Editor’s Guide

Please edit only the sections you’re being asked to edit!

Editing for Fluency• To edit for fluency, you must READ OUT LOUD!• Begin when your teacher instructs you.• Add missing words missing letter if needed,

using a caret symbol.• Write “SP?” over any words which you think

may be misspelled (or words you find it hard to read).

• Do they ever have incomplete sentences (like starting a paragraph with “Paragraph about John Adams”)? Write “sentence fragment” near these.

Editing for Organization Part 1

• As they move from one paragraph to the next do they use transition words like:

thus similarly yettherefore whereas in

commonsince unlike

relatedbecause however hence

• Does the essay have an introduction that leads into the essay in an interesting way?

• Does the essay have a conclusion that wraps things up?

Editing for Organization Part 2

• Did they indent each paragraph adequately (measure with your thumb). Count to see if they have five paragraphs. If they could indent farther, make a paragraph symbol.

• Check the thesis statement, body paragraphs, and conclusion. Do the sentences match their outline? If not, let them know what needs changed.• Does the thesis fall at the bottom of the first paragraph? If not, let them know where the thesis should go.

• Did they rephrase the thesis at the top of the last paragraph? If not, let them know that they need to rephrase the thesis in the conclusion.

Editing for Organization Part 3

• Is there a centered title at the top of the page? If not, write “title needed” or “center your title”.

• Delete any Roman numerals or other marks that appear in the margin.

• Are they using top, bottom, and side margins correctly? If not, draw a line and write the word “margin” for them.

• Did they remember to double-space? If not, write a note reminding them to double-space.

• Did they write on the back of the essay? If so, please write a note saying, “Do not write on the back of the page.”

• Do you think they took good notes before writing this essay? Did they get any of the information from the Wikipedia article wrong? If you remember the facts differently, tell them.

• Can you count 10 vocabulary words in the body of the essay? If not, make a suggestion to that effect at the end of the essay.

• Does the writer ever use personal words (my, me, I, you, we, us, etc.)? If so, circle these and write WC above the circle.

Editing for Word Choice

Editing for Word Choice Part 2

• If there are any sentences which are poorly worded or need clarification, indicate this with the letters “WC.” Explain the problem in the margin, as needed.

• What do you think of their title? Can you help them come up with a better title by reading the essay from the bottom up?

• Did they ever use abbreviations like & instead of “and”? If so, delete these and write the correct word on top. “R.M.S.” doesn’t count. It’s fine.

• Do they ever misuse a word? If so, write a note saying “check the meaning” next to that word.

Edit for Conventions• Use proofreading symbols to fix

mistakes like speeling, punctuaton and other errors

• Is their own title correctly capitalized? If not, please add the correct proofreading symbols. Never quote or underline your own title (unless your title is also the name of a ship).

• Did they underline and capitalize R.M.S. Titanic?

• If you think they might have misspelled a word, write SP? over the top.

Editing for Conventions Part 2

• Did they remember to use parenthetical citation? If not, use a caret to insert a citation for them:– (Wikipedia).– (“From a Lifeboat” pg. 412).– (“A Fireman’s Story” pg. 411).– (“R.M.S. Titanic” pg. 398).

• Did they remember to use quotation marks around the words that came from a book or Wikipedia article? If not, put the quotes in for them.

Editing for Conventions Part 3

• Did they ever misspell one of the characters’ names, like captin Smithe or J bruce Ismy? Use proofreading symbols to correct these kinds of errors.

• Look at every instance when the student used apostrophes (or any word that may need an apostrophe), and ask yourself, “Is this a contraction for something?” or “Does something own something else?”

• Focus on the comma rules we’ve learned. Look for conjunctions like and and but. Do they ever have two complete sentences where a comma is needed? Do they have run-on sentences? Fix these.

Edit for Voice• Does the person ever copy from their outline

without using complete sentences? For example, do they ever have opening words like “This is my paragraph about Ismay”? Tell them this sounds strange.

• Do they ever talk about Titanic as if the reader is also familiar with the story? Pretend you’re from India, and you just happen to run across this essay online. What needs to be explained better? Write the questions an Internet visitor would have if they stumbled across this essay online.

Editing for Voice Part 2• Do their introductory sentences lead into their

thesis statement, or does it sound kind of choppy when you read the introductory paragraph? Offer advice on blending the opening sentences into the thesis, if necessary.

• Does the writer introduce each quotation? Or does he/she just stick the quote in without leading into it:• “Three were millionaires, and one was Ismay” (no intro)• According to the fireman aboard Titanic, three of the men in the

lifeboat “were millionaires and one was Ismay” (offers intro)

Edit for Ideas and Content

• Did the writer answer the question, “Who is responsible for the Titanic disaster?” If not, tell them that they’re off-topic and make suggestions for improvement.

• Review each paragraph. Did they use quotes that really prove their thesis? Make notes in the margin where you think they need a better quotation—specifically one that really acts as evidence in proving their thesis.

• Your teacher is going to do a survey to see what topics are being covered. Be prepared to tell your teacher who this writer believed was responsible for the Titanic disaster.

Edit for Ideas and Content Part 2

• Do you believe the writer has chosen a topic that challenges himself/herself? If you think this person picked an easy topic, just to get the assignment done, make a polite note about it at the end of the paper.

• Here are some possible polite statements you could use:– (If the student chose a challenging topic) This must

have been a really tough topic! I’m impressed!– (If the student chose an easy topic) You’re pretty

smart. You could probably pick a harder topic for future essays.