Indexing requires skill to help readers find information efficiently. Indexers choose important topics from texts, write concise headings, and provide locators to relevant pages or sections. They consider style guidelines for capitalization, punctuation, and cross-references. Indexers may work from hard copies or digitally, using software to help generate indexes automatically. Their role is to analyze texts and anticipate readers' needs to create useful finding tools.
This document discusses different Gothic writing forms that were popular between the 12th-15th centuries. It describes Gothic Textura Quadrata as the primary script during this period, characterized by angular letter forms that create a woven appearance. Gothic Textura Prescisus is described as a more formal script with short, tall letter forms lacking serifs. Gothic Littera Bastarda is introduced as a hybrid script combining cursive and formal styles, seen in French and Belgian Books of Hours. Key features of each script like capital letters, ligatures, punctuation, and decorative elements are defined through examples.
The document summarizes the art of calligraphy. It defines calligraphy and discusses its history and importance. It also describes various calligraphy styles, tools, materials and techniques used, including different writing surfaces, inks, pens, brushes and styles. The document provides instructions for a calligraphy assignment asking students to write a poem using three different fonts.
This document contains the agenda for an EWRT 1B class. The agenda includes a quiz, a discussion of essay tips and terms, a lecture on author Sui Sin Far, an in-class writing prompt, and a discussion of essay #4. It also lists some common writing errors to avoid and provides definitions for the terms "transsexuals," "transphobia," "persona," "plot," and "point of view." There is background information provided on author Sui Sin Far and an excerpt from one of her works. The class will discuss this excerpt and address how and why Far resists passing as a different ethnicity. For homework, students are assigned to outline essay #4 and respond to a discussion
1) Authors get ideas from various sources like books, notes, and outlines. Some authors are also illustrators who sketch as they write.
2) To develop their ideas, authors conduct research at libraries, museums, and by interviewing people. They take extensive notes during the research process.
3) Writing a book manuscript can take one to two years to complete. Authors then send their completed manuscripts to publishers for consideration.
This document provides information on citing and referencing sources using the Harvard referencing style. It defines what an in-text citation and reference list are, and explains why citations and references are important. It gives examples of how to format in-text citations for different source types like books, chapters in edited books, and sources with multiple authors. It also provides instructions on how to format reference list entries for various source types, including books, book chapters, and edited books. The document aims to teach students how to properly cite sources when writing assignments and avoid plagiarism.
This document provides guidance on citing and referencing sources in assignments using the Harvard referencing style. It discusses the need to cite sources in the body of an assignment (in-text citations) and include a reference list. It describes the key components of in-text citations and reference list entries for different source types, including books, book chapters, journal articles, websites and more. The document emphasizes citing sources to avoid plagiarism and properly attribute ideas and information used in assignments.
This poem explores issues of class, language, and power through the speaker's experience in school. In 3 sentences:
The speaker recalls being told by teachers that his regional dialect was improper and being forced to adopt Received Pronunciation; however, he later rejects this imposition and reclaims his own voice and identity, using his home language and name. The poem examines how education can shape one's relationship to language and reinforce social hierarchies based on class and accent.
This document provides guidance for Year 8 history students on researching primary and secondary sources about medieval Europe. It outlines tips for choosing relevant sources, developing focus questions to guide research, taking effective notes, and citing sources properly. Students are given examples of primary sources showing early medieval rural communities and feudal systems, and secondary sources describing the development of towns and cities. They are instructed to analyze these sources by answering focus questions about medieval social changes.
This document discusses different Gothic writing forms that were popular between the 12th-15th centuries. It describes Gothic Textura Quadrata as the primary script during this period, characterized by angular letter forms that create a woven appearance. Gothic Textura Prescisus is described as a more formal script with short, tall letter forms lacking serifs. Gothic Littera Bastarda is introduced as a hybrid script combining cursive and formal styles, seen in French and Belgian Books of Hours. Key features of each script like capital letters, ligatures, punctuation, and decorative elements are defined through examples.
The document summarizes the art of calligraphy. It defines calligraphy and discusses its history and importance. It also describes various calligraphy styles, tools, materials and techniques used, including different writing surfaces, inks, pens, brushes and styles. The document provides instructions for a calligraphy assignment asking students to write a poem using three different fonts.
This document contains the agenda for an EWRT 1B class. The agenda includes a quiz, a discussion of essay tips and terms, a lecture on author Sui Sin Far, an in-class writing prompt, and a discussion of essay #4. It also lists some common writing errors to avoid and provides definitions for the terms "transsexuals," "transphobia," "persona," "plot," and "point of view." There is background information provided on author Sui Sin Far and an excerpt from one of her works. The class will discuss this excerpt and address how and why Far resists passing as a different ethnicity. For homework, students are assigned to outline essay #4 and respond to a discussion
1) Authors get ideas from various sources like books, notes, and outlines. Some authors are also illustrators who sketch as they write.
2) To develop their ideas, authors conduct research at libraries, museums, and by interviewing people. They take extensive notes during the research process.
3) Writing a book manuscript can take one to two years to complete. Authors then send their completed manuscripts to publishers for consideration.
This document provides information on citing and referencing sources using the Harvard referencing style. It defines what an in-text citation and reference list are, and explains why citations and references are important. It gives examples of how to format in-text citations for different source types like books, chapters in edited books, and sources with multiple authors. It also provides instructions on how to format reference list entries for various source types, including books, book chapters, and edited books. The document aims to teach students how to properly cite sources when writing assignments and avoid plagiarism.
This document provides guidance on citing and referencing sources in assignments using the Harvard referencing style. It discusses the need to cite sources in the body of an assignment (in-text citations) and include a reference list. It describes the key components of in-text citations and reference list entries for different source types, including books, book chapters, journal articles, websites and more. The document emphasizes citing sources to avoid plagiarism and properly attribute ideas and information used in assignments.
This poem explores issues of class, language, and power through the speaker's experience in school. In 3 sentences:
The speaker recalls being told by teachers that his regional dialect was improper and being forced to adopt Received Pronunciation; however, he later rejects this imposition and reclaims his own voice and identity, using his home language and name. The poem examines how education can shape one's relationship to language and reinforce social hierarchies based on class and accent.
This document provides guidance for Year 8 history students on researching primary and secondary sources about medieval Europe. It outlines tips for choosing relevant sources, developing focus questions to guide research, taking effective notes, and citing sources properly. Students are given examples of primary sources showing early medieval rural communities and feudal systems, and secondary sources describing the development of towns and cities. They are instructed to analyze these sources by answering focus questions about medieval social changes.
