Comp_CoReq_Module_7_+RevisingandProofreading.pptx

Revising involves improving content, organization, and overall effectiveness, while proofreading focuses on fixing surface-level errors like grammar, spelling, and punctuation in the final draft of a document.

1. English Composition I and Co-Req Module 7: The Writing Process—Revising and Proofreading

2. The Writing Process: Revising and Proofreading

3. Learning Outcomes Describe the basic purpose and structure of argumentative essays Recognize an argumentative thesis

4. Revise

5. Revising “Few writers are so expert that they can produce what they are after on the first try. Quite often you will discover, on examining the completed work, that there are serious flaws in the arrangement of the material, calling for transpositions… do not be afraid to experiment with your text.” ~Strunk & White Think of writing like creating a work of art—to produce a polished product, you’d create the initial piece and then revisit it to make adjustments and improvements, probably multiple times.

6. Working With Your Draft Revising your Draft Revision  is the step of the writing process in which you focus on your ideas and organization and rearrange or fine-tune your draft. Revision follows drafting and precedes  editing  (which is a focus more on the grammar and readability of your draft) and  proofreading  (which is a final check for surface errors).  Revising Stage 1: Seeing the Big Picture Revising Stage 2: Mid-View Revising Stage 3: Editing Up Close

7. Working With Peers C:   Congratulate.  What does the writer do well in this assignment? (List one or more aspects.) Also, please write the writer’s main claim or focus (thesis) according to what you have read. (It may not be the last sentence of the first paragraph – the traditional place for the thesis.) A:   Ask clarifying questions.  What part(s) of the essay were a bit confusing? Why? What specific suggestions (3 or fewer) do you have for revising the unclear parts of this writing? R:   Request  more. What would you like to know more about the topic that can enhance the essay and that supports the thesis? E:   Evaluate  its value. What specific detail(s) do not work with the essay (e.g. doesn’t support the thesis) or can be moved within the essay? S:   Summarize.  Overall, what new information have you learned or how are you thinking differently after this reading?

8. Practice Question What does the acronym CARES stand for and how does it help you as a reader?

9. Revising for Content and Structure

10. Learning Outcomes : Revising for Content and Structure Examine the elements of an argument Differentiate between deductive and inductive reasoning Evaluate logical structures in arguments Recognize appeals to logos Use the STAR method to evaluate appeals to logos Recognize appeals to pathos Recognize appeals to ethos Differentiate between types of rhetorical appeals Describe logical fallacies Differentiate between types of logical fallacies Evaluate logical fallacies in texts Describe strategies for effective refutation and rebuttal Evaluate strategies for rebuttal and refutation of counterargument Examine methods for organizing an argument, such as Toulmin's schema

11. Revising for the Rhetorical Context Background Knowledge In general, you don’t want to merely repeat what your audience already knows about the topic you’re writing on; you want to build on it. Expectations and Interests Your audience may expect to find specific points or writing approaches, especially if you are writing for a teacher or a boss. Attitudes and Biases Your audience may have predetermined feelings about you or your topic, which can affect how hard you have to work to win them over or appeal to them. Demographics Consider what else you know about your audience, such as their age, gender, ethnic and cultural backgrounds, political preferences, religious affiliations, job or professional background, and area of residence.

12. Revising For Style Revising your Draft Revision  is the step of the writing process in which you focus on your ideas and organization and rearrange or fine-tune your draft. Revision follows drafting and precedes  editing  (which is a focus more on the grammar and readability of your draft) and  proofreading  (which is a final check for surface errors). When revising your work you may rearrange paragraphs and sentences, you may change your wording to make your arguments more clear, or you may add or remove information.

13. Revising Your Draft Revising Stage 1: Seeing the Big Picture When you first begin your revision process, you should focus on the big picture or issues at the essay level that might need to be addressed. Revising Stage 2: Mid-View The second stage of the revision process requires that you look at your content closely and at the paragraph level. It’s now time to examine each paragraph, on its own, to see where you might need to revise. Revising Stage 3: Editing Up Close Once you have completed your revision and feel confident in your content, you’ll want to begin the editing stage of your revision and editing process, which we will elaborate on later.

