1. 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

2. The Plan… 1.What is the difference between drafting, editing and proofreading? 2.The three steps of editing 3.Proof-reading tips

3. 1. What is the difference….? Draft Edit (Revise ) Redraft Edit (Revise) Redraft Proof

4. 1. What is the difference….? 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) errorsP 8. Word choiceE Activity 1: Editing or proof-reading job

5. 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

6. 2.The three steps of editing 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

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

8. 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

9. 3.Proof-reading tips I n 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. Find and amend the editing and proof-reading features

10. 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. Answer

11. 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. Activity 4: editing and proof-reading features

12. 3.Proof-reading tips The revolution in communications alone 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 produced. Architecture, clothes and fashions were increasingly the same. 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. Add to this 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 that their social and cultural identity, once a source of patriotic pride and a sense of belonging, was disappearing beneath a uniform, cosmopolitan culture, that was constantly changing. Activity 4: Answer

13. Cottrell, S. (2013) The Study Skills Handbook. 4 th 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

14. Academic Skills Advice Service Where are we? Chesham Building B0.23 What do we do? Support undergraduate students with their study skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Advice. Who are we? Michael and Helen specialise in Maths Support; Lucy and Russell advise students on study skills; and I (Louise) deliver the workshops When can you come for help? Everyday both face to face and on-line How do I get in touch? Email: academic- skills@brad.ac.uk or website www.brad.ac.uk/academic- skillsacademic- skills@brad.ac.uk

15. Any questions?