story in one sentence." They looked at me liked I was crazy. "But it can't be done!" they cried.

So, as any awesome teacher would do, I created an exemplar to model for my students and projected this line onto the SmartBoard(tm)

"A seventeen-year-old boy, and a magical tower of London raven must resurrect an ancient guild called, The Raven's Watch, to rescue his sister from an evil sorcerer before he turns her to the dark side."

And the students LOVED it.

Using their enthusiasm and excitement as motivation, I churned out TEN chapters the first month. I tried out my one paragraph synopsis on other students around the school, under the guise that I was looking for a "Read Aloud", and was considering this book. It went something like this;

"Seventeen-year-old Henry Halstead is in deep trouble. His parents are missing, their country Manor burned to the ground, and what’s worse, the Emperor he’s destined to destroy has kidnapped his little sister. And it’s all his fault. Thanks, in part, to his rightful place in The Raven’s Watch - an ancient order of magical guardians, once thought destroyed – the Emperor now knows that Charlotte is to become very powerful. In order to reduce the population by eradicating those he deems ‘flawed’, Emperor Voth will need to turn her against The Watch, and her brother."

The response was overwhelming. I was flooded with comments like, "What book is that?", "Is that in our library?", "Can I read it?"

Over the next year and a half, I wrote as much as I could when I had time. I had written up to the end of Part II: The Island, but my forward progressed had stalled and months passed without much writing being done.
Two visits within one week of each other proved to be the motivation I needed to get back to the story and finish the manuscript.

The first visit was a class trip to the London Central Library to listen to Wesley King, author of the Vindico (thevindico.com) speak about writing, and his novels. (which, by the way was the winner of the Red Maple contest, so I highly recommend that you read the Vindico and the sequel Feros right now!)

Actually. Wait. You need to finish reading this first.

While listening to Wes speak, my story-telling juices started to flow and I knew I had to finish my book. When he said that "Out of 100 people who start a novel, only 3 will finish. Of those three, only one will see it published."

It was right then and there, that I decided that I was going to be one of the three.

And I was going to be the one.

You can imagine my thrill when I approached Wes after the presentation and he graciously offered to read it over and give me some feedback. Needless to say, the next few chapters poured out like water from a crumbling dam. I sent it to Wes a few weeks later and as he promised, he returned it to me with some feedback, encouraging words and an offer to help me along the way as a mentor. I am forever indebted to Wesley King and Wes, if you are reading this, I offer my most sincere appreciation.

The second visit came form two former students, Liam and Tad, who were in grade ten now, returned to my classroom to visit me. The first question Liam asked was if I had finished my book. I was already motivated to finish, but to have these boys come back over a year later and ask about it had a profound affect on me. it showed me that this story was worth writing and worth fighting for.

Liam read the first (awful!) draft and loved it. He wants to play Keyln in the movie.

I have an amazing circle of friends and family that support me and have a long list of people who want to be beta readers. I have colleagues that were the very first beta readers who trudged through contraction hell, and too much "telling" and not enough "showing" to support this quest.

My manuscript is nestled safely in the wondrously magical hands of my agent Marisa Corvisiero of the Corvisiero Literary Agency, and I could not be more excited to be working with such an amazing agent.

I have answered the Call to Adventure and am looking forward to taking my first step into Departure.

Stay Tuned!