The passage provides an overview of slavery in the Roman Empire. It notes that slaves outnumbered citizens in the late Roman Empire and performed a wide variety of jobs. A slave's daily life depended on factors like where they originated from, how they became enslaved, and their skills or education. The passage describes some of the common jobs slaves had, such as working on farms or in mines, serving as household servants, and working in crafts like weaving. Many slaves gained freedom and citizenship as they aged.
The passage provides an overview of slavery in the Roman Empire. It notes that slaves outnumbered citizens in the late Roman Empire and performed a wide variety of jobs. A slave's daily life depended on factors like where they originated from, how they became enslaved, and their skills or education. The passage describes some of the common jobs slaves had, such as working on farms or in mines, serving as household servants, and working in crafts like weaving. Many slaves gained freedom and citizenship as they aged.
The document provides an introduction to English literature by defining what it is, discussing why it should be studied, and outlining the major English literary periods and some key authors. It defines literature as creative works that use language in novel ways to articulate new perspectives on the world. The study of English literature allows students to gain cultural understanding and strengthen critical thinking skills. Literary periods are discussed in relation to the major ideas shaping Western thought at the time. A timeline highlights some of the major texts that will be examined in the course.
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This document discusses how to analyze literary texts through their biographical and sociocultural contexts. It provides strategies for examining an author's life experiences and beliefs to better understand their work. Readers are also encouraged to consider the historical period a text was written in and how social, economic and political factors of that time may have influenced the work. Together, understanding an author's biography and the sociocultural climate a work was produced in can enhance a reader's interpretation and appreciation of the piece.
This document provides guidance on writing introductions for research papers. It explains that introductions should attract the reader, indicate the topic, and include the thesis statement. Introductions should not be comical, repeat the title, state the purpose outright, be personal, or summarize the paper. The document then categorizes different types of introductions, including informing, inquiring, contrasting, and quoting introductions, and provides examples of each.
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The document provides instructions for using the HelpWriting.net website to request writing assistance. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. The website promises original, high-quality content and refunds for plagiarized work.
Dictionary of Idioms and their Origins.pdfbeatrix15
The English language contains a vast store of idioms that can be used in creative and forceful ways. This totally revised and greatly expanded edition of Dictionary of Idioms examines over 500 phrases, tracing each one's source and history through a rich supply of examples. New entries include 'playing fast and loose' (from a 16th-century fairground game), 'head over heels' (a totally illogical variation on the more sensible 'heels over head') and 'knee-high to a grasshopper' (which won out over knee-high to a mosquito and knee-high to a toad). Mini-essays scattered through the book enable the authors to expand on such broader themes as: What is an Idiom?, National Rivalries, and the Old Curiosity Shop of Linguistics. While maintaining scholarly accuracy, Linda and Roger Flavell convey their great love of the curious in language in a way that will be irresistible to anyone who delights in words
Stuart Hall was a pioneering scholar in the field of cultural studies. He directed the influential Centre for Contemporary Cultural Studies at the University of Birmingham and coined the term "Thatcherism" to describe the policies and ideology of British Prime Minister Margaret Thatcher. Hall made major contributions to understanding culture as both a theoretical concept and political practice. The book provides an introduction to Hall's key ideas and influences across topics such as popular culture, media, racism, identity, and politics. It places his work in historical and intellectual context.
The document summarizes key details about the poem "Dover Beach" by Matthew Arnold. It notes that Arnold was known for both his poetry and prose. In 1850, he met and married Frances Lucy Wightman, and they spent their honeymoon in Dover, where Arnold likely drew inspiration for "Dover Beach." The document also provides context for a lecture on the aesthetics of poetry, which will include a presentation on Oscar Wilde and an introduction to writing a response to literature.
Legal Essay Writing. Academic Legal WritingJanet Jackson
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This document provides an overview of a lesson plan about London and the Queen for a Year 3 class. The objectives are to sustain attention, listen and speak appropriately, ask questions, take turns in discussions, and present drama. It then provides information about London, including its location, transportation methods, tourist attractions, population, and popular sights. Details are given about Buckingham Palace and the Queen, including facts about her life, coronation, and marriage. Finally, it outlines an 8-scene play involving the characters Laura, Leo, Class, Queen, Brown, Narrator, Dad, and Sandy.
This document discusses literary criticism in the late 19th century. It provides background on the Victorian era and the rise of scientism. It then discusses the literary movements of Realism and Naturalism. The document focuses on two important critics from this period - Hippolyte Taine and Matthew Arnold. For Taine, it summarizes his environmental elements of race, milieu, moment, and dominant faculty. For Arnold, it discusses his views on the function of criticism and establishing criteria for judging literature. The document concludes with discussion questions related to these topics.
This document provides information about Chinese literature. It begins with learning competencies and objectives related to describing Chinese literature and explaining texts in terms of literary elements. It then asks an essential question about how Chinese literature defines its culture and society. The rest of the document discusses classical and modern Chinese poetry and prose forms. It provides examples of important literary works and examines the historical contexts in which Chinese literature developed.
This document is the preface to a reference work titled Dictionary of Literary Characters. It provides background information on the development and scope of the dictionary. Some key details include:
- The dictionary contains over 40,000 entries on characters from novels, short stories, and plays from around the world and throughout history.
- It combines characters from previously published dictionaries focused on American and British novels with thousands more from recent decades and other languages/genres.
- The goal was to be as comprehensive as possible while maintaining a high standard of inclusion based on literary merit and influence.
- Entries provide concise but informative descriptions and the significance of each character within their work.
- The appendixes allow users to search by author
A training toolbox for editors - Hilary CadmanTheSfEP
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This document discusses how to analyze literary texts through their biographical and sociocultural contexts. It provides strategies for examining an author's life experiences and beliefs to better understand their work. Readers are also encouraged to consider the historical period a text was written in and how social, economic and political factors of that time may have influenced the work. Together, understanding an author's biography and the sociocultural climate a work was produced in can enhance a reader's interpretation and appreciation of the piece.
