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THE EDITING PROCESS

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Title: THE EDITING PROCESS


1
THE EDITING PROCESS
  • PUTTING A GOOD OUTFIT
  • ON A GREAT IDEA

2
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.

3
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.

4
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

5
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.
6
EDITING ROUTINES
  • Daily Oral Language
  • Peer editing
  • Conferences
  • Word walls
  • Personal spelling lists
  • Editing checklists
  • handbooks

7
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.

8
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.

9
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.

10
Sentence Development
  • Sentence Combining
  • Chunking
  • Sentence unscrambling
  • Sentence imitation

11
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.

12
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.

13
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.
14
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.

15
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.
16
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.
17
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.

18
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
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