Proofing, Editing and Drafting Your Own Work Louise Livesey Academic Skills Adviser This workshop will... - Introduce you to the processes of drafting, editing and proofing - Identify and share a number of common errors people make in written papers - Provide tips on proof-reading effectively 16/12/15Academic Skills Advice1

The Plan… 1. What is the difference between drafting, editing and proofreading? 2. The three steps of editing 3. Proof-reading tips 16/12/15Academic Skills Advice2

1. What is the difference….? 16/12/15Academic Skills Advice3 Draft Edit (Revise ) Redraft Edit (Revise) Redraft Proof

Editing/ProofreadingE/P 1. Appropriateness of argumentE 2. GrammarP 3. Position of ideasE 4. PunctuationP 5. Level of FormalityE 6. Order of sectionsE 7. Spelling and typographical (italics, bold) errors P 8. Word choiceE Activity 1: Editing or proof-reading job 16/12/15Academic Skills Advice4 1. What is the difference….?

2.The three steps of editing Step 1: Light touch Step 2: The big questions − Structure − Relevance of arguments − Evidence Step 3: Academic style − Third person − Unnecessary material − Long sentences − Long words − Strong nouns and verbs − Voice 16/12/15Academic Skills Advice5

Step 2: The big questions Introduction: outline of structure; interpreted task/? correctly; conclusion Structure: logical sequence; signposts; topic and transitional sentences Argument points: 1:2:1; clear Evidence: relevant; accurate; specific Conclusion: mirror; conclusions 16/12/15Academic Skills Advice6 2.The three steps of editing

Step 3: Academic style Third person and detached Unnecessary material-Activity 2: word count Long sentences Long words Strong nouns and verbs Voice-passive 16/12/15Academic Skills Advice7 2.The three steps of editing

Activity 2: Word count edit This essay attempts to evaluate the business model and e-strategy of web based business Amazon.co.uk. The company’s success of Amazon.co.uk will be analysed through different services that it offers to customers specially focusing on their online book service and z shops. It is based on the mixed research of articles and other literature obtained from different writers. Before embarking on an approach to analysing the business model, there is a need to explore the its meaning of the business model. Paul Timmers (2000) has defines the business model as: “an architecture for product, service and information flows, including a description of the various business actors and their roles” (p.46). Although there are different kinds of business models, but they have all got one thing in common: they are designed to make money for their owners in the long run. 16/12/15Academic Skills Advice8 2.The three steps of editing

A. This essay evaluates the business model and e-strategy of Amazon.co.uk. focusing on their online book service and ‘z’ shops. Timmers definition of the business model, “an architecture for product, service and information flows” (2000: 46), will be applied to this examination whilst appreciating that all different business models have one thing in common: they are designed to make money. (51 words not inc quotation so about a 1/3 of original piece) B. To evaluate, you have to analyse the ‘thing’ itself (in this case Amazon’s business model) and then go outside of it to see how other companies use different model to then make a judgement about the ‘thing’. You would expect to use a variety of source material (on-line info; reports; research). Don’t forget appropriate academic style so have quite a long second sentence including a quotation. 16/12/15Academic Skills Advice9 2.The three steps of editing

3.Proof-reading tips Take a break between writing and proof- reading Proof-read when you are at your best Proof-read backwards Use resources Ask someone else to read it Know your usual mistakes Use a ruler One type of error at a time Use the spell-checker CAREFULLY 16/12/15Academic Skills Advice10

In the second half of the ninteenth century as labour and information moved more rapidly and easily across borders new pressures for change were generated bringing with them unprecedented social and cultural fragmentation rarely seen before. Metropolises grew at inconceivable rates into vast cities drawing workers in from the countryside to interact with the new foreign migrant labour flooding in from all over Europe, developing a new urbane, cosmopoltan culture, fuelled by rising literacy and a popular press with mass readership. Not only were traditional social classes changing with movement up and down the social structure, but I found that cultures and traditional customs were being threatened by an exodus away from the rural areas in to cities, and by international, cosmopolitan influences that flowed across borders. Activity 3: Editing and proof-reading 16/12/15Academic Skills Advice11 3.Proof-reading tips

In the second half of the nineteenth century as labour and information swept across borders, new pressures for change were generated, bringing with them unprecedented social and cultural fragmentation. Towns grew at inconceivable rates into vast cities drawing workers in from the countryside to interact with the foreign labour flooding in from all over Europe. Here a new cosmopolitan culture developed, fuelled by rising literacy and a popular mass press. Not only were traditional social classes changing with movement up and down the social structure, but cultures and customs were being threatened by movement away from the countryside in to cities, and by cosmopolitan influences that flowed across borders. Suggested answer 16/12/15Academic Skills Advice12 3.Proof-reading tips

The forces of uniformity in tastes, culture and fasion that touched just about every European society that engaged in trade and commerce were fuelled by the revolution in communications alone. Consumers demanded the best of what they bought irrespective of where it was demanded the best of what they bought irrespective of where it was produced, so architecture, clothes and fashions were discovered to be increasingly the same and, except where they were consciously prolonged, national syles slowly faded. Evn in the 1930s it was already apparent that a time was approaching when it would be impossible to tell one country’s towns and cities from another and, add to th is the impact of dance music, the cinema and the wireless, even the cheap recreational literature that more and more drew its inspiration from the US, and it became clear to a growing number of people that their social and cultural identitiy, once a source of patriotic pride and a sense of belonging, was disappearing beneath a uniform, cosmopolitan culture, that was constantly changing. 16/12/15Academic Skills Advice13 3.Proof-reading tips

The revolution in communications was fuelling forces for uniformity in tastes, culture and fashion that touched just about every European society that engaged in commerce. Consumers demanded the best product irrespective of where it was made. Architecture, clothes and fashions were increasingly the same, and, except where they were consciously prolonged, national styles slowly faded. Even in the 1930s, it was already apparent that a time was approaching when it would be impossible to tell one country’s towns and cities from another. Other impacts included dance music, the cinema, the wireless, and even the cheap recreational literature that increasingly drew its inspiration from the US. It became clear to a growing number, that their social and cultural identity, once a source of patriotic pride and a sense of belonging, was disappearing beneath a constantly-changing yet uniform, cosmopolitan culture. Suggested answer 16/12/15Academic Skills Advice14 3.Proof-reading tips

Cottrell, S. (2013) The study skills handbook. 4th ed. Basingstoke: Palgrave Macmillan. Greetham, B. (2013) How to write better essays. 3rd ed. Basingstoke: Palgrave Macmillan. Redman, P. (2001) Good essay writing. 2nd ed. London: Sage Publications Ltd. References 16/12/15Academic Skills Advice15

Academic Skills Advice Service Where are we? Chesham Building B0.23. Give us a call or come speak to us via B0.23 Who am I? Louise, the dedicated workshop adviser. Who can help me with study and writing skills? Lucy and Russell run Instant Study Skills Advice sessions every weekday 10-4 and Writing Skills Clinics three times a week. You can also access self-help resources on our Who can give me maths advice? Helen and Michael specialise in Maths support for students though clinics and pre-booked appointment. How do I get in touch? academic- Telephone: academic- 23/12/15Academic Skills Advice16

Any questions? 16/12/15Academic Skills Advice17