Editing & Polishing Your Study Post-Graduate Research Module

Asking for Feedback Focus on areas you with which you need help. – I tend to use a lot of run on sentences. Would you help me watch out for those? – Please let me know where you think my writing is a bit choppy.

Giving Feedback Remember the gentle and honest approach – The content is fine...if you catch those run-ons your message will be clearer. – You have great things to say. Try varying your words a bit to get those ideas out a little more vividly. Here are some ways you could do that.... – Provide balanced (positive and negative) comments.

Conferring 1.Focus on editing drafts of 2 peers. 2.Look for: – sentence level issues such as spelling, – punctuation, – word choice “Could you try varying some of your word choices? Perhaps you can use the word ‘speedy’ instead of ‘fast’?”

Run-On Sentences When a sentence has too many ideas together it is a Run-on Sentence. A run-on sentence is really two or more sentences in one. Example: – Murray takes the train Mom rides the bus.

So What is a Sentence? Subject + Verb + complete idea = sentence – Subject is a person, place or thing doing something (an action) – Verb is the action – Complete idea...completes the thought – Example: I hit the ball. I hit the ball. (The reader doesn’t wait for another word) * the ball is a direct object. (Not all sentences have a direct object like – Birds fly.)

How to fix...run-on sentences Method 1 – Write the two independent clauses as separate sentences using periods. INCORRECT Carmen loved traveling in Italy she felt Rome was too hot. CORRECT Carmen loved traveling in Italy. She felt Rome was too hot.

How to fix...run-on sentences Method 2 Method 2 Use a semicolon to separate the two independent clauses. Use a semicolon to separate the two independent clauses. INCORRECT Carmen loved traveling in Italy she felt Rome was too hot. CORRECT Carmen loved traveling in Italy; she felt Rome was too hot.

How to fix...run-on sentences Method 3 Method 3 Use a comma and any one of the following connecting words: Use a comma and any one of the following connecting words: for* and nor but or yet so** for* and nor but or yet so** *when for means because *when for means because **when so means as a result **when so means as a result INCORRECT Carmen loved traveling in Italy she felt Rome was too hot. CORRECT Carmen loved traveling in Italy, but she felt Rome was too hot.

How to fix...run-on sentences Method 4 Method 4 Use a semicolon and one of the following words: Use a semicolon and one of the following words: therefore, therefore, thus, thus, however, however, consequently, consequently, furthermore, furthermore, also, also, nevertheless, nevertheless, INCORRECT Carmen loved traveling in Italy she felt Rome was too hot. CORRECT Carmen loved traveling in Italy; however, she felt Rome was too hot. NOTE: When using semicolons, the two independent clauses must share a related or common idea. You cannot write the following sentence. Christine loves hot chocolate; I am watching TV. These two clauses are completely unrelated.

Fixing run-on sentences...practice: 1.Americans shake hands when they meet the Japanese bow. 2.Titanic is my favorite movie I love eating popcorn. 3.Mother's Day is always on a Sunday Thanksgiving is always on a Thursday. 4.My car broke down I need to buy a new one.

1 st Peer Conference 1.Look for sentence fragments 2.Look for run-on sentences. – Use these notations to show them RS = Run-on F = Fragment

2 nd Peer Conference Check for verbs using an active voice – Which sentence do you like more? 1.He baked the cake. 2.The cake was baked by him? –Mostly likely you picked number why? It makes your writing lively. Source: My English Grammar. Retrieved October 1, 2007 from active-and-passive-voice.htmlhttp:// active-and-passive-voice.html

2 nd Peer Conference Active voice: The verb is in the active voice when the subject does the action A cat ate the fish. Verb: ate Object: fish Passive voice: When action is done to the subject, the verb is in the passive voice. The fish was eaten by the cat. Verb: eaten Subject: cat Notation: P/V = passive voice This writing is much clearer.

3 rd Peer Conference 1.Check for several things listed below 1.Verb tenses are consistent. (VT= verb tense) She planned a trip and pays for it. 2.No sentences repeat the same idea. I learned about English when I was very young and found it strange. I thought the sounds of English were strange when I first heard them as a child. 3.Vocabulary is clear and varied. Use strong verbs 1.I went to the store. 2.I trotted to the store. 4.Pronouns have clear referents. ( Pronoun =Pn) She and her friend went to her party. (whose party was it?)

Editing Check-list

Receiving Feedback Observe the feedback given by your peers. Ask for clarification as you need to. Adjust your study. Polish your piece any other way you can think of...

Extra Resources... Should you want a hand with specific writing issues here is a great site: ndouts/general/#effective ndouts/general/#effective For issues like: Adding Emphasis Conciseness: Methods of Eliminating Wordiness Non-Sexist Language Adding Emphasis Conciseness: Methods of Eliminating Wordiness Non-Sexist Language Paragraph Paragraph Paragraph Paragraph (length consistency) Paragraph (length consistency) Paragraph (length consistency) Paragraph (length consistency) Sentence Variety Sentence Variety Sentence Variety Sentence Variety Strategies for Improving Sentence Clarity Strategies for Improving Sentence Clarity Strategies for Improving Sentence Clarity Strategies for Improving Sentence Clarity Transitional Devices (Connecting Words) Transitional Devices (Connecting Words) Transitional Devices (Connecting Words) Transitional Devices (Connecting Words) Using Metaphors in Creative Writing Using Metaphors in Creative Writing Using Metaphors in Creative Writing Using Metaphors in Creative Writing

Congratulations You made it through!