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The English language contains a vast store of idioms that can be used in creative and forceful ways. This totally revised and greatly expanded edition of Dictionary of Idioms examines over 500 phrases, tracing each one's source and history through a rich supply of examples. New entries include 'playing fast and loose' (from a 16th-century fairground game), 'head over heels' (a totally illogical variation on the more sensible 'heels over head') and 'knee-high to a grasshopper' (which won out over knee-high to a mosquito and knee-high to a toad). Mini-essays scattered through the book enable the authors to expand on such broader themes as: What is an Idiom?, National Rivalries, and the Old Curiosity Shop of Linguistics. While maintaining scholarly accuracy, Linda and Roger Flavell convey their great love of the curious in language in a way that will be irresistible to anyone who delights in words
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- It combines characters from previously published dictionaries focused on American and British novels with thousands more from recent decades and other languages/genres.
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During the budget session of 2024-25, the finance minister, Nirmala Sitharaman, introduced the “solar Rooftop scheme,” also known as “PM Surya Ghar Muft Bijli Yojana.” It is a subsidy offered to those who wish to put up solar panels in their homes using domestic power systems. Additionally, adopting photovoltaic technology at home allows you to lower your monthly electricity expenses. Today in this blog we will talk all about what is the PM Surya Ghar Muft Bijli Yojana. How does it work? Who is eligible for this yojana and all the other things related to this scheme?
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Explore the steadfast and reliable nature of the Taurus Zodiac Sign. Discover the personality traits, key dates, and horoscope insights that define the determined and practical Taurus, and learn how their grounded nature makes them the anchor of the zodiac.
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4. Indexes and indexers
Any simpleton may write a book, but it
requires high skill to make an index.
Rossiter Johnson (1840-1931)
Indexing requires a mixture of common sense
and reason plus an element of imaginative
helpfulness – all combining to help the reader.
Pat F. Booth and Mary Piggott, Training in indexing Unit
B: Choice and form of entries. 2nd ed. Society of
Indexers, 1995
5. Indexes and indexers
Indexes need not necessarily be dry,
and in some cases they form the
most interesting portion of a book.
H. B. Wheatley, What is an index? A few
notes on indexes and indexers. London,
1879; reprinted by the Society of Indexers,
2002 (from Hazel K. Bell (ed.), Indexers and indexes in fact and fiction. London: The British
Library, 2001)
6. Indexes and indexers
‘Indexers are like badgers: they are seldom
sighted in the wild, they do their work in the
darkness, and when you see one it’s usually
because they have been run over by an 18-
wheeler.’
Sam Leith, President of the Society of Indexers
7. Indexers are
typically:
• Graduates – often with more than one
degree, a subject plus a masters
and/or training such as librarianship,
archives, etc.
• On their second or third or fourth
careers, a wide range of career
experiences.
8. SI Training Course
SI Training course comprises:
• four course modules
• tutored indexing exercises and formal tests
• group online tutorials led by an experienced indexer
• an online workshop on embedded indexing
• a final non-assessed practical indexing assignment
creating an index to a full-length book
It is a professional qualification and the standard is high.
9. Finding an indexer
• SI Directory https://www.indexers.org.uk/find-an-
indexer/directory/
• SI networking – reciprocal agreement
10. Briefing an indexer
Points to discuss include:
• length and layout of the required index
• do you want more than one index?
• how much of the document is to be indexed?
• time schedule
• the fee
11. Style issues
• Filing order – letter-by-letter or word-by-word?
• Set-out or run-on?
• Typefaces
• Punctuation, e.g. between heading and first locator
• Capitalization of first letter of every entry?
• Locators in full or elided?
• Position of see also cross-references
12. Other points
• Who is the indexer’s point of contact? Make sure there’s
someone available if you’re on holiday
• Observations by the indexer
• Page 230 Sylvia Beech – elsewhere Beach, which I have
used in the index – see also page 281
• In 1908 King Edward and Queen Mary made a royal visit
to ...
• Two people of the same name and it isn’t clear if they
are the same person
• Proofreading observations
13. Indexing fees
• SI suggested rates - £25.50 per hour, £2.85 per page or
£7.70 per thousand words
• Indexer needs to look at the text to see what it is about,
how it is written and whether or not they fancy it.
• Expect to pay more for difficult material, it will take longer,
or if you want it ASAP.
14. How do indexers work?
• Do you have to read the
book?
• Do you have to understand
what it is about?
• Do indexers work on-
screen or from hard copy?
• How can computers help?
15. Thinking like an indexer
• Choosing what to index
• Cross references and double entries
• Personal names
• Locators
• Numerical headings
• Header letters
• Layout
• Capitalization of entries
• Filing order
• Non-alphabetical filing
16. Choosing what to index
• Remember that the purpose of an index is to enable the
user to retrieve useful information as quickly and easily as
possible.
• Do not include trivial or passing references.
• Bear in mind all the different types of user for whom your
index is catering.
• Be consistent in your level of coverage.
• Would anyone look for this entry?
• Would they find anything useful if they did?
17. What to index?
Gertrude Davenport, one of the most popular novelists of the
20th century, was born in 1896, in the last years of Queen
Victoria’s reign, in the staid seaside resort of Eastbourne (East
Sussex), the third child and much-loved only daughter of an
accountant father and teacher mother. She had a happy and
sheltered childhood, idolised by her parents and her two
brothers. She began to write almost as soon as she could
read, and was often discovered scribbling in corners; later she
recalled her eldest brother gently teasing her by calling her
‘our own little Jane Austen’. She went to various schools in
Eastbourne and then read English at Newnham College,
Cambridge.
(An imaginary book on 20th century British women writers)
18. What to index?
When she graduated in 1917 she volunteered to become an
ambulance driver in London; the experiences she had in the
following 18 months, so different to her sheltered middle-
class upbringing, were a deep influence on her and inspired
her to write her first novel, The lyre-bird, in spare moments
snatched from her long working shifts. As is common with
first novels, it is largely autobiographical.
World War I
19. What to index?
In 1924 her life changed with the publication of her next
novel, Angels’ wings (1924), which made her name; it became
a best-seller both in Britain and abroad, and was soon
translated into many languages including French, German,
Spanish, Italian and Portuguese.
In the first flush of her success she moved from Eastbourne to
a flat in London and mixed with the major literary figures of
the day, such as Virginia Woolf and E. M. Forster. Woolf noted
their first meeting in her diary for 20 July 1925; she found
Gertrude very shy, and one can guess that she did not have a
very high opinion of her writing.
