fantasy and myth. Other segments of the book market include non-fictional works that some may not characterize as literature but exist within the same marketing space, such as popular history, biography and autobiography, political and celebrity memoirs, self-help and educational books, popular science and technology, accounts of social problems, and futuristic projections. Authors and publishers' agents produce considerable documentation preparatory and subsequent to the successful publication of literature: prospectuses, developmental editing notes, contracts, correspondence with potential reviewers, press-releases, marketing plans, etc. Writing within education and educational institutions Formal education is the social context most strongly associated with the learning of writing, and students may carry these particular associations long after leaving school. Alongside the writing that students read (in the forms of textbooks, assigned books, and other instructional materials as well as self-selected books) students do much writing within schools at all levels, on subject exams, in essays, in taking notes, in doing homework, and in formative and summative assessments. Some of this is explicitly directed toward the learning of writing, but much is focused more on subject learning. Students receive much writing from their teachers as well in the forms of assignments and syllabi, directions for activities, worksheets, corrections on work, or information about subjects or exams. Students also receive institutional notices and regulations, sometimes to be shared with families. Students also may write teacher evaluations for use by teachers to improve instruction or by others reviewing quality of teacher instruction, particularly within higher education. Writing also pervades schools and educational institutions in less visible and memorable ways. Since schools are typically hierarchically arranged bureaucracies, writing also circulates in the forms of notices and regulations that teachers receive from their supervisors and arrange their instruction according to district and state syllabi and regulations. Teachers often must produce and submit lesson plans or other information about their teaching. In primary and secondary education teachers may need to write notices or letters to parents about matters relating to their children's learning, school activities, or regulations. Within school hierarchies many memos, notices, or other documents may flow. National policies and regulations as elaborated by ministries or departments of education may also be of consequence. Additionally, research in the various subject areas and in educational studies may be attended to by educators in the classroom and higher bureaucratic levels. And of course, subject learning draws on the knowledge produced and authorized by disciplines.