THE EDITING PROCESS

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THE EDITING PROCESS

• PUTTING A GOOD OUTFIT
• ON A GREAT IDEA

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EDITING DEFINED

• When editing, a writer dreses a piece for an
  audience, whether that audience is a teacher,
  classmates, or thousands of readers.
• Editing includes proofreading to find and
  eliminate errors, but it is more. It is a matter
  of finding the best words and sentence structures.

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Editing vs. Revision

• Editing alters surface structure (paint job) vs.
  revision, which alters deep structure (the
  building).
• Editing changes tend to be words or punctuation
  marks more than sentences or paragraphs.
• Both can happen throughout the process, but
  editing tends to continue later.
• You can hear revision, but you may only see
  editing.
• Editing is the Writing Conventions standard,
  but revision is the Writing Process standard.

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Proofreading Tips

• Let the paper sit before proofreading.
• Read the paper aloud.
• Read the paper backwardslast sentence first.
• Read the sentences backward checking for
  spelling.
• Use a proofreading partner.
• Circle any words you think may be misspelled and
  then double check with a partner or dictionary.
• Use a word wall or personal spelling list to
  check spelling demons

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CUPS A Proofreading Acronym

• C apitalization
• U nderlining
• P unctuation
• S pelling

Write the word CUPS in large letters at the top
of the page. After you check for Capital
letters, cross out the C. Check Understanding by
reading aloud or backwards to make sure you did
not write a sentence that makes no sense. Then,
cross out the U. Continue proofreading, checking
for Punctuation (P) and Spelling (S) in the same
way. Reading for only one thing at a time is
very accurate. Crossing out CUPS shows you have
done proofreading on your own.
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EDITING ROUTINES

• Daily Oral Language
• Peer editing
• Conferences
• Word walls
• Personal spelling lists
• Editing checklists
• handbooks

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Daily Oral Language How close is it to real
editing?

• Correct each of these run-on sentences
• by adding a period in the right place
• Todd had never been there he was excited to go.
• The museum is in a beautiful spot it overlooks a
  canyon.
• People were doing crafts we could watch their
  work.
• Molly had read about Japan she was prepared.

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Daily Oral Language Tips

• Use sentences that come from your students
  writing rather than from a commercial text.
• Involve students in discussing both correct and
  incorrect sentences
• Discuss different ways of saying the same thing
  not just mistakes.
• Have students keep a DOL notebook, but vary the
  focus and the format of the activity.

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Try these sentences

• He told me not to think and he told me not to to
  try to make paragraphs he wanted me to just
  write.
• Everyone got to bring their best piece of writing
  to the Young Authors Conference at the end of
  the semester.
• I had to do it her way because she wasafter
  allthe teacher.
• I like to to think up stories, writing poems if
  they dont have to rhyme, and to publish my ideas
  on the internet, but I do not however enjoy
  writing research papers or having to write what
  someone else thinks is a good idea.

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Sentence Development

• Sentence Combining
• Chunking
• Sentence unscrambling
• Sentence imitation

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SENTENCE COMBINING

• How many ways can you combine these four short
  sentences into one correct one? Be careful not
  to change the meaning.

• In the movie, the giant reptile wagged its tail.
• The tail knocked over the skyscraper.
• The tail was thick and scaly.
• The reptiles name was Godzilla.

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Some possible answers

• In the movie, the giant reptile, Godzilla,
  knocked over the skyscraper with his thick scaly
  tail.
• Godzilla, the giant movie reptile, used his thick
  scaly tail to knock over the skyscraper.

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Chunking

• Helps students to see the structures within
  complex sentences by marking off the meaningful
  pieces they see/hear. For example

On my way home / after school/ I met / Jason and
Brad / and we went/ to Taco Bell / for some
fajitas.
TRY THIS ONE Alyssa and I have always been on
the same track team but this is the first year
that we competed against each other.
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Possible way of chunking

• Alyssa/ and I/ have always been / on the same
  track team/ but / this is the first year/ that we
  competed/ against each other.

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SENTENCE UNSCRAMBLING
Students are given chunks on cards or slips of
paper and are asked to arrange them in a
grammatical way-- so that they make sense. For
example

• on the same track team Alyssa and I the first
  year have always been against each other but this
  is that we have competed

After they assemble the sentence, students can
discuss how to punctuate it.
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Sentence imitation

• Look for the chunks within this sentence, and
  then try to write a new sentence with the same
  chunks.

Unfortunately, the people at the party made a
mess, and some of the older boys were asked to
leave.
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Possible answers

• Unfortunately, the people at the party made a
  mess, and some of the older boys were asked to
  leave.
• Eventually, the soldiers in Iraq established
  order, so all of the larger cities were saved
  from destruction to leave.
• At first, the team from our school took the
  lead, but the championship was lost at the buzzer
  by a lucky shot.

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EDITING LINKS

• http//thewritesource.com/APA/APA.pdf
• Shows a typical academic paper written according
  to the APA guidelines used for publishing in
  education.
• http//owl.english.purdue.edu/
• Has an example of an editing checklist and a
  review of most of the editing problems common in
  college level writing
• http//grammar.qdnow.com/
• Provides podcasts from Grammar Girl about
  issues related to correctness and style