how to revise, proofread, and edit: the efficient way secondary education sarah llewellyn
TRANSCRIPT
How to Revise, How to Revise, Proofread, and Edit: Proofread, and Edit:
The Efficient WayThe Efficient Way
Secondary EducationSecondary Education
Sarah LlewellynSarah Llewellyn
AgendaAgenda
PretestPretest
Assessing Prior KnowledgeAssessing Prior Knowledge
How to Revise, Edit, & ProofreadHow to Revise, Edit, & Proofread
Modeling ActivityModeling Activity
Revising
Editing
Introduction
Proofreading
Assessment
Essential QuestionsEssential Questions
How can we make the revision process How can we make the revision process more student-directed?more student-directed?
Does skipping a step affect students’ Does skipping a step affect students’ work (especially on state testing)?work (especially on state testing)?
Does including each step really benefit Does including each step really benefit students’ learning/writing? students’ learning/writing?
How can teachers implement each How can teachers implement each time-consuming step in a no time time-consuming step in a no time classroom?classroom?
What’s the Difference?What’s the Difference?
ReviseRevise: rethink and change ideas: rethink and change ideas
EditEdit: change language, improve : change language, improve style, word choice, and sentence style, word choice, and sentence structurestructure
ProofreadingProofreading: focus on overlooked : focus on overlooked errors in spelling, grammar, etc.errors in spelling, grammar, etc.
(Skwire & Wiener, 2006, p. 97)(Skwire & Wiener, 2006, p. 97)
The ObstaclesThe Obstacles
Steps Steps are are mergedmerged
Steps Steps are are omittedomitted
No timeNo time No effortNo effort No skills No skills
RevisingRevising
First draft First draft Content, organization, purpose Content, organization, purpose
– most importantly MEANING– most importantly MEANING ARGUMENT = THESIS ARGUMENT = THESIS
Revising QuestionsRevising Questions
Are your paragraphs in the right order?Are your paragraphs in the right order? Do they make sense and work together?Do they make sense and work together? Are your transitions smooth and your Are your transitions smooth and your
conclusions strong?conclusions strong? Have you avoided sounding wishy-washy Have you avoided sounding wishy-washy
or too aggressive?or too aggressive? Is the voice too passive? Is the voice too passive?
(Brady, 2003, p. 18). (Brady, 2003, p. 18).
Common Revising ErrorsCommon Revising Errors
Passive/Active Passive/Active VoiceVoice
Sentence Sentence Fragments/ComFragments/Comma Splices ma Splices
Awkward Awkward SentencesSentences
Sentence VarietySentence Variety
Shaping Shaping ParagraphsParagraphs
TransitionsTransitions Style (Tone, Style (Tone,
Voice, Voice, Audience, Audience, Purpose)Purpose)
First StepFirst Step
Focus on the content of your essay Focus on the content of your essay first, worry about simple errors laterfirst, worry about simple errors later
Revise Introduction and Conclusion—Revise Introduction and Conclusion—is the paper coherent? (Does it flow?)is the paper coherent? (Does it flow?)
Next, revisit the body—either add Next, revisit the body—either add new info or make more concise new info or make more concise
EditingEditing
First/Second draftFirst/Second draft Language, word choice, Language, word choice,
transitionstransitions Can focus on Can focus on
grammar/conventions – bigger grammar/conventions – bigger ideasideas
Common Editing ErrorsCommon Editing Errors
Subject/Verb AgreementSubject/Verb Agreement Noun/Pronoun AgreementNoun/Pronoun Agreement Word ChoiceWord Choice ModifiersModifiers
AdjectivesAdjectives AdverbsAdverbs
Second StepSecond Step
After first draft is rewritten, After first draft is rewritten, look at editing in phaseslook at editing in phases
1.1. ConcisenessConciseness
2.2. Word ChoiceWord Choice
3.3. Sentence StructureSentence Structure
ProofreadingProofreading
First/second/third draftFirst/second/third draft GrammarGrammar SpellingSpelling PunctuationPunctuation
Common Proofreading Common Proofreading ErrorsErrors
CapitalizationCapitalization First WordsFirst Words Proper Proper
Nouns/AdjectivesNouns/Adjectives
SpellingSpelling HomophonesHomophones Doubling ConsonantsDoubling Consonants Silent VowelsSilent Vowels ie vs. ei ie vs. ei
PunctuationPunctuation Semi-Colons/ColonsSemi-Colons/Colons ApostrophesApostrophes Quotation MarksQuotation Marks Hyphens/DashesHyphens/Dashes EllipsesEllipses CommasCommas End MarksEnd Marks
Third StepThird Step
Not Last Step! Not Last Step! Reread paper for errorsReread paper for errors
proofread after you revised the content proofread after you revised the content but before you write the final draft—but before you write the final draft—check for grammar and spelling errorscheck for grammar and spelling errors
proofread a second time to check for proofread a second time to check for errors you may have missederrors you may have missed
TipsTips
Read slowlyRead slowly Do not try to revise, proofread, and Do not try to revise, proofread, and
edit at the same timeedit at the same time Be familiar with errors you typically Be familiar with errors you typically
makemake Remove wrong words or extra lettersRemove wrong words or extra letters Do not trust the spell check- it is Do not trust the spell check- it is
man-mademan-made
Useful WebsitesUseful Websites
College BoardCollege Board
Delaware Department of Delaware Department of EducationEducation
How to Get FeedbackHow to Get Feedback
1.1. Read your work aloud twice.Read your work aloud twice.
2.2. Don’t defend your work.Don’t defend your work.
3.3. Take notes on what others tell you.Take notes on what others tell you.
4.4. Ask questions to clarify what others say.Ask questions to clarify what others say.
5.5. Thank people for their comments. Thank people for their comments.
6.6. Never apologize for the piece you’re Never apologize for the piece you’re going to read.going to read.
(Strong, 2006, (Strong, 2006, p. 119)p. 119)
How to Give FeedbackHow to Give Feedback
1.1. Listen for the overall effect in the 1Listen for the overall effect in the 1stst reading. reading.
2.2. Make notes/comments during the 2Make notes/comments during the 2ndnd reading. reading.
3.3. Tell what you liked best about the writing.Tell what you liked best about the writing.
4.4. Identify a place in the writing that may need Identify a place in the writing that may need work.work.
5.5. Comment on content and organization first, Comment on content and organization first, then mechanics.then mechanics.
6.6. Be specific by pointing to places on the paper. Be specific by pointing to places on the paper.
(Strong, 2006, p. 120)(Strong, 2006, p. 120)
Fishbowl ObservationFishbowl Observation
Positive RolesPositive Roles Cheerleader Cheerleader QuestionerQuestioner HelperHelper EncouragerEncourager LeaderLeader
(Strong, 2006, p. 120-(Strong, 2006, p. 120-121)121)
Negative RolesNegative Roles CriticizerCriticizer Dominator Dominator MushmouthMushmouth ClownClown DetailerDetailer SleeperSleeper
Peer ReviewPeer Review
ReadWriteThink Peer Editing TutorialReadWriteThink Peer Editing Tutorial
ReadWriteThink Peer Editing ReadWriteThink Peer Editing WorksheetWorksheet