Various languages? No –
passing mention in a list
20. writing the heading
feminist: ethics 20, 27, 52; ethnography 1, 3-4, 20-22, 24-25, 81; identity 3,
8, 10, 18, 25-26, 27, 31, 35, 66; method/methodology 1-4, 17-18, 20, 22,
25-26, 37, 40, 90; poet 3, 8, 20; pedagogy 3, 37; poetry 2, 18-20, 24, 94;
practice 18, 20, 32, 37, 94; scholars 96; scholarship 4, 10, 94; theory 17-18,
32, 37, 64
SI course says:
• Headings are usually most helpful if given in noun, verbal noun or
name form.
feminism: ethics..., ethnography... identity... methods.... poet... [do the
terms fit?]
• Terms with an adjective and a noun are entered directly – and inverted
feminist ethics
ethics, feminist..., vegetarian...
vegetarian ethics
21. adjectives alone
public: affairs policy... health ..., information services ..., speaking
i.e. a list of courses at a college - should be entered separately as they are totally
unrelated
public affairs policy
public health
public information services
public speaking
feminism: ethics ... ethnography... identity ... pedagogy... practice... theory... [of]
feminist methods
feminist poetry
feminist scholars and scholarship
Chinese attack (a kind of dummy attack)
Chinese House (place in the trenches)
22. Cross-references
• Cross-references should be used thoughtfully.
• The aim of a cross-reference is to help the user find
relevant information quickly, not to complicate and not
simply to connect things up which have a common interest.
23. see cross-references
see cross-references are made from non-preferred synonyms
and alternative forms to preferred headings.
agriculture see farming
AA see Automobile Association
Saki see Munro, Hector Hugh
24. see also cross-references
see also cross-references are made between related headings
cattle see also dairy farming
ponds see also lakes
women see also feminism
25. Double entries (double posting)
A double entry should be used instead if it would take up no
more space.
crop rotations 6, 24
rotation of crops 6, 24
rather than
crop rotations see rotation of crops
rotation of crops 6, 24
However, the indexer must ensure that the page numbers are
the same in each place.
26. When to omit cross-references?
A cross-reference should not be used where it does not lead to any
new locators.
birds 4, 5, 21; see also robins
robins 4, 5
A cross-reference should normally be omitted where it would be
adjacent to the entry concerned.
Early English style 22, 25
EH see English Heritage
English Heritage (EH) 35, 37, 38
English Nature 14–15
28. Position of see also cross-
references
implement sheds
Berkshire 13, 38-9
Lincolnshire 56
Northumberland 73, 84
see also cartsheds; machine sheds
implement sheds (see also cartsheds; machine sheds)
Berkshire 13, 38-9
Lincolnshire 56
Northumberland 73, 84
29. Indexing personal names
Give cross-references where necessary :
Dylan, Bob
Zimmerman, Robert see Dylan, Bob
Wellington, Arthur Wellesley, 1st Duke of
Wellesley, Arthur, 1st Duke of Wellington see Wellington
[or vice versa]
Tchaikowsky, Piotr Ilyich
Tschaikowsky, Piotr Ilyich see Tchaikowsky
30. Foreign names
Foreign names are often indexed uninverted:
Mao Tse-Tung
Mohammed Amed
But cross-refs can be made from the inverted form, if you think the reader
will look there.
Foreign names with prefixes should not be indexed under the
prefix:
Beauvoir, Simone de NOT de Beauvoir, Simone
Cross-refs not necessary
31. Other personal name problems
• Persons identified only by a given name or forename
should be indexed under that name:
Edward, the Black Prince
Teresa of Avila, Saint
• Hyphenated surnames are conventionally indexed under
the first element:
Burne-Jones, Sir Edward
• Nick names/professional names entered and sorted
directly:
Lady Gaga
Le Corbusier
32. Locators
‘The purpose of a locator is to lead the user directly to that
part of the document or collection containing the information
to which the index heading refers.’
Information and documentation – Guidelines for the content, organization
and presentation of indexes (BS ISO 999: 1996)
Can be page numbers, illustration refs, table refs, plate
numbers, volumes, paragraphs etc etc
33. Elision (minimal/ minimum
numbering)
none:
12–13, 20–27, 134–138, 200–204, 217–228
Hart’s Rules (Oxford Guide to Style):
12–13, 20–7, 134–8, 200–4, 217–28
Chicago Manual of Style:
12–13, 20–27, 134–38, 200–204, 217–28
Publishers/presses sometimes have their own variants. May also
depend on readers, i.e. children’s books, or space available.
35. Space before locators
Two spaces, or a comma and a space, are normally used
between the heading and the first locator:
roses 12
or
roses, 12
Apollo 13 12, 25, 36
SMC 18136 8, 28, 16
36. Special types of locator
bold type to indicate major coverage
public schools 84, 85, 87–8
ways of indicating illustrations and tables
Chichester, cathedral 24, 25 London, schools 36, 39 (T)
Chichester, cathedral 24, 25 (fig.) London, schools 36, 39 (table)
Chichester, cathedral 24, 25 (ill.) London, schools 36, Table 10
Chichester, cathedral 24, Fig. 7
Chichester, cathedral 24, Plate II
ways of indicating footnotes and endnotes
Green, Joshua 34, 37n6
Green, Joshua 34, 37n
Brown, Frederick 35, 38 and n
37. Filing numerical headings
Index headings beginning with arabic and roman numerals should be
placed in a separate sequence at the beginning of the index, unless there
are few of them, in which case they can be filed as if spelt out:
Twining, Louisa
200-pauper workhouses
Tynemouth
Numerals as prefixes in names of chemical compounds are disregarded in
alphabetization:
hepatitis
5-hydroxytryptamine
hypothyroidism
38. SET OUT
mackerel, 170–73
baked, 170–73
fried with bacon, 172
hors d’oeuvre au vin blanc, 355
smoked, 362
soused, 355
RUN ON
mackerel, 170–73; baked, 170–73; fried with bacon, 172; hors d’oeuvre au vin
blanc, 355; smoked, 362; soused, 355
Adapted from Jane Grigson, Fish Cookery (Penguin)
Layout: set out or run on?
