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08 Editing

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059
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Write on Course 20-20

Editing Opening Page

Start-Up Activity

Read and discuss the introductory page. Make sure that students are clear about the proper time and place to address the correctness of their writing—after they have completed their revising. Refer students to page 14 in the handbook so they can see what editing looks like, as opposed to revising, which is shown on page 12. Provide students with 5–8 minutes to freewrite about the differences between editing and revising.  

To add to your discussion of the English language, refer to pages 552–553, which provide a brief history of language. You may also want to turn to the inside back cover, which identifies the basic editing and proofreading marks. (Proofreading is the process of checking a final copy one last time for errors.)

Think About It

“In writing, punctuation plays the role of body language. It helps readers hear you the way you want to be heard.”

—Russell Baker

Related Minilesson: 

Minilesson

Writing Freely and Rapidly

Teach student to freewrite for ideas.

Illustration of a notebook and pencil

You are viewing: 08 Editing

07 Revising and Responding
09 Publishing and Portfolios

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State Standards Covered in This Chapter

CCSS.ELA-LITERACY.W.6.4

CCSS.ELA-LITERACY.W.6.5

CCSS.ELA-LITERACY.L.6.1

CCSS.ELA-LITERACY.L.6.2

CCSS.ELA-LITERACY.L.6.3

CCSS.ELA-LITERACY.W.7.4

CCSS.ELA-LITERACY.W.7.5

CCSS.ELA-LITERACY.L.7.1

CCSS.ELA-LITERACY.L.7.2

CCSS.ELA-LITERACY.L.7.3

CCSS.ELA-LITERACY.W.8.4

CCSS.ELA-LITERACY.W.8.5

CCSS.ELA-LITERACY.L.8.1

CCSS.ELA-LITERACY.L.8.2

CCSS.ELA-LITERACY.L.8.3

Page 060 from Write on Course 20-20

Quick Guide: Editing

Carefully review the editing guidelines on this page. Point out that students should follow the “Helpful Hint” advice of focusing on one convention at a time when they edit. This will help them edit more carefully. Now would be a good time to refer students to the “Proofreader’s Guide,” starting on page 478 of Write on Course 20-20. This section contains all of the rules for using the language and is organized in the following way:

  • Marking Punctuation
  • Editing for Mechanics (capitalization, plurals, abbreviations)
  • Improving Spelling
  • Using the Right Word
  • Understanding Sentences
  • Understanding Our Language (parts of speech)

Point out that the best way to find specific rules is to search the index at the back of the book (pages 596–610). Consider implementing this activity to help students use the index to find information about the conventions: (Answers in italics.)

  1. Where can you find the rules for capitalizing geographic names? 497.2
  2. Then capitalize this sentence:

This summer I am climbing the white mountains and touring billings farm and museum. (This summer I am climbing the White Mountains and touring Billings Farm and Museum.)

  1. Where can you find the rules for making plurals? 500.1–501.3
  2. Use the rules to write the plurals of these words:

jury  (juries)  plateful  (platefuls)  life  (lives)

  1. Where can you find the rule for using commas in a series? 482.1
  2. Use this rule to punctuate the following sentence:

Most writers read every day write daily at a set time and regularly gain new experiences. (Most writers read every day, write daily at a set time, and regularly gain new experiences.)

  1. Look up the word loose in the index. What other words are listed with it? lose loss
  2. Where can you find information about the simple predicate? 527.4
  3. Then complete this sentence:

The simple predicate is . . . (the predicate without the words the describe or modify it.)

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Page 061 from Write on Course 20-20

Editing in Action

Read and discuss the list of editing questions at the top part of the page. Remind students that these questions represent the essential issues that they should ask themselves during editing. (A more complete checklist appears on page 64.)

Then ask a volunteer to read aloud the “Making Changes” sample. Discuss the corrections using the side notes as a basic guide. Ask students if they have any questions about these edits.

Consider this activity: Have students exchange copies of a piece of writing that needs to be edited. Each student should check his or her partner’s writing for conventions using the editing marks on the inside back cover of the handbook. Then they should discuss each other’s editing.

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Page 062 from Write on Course 20-20

Common Mistakes

The next two pages list eight of the most common convention errors made by writers. Carefully review both pages and remind students to refer to these pages when they edit. Suggest that students reserve part of their class notebook for a list of errors that they frequently make in their writing. And remind them to check this list whenever they edit.

Consider this activity:

  1. Divide the class into groups of two or three students.
  2. Have each group study a particular rule and create three to five sentences that illustrate the error.
  3. Ask each group to lead the rest of the class in an explanation of the error, as it is explained on page 62 or 63.
  4. Display their sentences for discussion.
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Page 063 from Write on Course 20-20

Common Mistakes (Continued)

Review the final four common rules. Consider implementing the related minilessons as well as activity from the previous page.

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Page 064 from Write on Course 20-20

Editing Checklist

Review the editing checklist, paying careful attention to each question. Remind students to use this checklist as their primary editing guide.

Consider the following activity:

  1. Divide the class into groups of three or four students.
  2. Distribute to each group member a copy of a piece of writing that needs editing.
  3. The groups should assign a separate task to each group member: one member should focus on punctuation, another one should focus on capitalization, and so on.
  4. Have each member read the paper for his or her task and then pass it on to the next member in the group, who will read it for another task. Continue in this way until the editing is completed.

Also consider implementing some of the editing and proofreading activities in the SkillsBook for Grade 6, SkillsBook for Grade 7, or SkillsBook for Grade 8.

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