Editing Paragraphs Ans Sentences

8/12/2019 Editing Paragraphs Ans Sentences.

1/3

Does each paragraph focus on one point?Does it have a topic sentence that

announces that point, and if so, where is it located? If its not the first sentence, should it

be? If theres no clear topic sentence, should there be one?

Does every sentence relate to the main point of the paragraph?If any

sentences do not, should they be deleted, moved, or revised?

Is there enough detail to develop the paragraphs main point?How is the

point developedwith narrative? definition? some other strategy?

Where have you placed the most important informationat the beginning? theend? in the middle? The most emphatic spot is at the end, so in general thats where

to put information you want readers to remember. The second most emphatic spot is

at the beginning.

Are any paragraphs especially long or short?onsider brea!ing long paragraphs

if theres a logical place to do somaybe an e"tended e"ample should be in its own

paragraph, for instance. If you have paragraphs of only a sentence or two, see if you

can add to them or combine them with another paragraph.

Check the way your paragraphs fit together.Does each one follow smoothly

from the one before? Do you need to add any transitions?

Does the beginning paragraph catch readers attention?In what other ways

might you begin your te"t?

Does the final paragraph provide a satisfactory ending?How else might you

conclude your te"t?

Editing Paragraphs


2/3

Is each sentence complete?Does it have someone or something #the sub$ect%

performing some sort of action or e"pressing a state of being #the verb%? Does each

sentence begin with a capital letter and end with a period, &uestion mar!, ore"clamation point?

Check your use of the passive voice.'lthough there are some rhetorical

situations in which the passive voice #(The emperor was assassinated by an

anarchist)% is more appropriate than the active voice #('n anarchist assassinated the

emperor)% because you want to emphasi*e an action rather than who performed it,

youll do well to edit it out unless you have a good reason for using it.

Check for parallelism.Items in a list or series should be parallel in formall nouns#lions, tigers, bears%, all verbs #hopped, s!ipped, $umped%, all clauses #he came, he

saw, he con&uered%, and so on.

Do many of your sentences begin with itor there?Too often these words ma!e

your writing wordy and vague or even conceal needed information. +hy write (There

are reasons we voted for him) when you can say (+e had reasons to vote for him)?

Are your sentences varied?If they all start with a sub$ect or are all the same

length, your writing might be dull and maybe even hard to read. Try varying your

sentence openings by adding transitions, introductory phrases or clauses. ary

sentence lengths by adding detail to some or combining some sentences.

ake sure youve used commas correctly.Is there a comma after each

introductory element? #('fter the lead singer &uit, the group nearly disbanded.

However, they then produced a string of hits.)% Do commas set off nonrestrictive

elementsparts that arent needed to understand the sentence? #(The boo!s I read

in middle school, li!e the Harry -otter series, became longer and more challenging.)%

're compound sentences connected with a comma? #(Ill eat broccoli steamed, but I

prefer it roasted.)%

Editing Sentences


3/3

Are you sure of the meaning of every word?se a dictionary/ be sure to loo! up

words whose meanings youre not sure about. 'nd remember your audiencedo youuse any terms theyll need to have defined?

Is any of your language too general or vague?+hy write that you competed in a

race, for e"ample, if you could say you ran the 0 " 122 relay?

What about the tone?If your stance is serious #or humorous or critical or

something else%, ma!e sure that your words all convey that attitude.

Do any pronouns have vague or unclear antecedents?If you write (he) or

(they) or (it) or (these,) will readers !now whom or what the words refer to?

!ave you used any clich"se"pressions that are used so fre&uently that they are

no longer fresh? (3ive and let live,) avoiding something (li!e the plague,) and similar

e"pressions are so predictable that your writing will almost always be better off

without them.

#e careful with the language that refers to others.4a!e sure that your words

do not stereotype any individual or group. 4ention age, gender, race, religion, se"ual

orientation, and so on only if they are relevant to your sub$ect. +hen referring to an

ethnic group, ma!e every effort to use the terms members of the group prefer.

$dit out language that might be considered se%ist.Do you say (he) when youmean (he and she)? Have you used words li!e manpowerorpolicemanto refer to

people who may be female? If so, substitute less gendered words such aspersonnel

orpolice officer. Do your words reflect any gender stereotypesfor e"ample, that all

engineers are male, or all nurses female? If you mention someones gender, is it even

necessary? If not, eliminate the unneeded words.

!ow many of your verbs are forms of beand do?If you rely too much on these

words, try replacing them with more specific verbs. +hy write (5he did a proposal

for) when you could say (5he proposed)?

Do you ever confuse itsand its?se itswhen you mean it isor it has. se itswhen you mean belonging to it.

Editing Words

Documents

Editing Paragraphs Ans Sentences