14. Working with Peers Being a Good Peer Reviewer The insights you can from having someone else read your paper can make you aware of any shortcomings or weaknesses in your paper. Reviewing Criteria Organization Focus Style Development Conventions

15. Consider the Audience When analyzing your audience, consider these points. Doing this should make it easier to create a profile of your audience, which can help guide your writing choices. Background Knowledge don’t want to merely repeat what your audience already knows Expectations and Interests find specific points or writing approaches Attitudes and Biases can affect how hard you have to work to win them over or appeal Demographics Consider what else you know about your audience, such as their age, gender, ethnic and cultural backgrounds, political preferences, religious affiliations, job or professional background, and area of residence.

16. Revising for Style Academic Style Formal academic writing is concise and precise; the writer weeds out unnecessary words and chooses the exact word to convey meaning. Follow these principles to be sure that your word choice is appropriate to an academic writing task: Use a formal tone.  Avoid slang. Find alternatives to lit, salty, lowkey, or any other contemporary terminology. Write about “men and women” rather than “girls and guys” unless you are trying to create a specific effect. A formal tone calls for formal language. Avoid clichés.  Overused expressions such as outside the box, back in the day, feeling blue, and similar expressions are empty of meaning and may not appeal to your audience. Use specific words rather than overly general words.  Find synonyms for vague words like thing, people, nice, good, bad, and interesting. Or, use specific details to make your exact meaning clear.

17. Class Activity: Make a List With a partner or in a small group, spend some time trying to find checklists for revising essays. Be sure to copy the URLs from the webpages that you’ve found. Are there similarities or differences to what the reading suggests are common practices for revising? What do these checklists have you look for? What do you think are the most important suggestions?

18. Revising for Structure There are a few strategies to help you revise your essay’s structure globally—that is, strategies that help you consider the overall organization of the essay. Write stronger introductions – both for the whole document and for major sections. Look for a stronger thesis in the conclusion of the essay draft. Consider audience receptiveness. Cut up your essay. Create a reverse outline.

19. Revising Claims When you support your thesis, you are revealing evidence. Evidence includes anything that can help support your stance. You should revisit your evidence as you revise to ensure that it appropriately supports the claims in your writing. Facts:  Facts are the best kind of evidence to use because they cannot be disputed. They can support your stance by providing background information on or a solid foundation for your point of view. Judgments:  Judgments are conclusions drawn from the given facts. Testimony : Testimony consists of direct quotations from either an eyewitness or an expert witness. Personal Observation : Personal observation is similar to testimony, but personal observation consists of your testimony

20. Revising Paragraphs Logic and Structure Rank Order Spatial Chronological General to Specific Revising Paragraph Structure Since paragraph structure essentially “punctuates” an essay or other piece of writing, if your paragraphs do not make sense, or don’t fit together in a way that makes sense, your reader will have a hard time following your message.

21. Editing and Proofreading

22. Learning Outcomes : Editing and Proofreading Describe techniques for reading for editing Edit for common grammatical errors Edit for common punctuation errors Describe proofreading and how to do it

23. Editing Reading for Editing Read aloud, word for word Slow down to about 25% of your normal reading speed Read from the end Check for consistency and accuracy Read for formality Check your reference list Use Grammar tools such as spell-check or Grammarly

24. Editing Grammatical Errors Subject/Verb Agreement Pronoun Reference Verb Tense Sentence Structure Run-ons and Fragments Apostrophe Errors Commonly Confused Terms Active and Passive Voice

25. Approaching Precision—Proofreading What Proofreading Entails Proofreading involves checking for grammatical, spelling, and mechanical errors, which may include problems with verb tense, subject-verb agreement, parallel structure, sentence completion, alternate spellings, capitalization, and punctuation. Proofreading is often made easier by the use of colored ink, bracketed or parenthetical notations, or proofreading symbols for identification and correction.

26. Quick Review Content:  Does the content of this project fulfill the purpose of the assignment? Will the audience be persuaded by the ideas and evidence? What strategies could I use to improve the content? Structure:  Is the organization of the project appropriate for the purpose of the assignment? Will the audience find the project well-organized and logical? What strategies might I use to improve the structure? Style:  Does the style of the project align with the purpose of the assignment? Will the audience recognize the style as appropriate and effective? What strategies might I use to improve the style? Grammar and mechanics:  Will readers be hindered and irritated by errors in grammar and mechanics? Will errors in grammar and mechanics damage my ethos as a writer? What strategies might I use to edit and proofread the project?