39. igloo-type
greenhouses, 313
Indian shot, 325
informal hedges, 178
insecticides, 330–43
insects:
pests, 329–37
predators, 344, 345
wildlife gardens, 201
intercropping, 243
irises, 123
Irishman’s cuttings, 108
iron, 15, 17
Japanese knotweed,
353
Jerusalem artichokes,
250
juniper, 274
kale, 255
kitchen gardens,
ornamental, 202–3
see also vegetables
Igloo-type
greenhouses, 313
Indian shot, 325
Informal hedges, 178
Insecticides, 330–43
Insects:
pests, 329–37
predators, 344, 345
wildlife gardens, 201
Intercropping, 243
Irises, 123
Irishman’s cuttings, 108
Iron, 15, 17
Japanese knotweed, 353
Jerusalem artichokes,
250
Juniper, 274
Kale, 255
Kitchen gardens,
ornamental, 202–3 see
also Vegetables
Capitalization of main entries
UK style US style
40. WORD-BY-WORD
Green Belt
Green Card (film)
green plovers
green-rooms
Greene King Ltd.
greenfinches
Greenland
Greenwich
LETTER-BY-LETTER
Green Belt
Green Card (film)
Greene King Ltd.
greenfinches
Greenland
green plovers
green-rooms
Greenwich
Filing order
41. WORD-BY-WORD
anal canal
anal fissure
anal fistula
anal sphincters
analgesia
LETTER-BY-LETTER
anal canal
anal fissure
anal fistula
analgesia
anal sphincters
Filing order – more examples
Example from D. Blake and others, Indexing the medical and biological sciences
(Society of Indexers, 1995)
42. Cats – sort order?
caterpillars
cat's cradles
cat burglars
cat-ice
catacombs
Catholic church
catmint
catsuits
cattle
Catherine wheels
Word by word:
takes account of the spaces between the
words, alphabetizing each word
separately (a hyphen counts as a space)
Letter by letter:
ignores spaces and hyphens and
alphabetizes straight through
44. Filing order for multi-word
headings
Index headings beginning with the same term should
be filed in the following sequence:
term with or without subheadings: cats
breeds
care
term with qualifier: Cats (periodical)
term as first element of a longer term: cats’ cradles
46. What makes a good index?
An index is a practical tool for the retrieval of information,
and if it does not do this efficiently it is useless.
The best test of a good index is not whether it obeys a set of
rules but whether it does its job efficiently.
It must ensure that as much information as possible is easily
retrievable by the index user, whether or not he or she has
read the text.
47. What makes a good index?
It should be sufficiently detailed to meet the expected needs
of the user.
It must permit the retrieval of information by a variety of
entry routes.
It must cater for someone seeking specific information which
may be marginal to the main subject of the book.
It must cater for someone who does not already have a good
knowledge of the subject of the book.
48. What makes a good index?
The detail, style and layout of an index should be consistent.
It should be constructed according to a logical, balanced,
considered, and easily recognizable pattern.
It should be as user-friendly as possible. The more trouble the
indexer takes, the easier the index will be to use.
49. What makes a good index?
The indexer should be impartial and objective both in
selecting subject matter and in choosing terminology.
The indexer must have sufficient knowledge to fully
understand the subject matter of the text.
51. Changes – get them right
Lauren Pikó Milton Keynes in British Culture, Routledge
Author’s index?
Some issues with names?
Patrick Abercrombie needs to be in
A
Effort to correct William Morris left
him lingering in the Ws
52. Making changes – ethical issues
• Censorship – selective or deliberate exclusion of entries,
often because of cultural beliefs of the anticipated
readership or author request
• An indexer was asked to include every mention, however trivial, of
a particular culture and its creation myth, but not to include any
references to evolution. Conflict between the indexer’s
responsibility to their client and to the profession and the readers.
• Text antithetical to the indexer’s belief
• The subject matter was not clear when the indexer accepted a job,
and the book takes an opposing stance to one the indexer holds
(abortion, war, politics). If the indexer completes the index, have
they inadvertently or purposefully introduced bias?
53. Assessing an index
• Assessing an index
• Proofreading an index
• Dealing with problems
54.
55. • Is it of the agreed
length?
• Is alphabetical order
correct?
• Is punctuation
consistent / does it
follow house style?
• Is spelling accurate?
Assessing an index
56. • Are the headings
appropriate/relevant
for the readers?
• Are there long ‘strings’
of undifferentiated
locators? (5-6 max, up
to 7-8 occasionally)
• Are locators correct?
Assessing an index
57. • Lots of locators at the
main heading and some
random subs
• No subheadings
• Lord Holland – statue of
in Holland Park
Main entry locators
Tilley, Christopher ed. London’s Urban Landscape, UCLPress
A statue of a seated third Lord Holland looking south, cane in
hand, is in the middle of the pond. A pigeon sits on his head,
and shit runs down his bronze face (fig. 9.3). A schoolboy
passes by, giggles, and takes a picture on his iPhone.
58. • Are the subheadings
useful?
• Is the most
important word at
the beginning
• Are they in a logical
order?
jewellery
from the bath house
from the cemetery
from the mausoleum
from the villa
jewellery
armlets
beads
bracelets
brooches
finger rings
pendants
Assessing subheadings
59. Subheadings, overcomplicated
loose cannabis, 30-1, 105-6
marijuana, 30, 30, 62
memorabilia, 51
menus, cannabis, 29, 32, 62-3, 103-4
Rewriting the book in the index may
not help the reader.
Jacques, Scott Grey Area: Regulating Amsterdam’s Coffeeshops, UCLPress
60. Subheadings, order of
Jon Agar Science Policy under Thatcher, UCLPress
The sort order under the
entry for Margaret Thatcher
is based on the first word –
but prepositions and
conjunctions are usually
ignored in subheadings
Would this be better if the
important words were
prioritised?
61. Chapters - break them down
Duncan, D and Smyth A eds. Book Parts. OUP.
62. Subheadings, of the chapter
Rosenow, D., M. Phelps, A. Meek and I. Freestone, 2018. Things That
Travelled: Mediterranean Glass in the First Millennium CE. UCLPress
The entry for gold-glass could perhaps have been
focussed on the aims of the paper - gold-glass
techniques, or split into techniques, phases and
items, possibly also find spots.
The see also x-ref from gold-glass
to Wilshare collection is
reciprocated.
The level of indexing is not the
same for the two chapters.
64. French, 12
• Are locators correct?
• Are the headings
appropriate/relevant
for the readers?
Assessing an index
65. • Do cross-references
work?
• see (from a term with no
locators to another term
with locators)
• see also (from a term with
at least one locator to
another term with locators)
• Do double entries
match?
Artful Dodger, 134. see also Dickens,
Charles
Defoe, Daniel, 93, 191. see also Flanders,
Moll, Fiction
Dickens, Charles, 18, 93, 134, 135, 138,
139, 191. See also Artful Dodger,
Fiction, Magwitch Abel.
Fiction 20, 39, 69, 93, 134-35, 139, 191.
See also Artful Dodger, Defoe
Daniel, Dickens Charles, Literature,
Magwitch Able, Novel
Literature, 4. See also Fiction, Novel
Magwich, Abel, 18-19 See also Dickens
Charles
Novel, 67, 69 109, 134, 139, 162. See
also Fiction, Literature.
Assessing an index
p93 – the lives of some of Britain’s earliest Australian
transportees provided easy fodder for a curious
public, and proved every bit as fantastical as
something Dickens or Defoe created.
p191 – suggested reading list
66. • Is the layout
consistent?
• Is the text indexed
consistently?
• Is the introductory note
helpful?
Assessing an index
Lady Shore set sail with almost 70 female
convicts, 30 crew, about 60 soldiers and
some German, Spanish and French
political prisoners and some reprieved
male capital convicts ... There was an
uprising of the French prisoners and it
ended up at Montevideo in Uruguay ... the
female convicts were offloaded and some
eventually became servants in the city.
67. Introductory notes
Most indexes need an introductory statement on:
• coverage
• conventions observed
• arrangement
• other relevant matters, if not self-evident
Index entries are arranged alphabetically in letter-by-letter order
(spaces between the words in an entry being ignored); ‘cashless
society’ therefore precedes ‘cash nexus’.
Numbers are arranged as though spelt out, e.g. ‘10-minute rule’ is
filed as ‘Ten-minute rule’.
References to dictionary pages have the suffix D; those to footnotes
are indicated by n.
68. Proofreading: checking
indents
• are they the right depth?
• are turnovers correctly indented?
shrimps, 288–90
butter, 22
Pompano baked with stuffing,
128
potted, 290
sauce
English, 24
Madame Soares’s, 31
velouté, 34
shelling, notes on, 290
turbot with shrimp sauce,
109–10
Adapted from Jane Grigson, Fish Cookery (Penguin)
69. ……
……
shrimps, 288–90
butter, 22
Pompano baked with
stuffing, 128
potted, 290
sauce
English, 24
Madame Soares’s, 31
velouté, 34
shrimps cont.
shelling, notes on, 290
turbot with shrimp
sauce, 109–10
smoked fish, 350–67
cooking, notes on, 358
paste, 387–8
Adapted from Jane Grigson, Fish
Cookery (Penguin)
‘Continued’ lines
right-hand page new left-hand page
70. ARDINGLY
canals 14, 46
electricity supply 223, 225, 227
railways 67, 133, 136, 194, 197–8, 219
London, Brighton and South Coast Railway
108, 112, 142, 195
London and Brighton Railway (Rennie) 71,
72, 75
roads and turnpikes 17, 52–3
water supply 159–60
ARDINGLY
canals 14, 46
electricity supply 223, 225,
227
railways 67, 133, 136, 194,
197–8, 219
London, Brighton and
South Coast Railway 108,
112, 142, 195
London and Brighton
Railway (Rennie) 71, 72,
75
roads and turnpikes 17, 52–3
water supply 159–60
Is larger type always preferable?
71. Feedback to the indexer
• The author says that all the page numbers are out by two
• Can we include the ref to Anni Albers, she’s really popular (in a
paragraph about Richard Grune “He was instructed to repeat the
preliminary course, as were eight other students, including one who
would become among the most famous Bauhäusler, the future Anni
Albers.”)
• Can we include Churchill? A book about the history of the NHS written
by a retired GP
• in a sentence about a surgeon - Philip “Pip” Newman was the elder statesman,
a gentle bear of a man, veteran of Second World War medicine, the man
chosen to repair Churchill’s fractured femur, an expert in spinal disorders and
the Secretary of the British Orthopaedic Association.
• And in a paragraph about buildings - “I was fortunate to work in two buildings
that were fit for purpose and of superb design. They made me glad to work
there, to expand what we were doing for patients and ourselves. Churchill was
right. Buildings that we shape ourselves do indeed allow us to do more, and so
help shape what we do and do not do. His observation needs extending to a
coordinated plan throughout the NHS, and as the population ages, we need it
ever more quickly.”
72. Dealing with problems
• What sorts of error can you fix yourself?
• Keep in mind possible knock-on effects on other
parts of the index
• Are you sure you fully understand the complexities
of the index?
• Dedicated indexing software enables many
changes to be made very easily
• … consult the indexer if at all possible
73. Asking the indexer to make
changes
• the indexer best understands the structure
of his/her own index
• any change may have knock-on effects on
the rest of the index
• dedicated indexing software enables many
changes to be made very easily
• if not, you risk infringing the indexer’s moral
rights
74. Making changes 1
• Software changes – ask the indexer to do this kind of thing:
• All pages have shifted up by two, or a section has moved because
widows and orphans have been dealt with, a picture moved etc.
You don’t know how many entries are affected by a small change,
very easy for the indexer to do this.
• Layout – you want to save space by changing from set-out to run-
on
• Page numbering – elision – you want to save space by changing to
a more compact version
• Capitalization – chances are the indexer can do this in the software
but they may need to make some changes to the terms to make
sure the meaning is clear (Viola – instrument or plant?)
• Subheading orders – you want to change from alpha to another
75. Making changes 2
• You want to take out sub-sub entries. Software can usually
collapse these, but the indexer might need to reallocate
some of the locators by introducing other sub headings
• Rephrasing entries to shorten lines – the indexer knows if
they have used similar phrases elsewhere and can make
changes to all affected entries by grouping text.
• If you take out chunks of entries what will the knock on
effects be? The indexer knows!
• If you or the author add entries are you making them
correctly, are they only passing mentions? How does it
impact on the usability of the index by the readers?
77. End – thank you for listening!
Nicola King
chair@indexers.org.uk
Editor's Notes
Ask for essential qualities of good index before showing next slides.
Mulvany details on resources sheet.
Now some quotes about indexers.
These quotes are on the handout.
How to brief an indexer [style issues – next slide]
how much space available?
If you are unsure of the length of index required, the indexer will probably be able to help you if you send a sample chapter.
How many pages? how many columns per page, lines per column, characters per line?
Sample of a previous index in same format is useful.
Do you want more than one index? Sometimes if there’s a lot of place or personal names a subject index can be overwhelmed and it easier for the readers to use the index if separate indexes are supplied. Software allows us to do this easily but it should be asked for before starting. Some indexers set up indexes so they can be split at the end and may offer separate indexes if they think the index needs it.
how much of the document is to be indexed? e.g. prelims, footnotes, illus. etc.
Delivery date – nb expect to pay more for a rush job.
And of course, the fee.
So much possible angst can be avoided by getting everything agreed at the start.
Other points [if time – no slide]
who should the indexer contact with queries?
proofreading by the indexer
Sylvia Beach the proprietor of Shakespeare and Co in Paris. Well known enough that it needed checking outside the text. Publisher ignored it and it was picked up in a review as an example of proof reading not being good enough.
King Edward and Queen Mary made a royal visit, at which they expressed regret that such magnificent paintings were leaving England. [The year was 1908] King Edward reigned 1901 to 1910 his wife was Alexandra their son was George V, who married Mary of Teck.
Slide 1: do you have to read the book?
Answer: more or yes less – but you get used to reading in a particular way to pick up what you need. Picking out subjects but not necessarily following the argument (brochs article)
Lots of different ways of working; but most indexers
look quickly through the whole text and get an overview
make entries – some read and mark up the proofs first,
others read and make entries in same process without marking the proofs,
some work from pdf only, no hard copy
edit and finalise the index
Slide 2: do you have to understand what it is about?
The indexer has to understand the book – you can’t make an intelligent index if you don’t understand the subject matter – that’s why it’s important to find an indexer with appropriate subject knowledge, particularly for academic books.
e.g. Stained glass
Slide 3: do indexers work on-screen or from hard copy? Some and some. Use of pdfs - almost all indexers will use them these days, for searching, for cutting and pastings. Two screens useful. Examples of my marked up text: next slide.
Slide 4: how can computers help?
Most nowadays use a dedicated computer program like Macrex or Cindex or SKY which takes out the drudgery – sorting into alphabetical order, typing repeated headings, checking cross-references, etc. More on this later.
A preliminary to doing some quick exercises in choosing what to include in an index.
Basic guidelines for student indexers.
DK guidelines cover much of this:
Ask yourself what the reader is likely to want to look up. Avoid entries are that are too general or just unlikely to be helpful to the reader. For example, in a book about climate change there was an entry for “responsibility”; such references need to be weeded out
by editors.
[BUT THEY SHOULDN’T BE THERE ANYWAY IF THEY CHOOSE A PROFESSIONAL INDEXER! ALWAYS CONSULT THE INDEXER BEFORE TINKERING]
This is the first para of a chapter about Gertrude Davenport (also imaginary!)
What would you index here? What would you not index?
Davenport, Gertrude yes
Victoria, Queen no
Eastbourne probably
accountants probably not – doesn’t give useful info about accountants
teachers ditto
Austen, Jane no – well-known trap!
Cambridge, Newnham College yes
Novelists?
What is the implicit subject in this paragraph? WW1
What else to index?
London Probably lots of other refs in the book, so yes
Title of the book Useful as entry on its own, and/or under author’s name? People may remember one but not the other.
(This ties up with bit in their guidelines about indexing works of art)
autobiography/autobiographical novels?
nb test matches
New indexers sometimes pepper indexes with unnecessary cross-references.
Indexer needs to know the subject to get this right.
Locators only at target entry.
Locators at both entries.
Need to know your subject.
Much easier for user, esp. less academic who may not understand what see also means – but pitfalls for indexer (need to put same locators in both places)
4 and 5 are already at birds
First version is ISO 999 preference. [what do DK do? check]
Second allowed by ISO 999 for long entries.
Cross-references needed for persons known by more than one name.
Leads us on to stuff on personal names. (All on handout too – so skip through next few slides if time short)
nb make xx from inverted form if you think reader will look there. Needs of reader are paramount.
Reference books for names: UBCIM Names of persons.
Indexer centrepieces – professional indexer will know to look there. Part of professional’s expertise
Locators in ebooks can take you directly to the word or phrase without having to hunt around.
Numbers should follow the convention outlined below:
entry 23–24
entry 124–25
entry 103–05
i.e. generally NOT single numbers after elision (unless we’re talking about pages 1–9 of the book) [i.e. not quite Chicago or Penguin]
Exception 1: on some large books with very long indexes where space is an issue, a
single digit after the en-dash, rather than two, may be more appropriate, as long as it’s
used consistently throughout the index. Decide before commissioning. [i.e. Hart’s Rules]
Exception 2: see notes on DK younger children’s indexes at the end of this guide.
Strings are bad because readers can’t remember a lot of random numbers.
Usually 5 or 6 maximum, up to 7 or 8 occasionally, some publishers require fewer so maximum of 3 or 4. Depends on the audience.
Space can be a determining factor, also if entries involve numbers it is better with two spaces after the term i.e. space exploration, star names. Decide before commissioning, but no big deal if needs to be changed later if the indexer is using software.
These you do need to decide on in advance, not so easy to change in software.
9/11 gets multiple cross refs
What are the pros and cons?
Upper: easier to scan Lower: takes less space
Nb use of semicolons
Run on is possible with 2 layers of subheadings but it is cumbersome.
What’s the difference?
w-by-w:
takes account of the spaces between the words, alphabetizing each word separately (a hyphen counts as a space)
recommended in BS ISO 999
l-by-l:
ignores spaces and hyphens and alphabetizes straight through
Widely used, particularly in scientific and medical indexes
Pros and cons – why do we need two ways? See next slide.
Hyphen = space
Word by word and letter by letter
Note that Chicago Manual of Style says ignore hyphen in word-by-word – i.e. cat-ice would file after Catholic church. (Same applies to slashes – none here.)
cat-ice is a think sheet of ice from which the liquid water underneath has receded or drained off.
Filing order needs to make sense to the user, who won’t think about the rules.
Can be complicated! If you are puzzled, please don’t just assume the indexer has made an error – ask them to explain.
Biographies – often in the order of the life.
Importance of clear organization.
nb this is all on the handout.
Tailored to target readership – important to know what this is.
Double entries, cross-refs
Boxholt story- prob omit
An index is a structured sequence - resulting from a thorough and complete analysis of text - of synthesized access points to all the information contained in the text.
The structured arrangement of the index enables users to locate information efficiently.
Nancy C. Mulvany, Indexing Books. University of Chicago Press, 1994 (and 2005?)
Indexers like pattern-making.
Impartiality difficult in a controversial book.
Subject knowledge >> stained glass
There wasn’t anything on pages 131-132 about pigeons, it was about field telephones in the version I had. I don’t know if they changed the text at all in v1. In V2 there still wasn’t anything about pigeons on pages 131-132.
Indexer didn’t know to indicate notes – discussion of Open University on page 40 is in the notes should be indicated which note, note 89.
What’s this book about?
Can you tell from this page?
It’s a book I bought last year that was indexed by the author and is a fine example of what can go wrong if you let an author do their own indexing and they don’t really know what they are doing. Some authors are great, some less so.
What is the reader to think about this? Are the subs somehow more important than the main? Did the author/indexer think they were more important?
Holland Park chapter 353-401 – not broken down into subheadings, how is the reader to know what it is about? Ranges over 8 to 10 pages, depending should be broken down with subheadings.
Lord Holland statue – possibly not even worth mentioning -
Usefulness is in the eyes of the reader – it can be easy to index by findspot, but it more useful to indicate the type of finds being grouped together. May need to use a thesaurus to group thing successfully.
Logical order depends on context – biographies and biographical details in the order in which they occurred in the person’s life, or in a book about modern language teaching the languages could have subheadings for each school stage: early years, KS1, KS2 etc.
Over complicated and unnecessary.
Software automatically ignores and, as, on etc, but some entries need to be rewritten to get the important bit up to the front. Also need to group together related things.
Book is a series of papers about glass. The chapter on gold-glass is pages 22-40 with an appendix of finds on pages 41-43
French, 12
There a mention of the fear of the French at the bottom, but it’s in brackets – could be a passing mention? Might not need an entry of its own. The subject of the paragraph is actually ‘ war, impact on transportation’ – and there is an entry for war.
But what else is on page 12?
First paragraph there are six mentions of a woman called Hannah and one about Sarah Roberts. Page 11 tells us that 21 year old Hannah Gorman was convicted of stealing boots, shoes, pillowcases and handkerchiefs
Do Hannah and Sarah appear in the index? No they don’t.
Female convicts? No. Women? No. Early Career Researchers busily unpacking hidden women’s history. Still hidden. She has an entry for children (child convicts) who were transported, but nothing to show that the book talks extensively about women convicts and free settlers and their relationships with the men they left behind, the convicts, and the settlers and the new families they started.
The author had decided to only include the names of people she thought readers would ALREADY KNOW. So Defoe, Dickens but not the potentially unknown. If you were interested in your family history would you want to find out who she talks about? Is your great great grandfather/mother in the book or not?
150 people named as either convicts or something to do with the convict system – gaolers, ships’ captains, warders, guards etc. 100 men and 50 women.
Do cross-references work? [check a few; and n.b. an index lacking xx is suspect]
Do double entries match? i.e. are the page numbers the same?
e.g. agriculture 34, 56, 93; farming 34, 56
[if not suggests careless editing – they have to be checked at the last stage]
[n.b. an important part of the indexer’s job is to second-guess the reader and add entries or xx from all likely entry points]
Are subheadings in a logical order (if not alphabetical)? [e.g. chronological]
Is the layout consistent?
No – punctuation all over the show.
Is the text indexed consistently?
[The hardest thing to check, but v. important. Are the concepts you’d expect to find included? Look up some at random.
[Leise et al suggest: Go over about 10 pages of text and try to find subject matter from that section in the index, in various alternative places :Japanese whaling industry: whaling, Japan, commercial whaling industries, etc. Do this for at least two 10-page sections per 100 pages.]
Is the introductory note helpful? [do include it if provided!]
If the indexer isn’t being asked to check the indents, please get check them yourselves. Turnovers should be indented further than the last sub heading
Column breaks – include in style guide, generally best avoided?
– Sub-entries may be split across column breaks; where a list of sub-entries breaks
across a column, repeat the entry heading at the top of second column, like this:
Japan cont.
railways 334
shipbuilding 356
watch out for slippage due to changes and knock-on effects of adding continueds.
MISS THESE 2 SLIDES OUT PROBABLY
The larger type version in column 2 has two more turnover lines and is thus more complicated to read as well as taking up more space.
Last slide but one.
Indexers make errors just like anyone else in the publishing process, though generally they have a very low tolerance level for errors and check very carefully - obsessively so!
Remember, the indexer has lots of experience about how best to arrange things, so whatever they’ve done is probably very carefully thought out.
Consult the indexer if at all possible – see next slide.
and des). Useful for the indexer to know, anyway – they don’t get much feedback.
If you think there are more serious problems, approach the indexer tactfully:
Ask questions – do not make accusations. You may have misunderstood something.
Give an example of something you want changed – the indexer will be able to make the changes throughout the index (sometimes globally). Don’t tinker with the index file yourself – if a lot needs doing, it may be easier for the indexer to go back into the indexing program anyway. See below.
[Arnia’s index – author took out some entries but left all cross-references. Sam’s index – author wanted every place on every map indexed when not relevant, would have made the index as long as the text.]
Moral rights: From website, 2016: [copyright is ours unless signed away; moral rights can’t be signed away]
An indexer is entitled to assert moral and/or economic rights in accordance with copyright legislation. Most indexers have cordial relations with their publishers, but in this era of formalization both indexers and publishers should be aware of their respective rights.
The following clauses embody indexers’ rights under current English law, and are suitable for incorporation into the contract between indexer (‘supplier’) and client (‘publisher’). They cover copyright and moral rights and restrict the use of the index (‘Product’) to that specified by the owner.
1. Ownership/licence to use
1.1 The publisher acknowledges that any copyright or other rights subsisting in the products of any of the services hereunder (‘Products’) shall belong to the supplier absolutely.
1.2 The supplier hereby grants to the publisher a royalty-free licence to use the Products for the full copyright period subject to such a licence being limited to:
1.2.1 the purposes set out in the publisher’s order;
1.2.2 the media specified in the publisher’s order;
1.2.3 the territory specified in the publisher’s order.
1.3 For the avoidance of doubt the publisher has no right to alter the Products without the prior written consent of the supplier.
2. Right to be identified
The publisher hereby agrees that the supplier shall have the right to be identified with the Products and undertakes to identify the supplier with the Products when exercising its rights pursuant to clause 1.2.
Good chapter on indexing in Butcher’s Copy-editing gives guidance on index assessment.
Indexing for editors and authors: Chapter 9 – ‘Editing an index without tears’ – is particularly good.
Copies on Amazon at silly prices in March 2019