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Educational seminar about editing and proofreading

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Educational seminar about editing and proofreading, aimed at authors rather than my fellow editors and proofreaders

Text of Educational seminar about editing and proofreading

  • 1. MichaelEdits.com [email protected] Twitter.com/MichaelEdits LinkedIn.com/in/MichaelEdits Plus.Google.com/+MichaelLaRoccaEdits Facebook.com/MichaelEdits
  • 2. Whats easier than destroying the evidence?
  • 3. Whats cheaper than destroying the evidence?
  • 4. Effective Writing Clear Simple Easy to understand Impossible to misunderstand Error free
  • 5. Spend some time thinking before you start writing your rough draft.
  • 6. Spend some time thinking before you start writing your rough draft. Compile a list of your ideas as you are thinking.
  • 7. Spend some time thinking before you start writing your rough draft. Compile a list of your ideas as you are thinking. Place the list in some order that makes sense to you.
  • 8. Spend some time thinking before you start writing your rough draft. Compile a list of your ideas as you are thinking. Place the list in some order that makes sense to you. Write the rough draft.
  • 9. Spend some time thinking before you start writing your rough draft. Compile a list of your ideas as you are thinking. Place the list in some order that makes sense to you. Write the rough draft. Write a final draft that shows some changes from the initial draft.
  • 10. 1. After you finish writing it, put it away until youve forgotten what you wrote. You want to look at it again with fresh eyes. Instead of seeing what you meant to write, you want to see what you actually did write. Five Tips For Editing Your Own Writing
  • 11. 1. After you finish writing it, put it away until youve forgotten what you wrote. You want to look at it again with fresh eyes. Instead of seeing what you meant to write, you want to see what you actually did write. 2. Print your manuscript and edit it on paper. Away from the computer. Youll see more. Five Tips For Editing Your Own Writing
  • 12. 1. After you finish writing it, put it away until youve forgotten what you wrote. You want to look at it again with fresh eyes. Instead of seeing what you meant to write, you want to see what you actually did write. 2. Print your manuscript and edit it on paper. Away from the computer. Youll see more. 3. Read it aloud. Youll automatically simplify it that way, which is always good. Five Tips For Editing Your Own Writing
  • 13. 1. After you finish writing it, put it away until youve forgotten what you wrote. You want to look at it again with fresh eyes. Instead of seeing what you meant to write, you want to see what you actually did write. 2. Print your manuscript and edit it on paper. Away from the computer. Youll see more. 3. Read it aloud. Youll automatically simplify it that way, which is always good. 4. Use the spelling and grammar features in your word processor. They arent perfect ask anybody but if you know the rules, you can decide which suggestions to accept and which to ignore. Five Tips For Editing Your Own Writing
  • 14. 1. After you finish writing it, put it away until youve forgotten what you wrote. You want to look at it again with fresh eyes. Instead of seeing what you meant to write, you want to see what you actually did write. 2. Print your manuscript and edit it on paper. Away from the computer. Youll see more. 3. Read it aloud. Youll automatically simplify it that way, which is always good. 4. Use the spelling and grammar features in your word processor. They arent perfect ask anybody but if you know the rules, you can decide which suggestions to accept and which to ignore. 5. Print it again. You missed something. Ink and toner cartridges are a racket, arent they? Five Tips For Editing Your Own Writing
  • 15. Bonus Tip: After I do all that, I show my writing to my lovely wife, and she shows me what else I missed. Who do you use? Five Tips For Editing Your Own Writing
  • 16. Why should you self-edit if youre just going to hire an editor anyway? Why not make him do everything? Helping him probably wont lower his price.
  • 17. MichaelEdits.com [email protected] Twitter.com/MichaelEdits LinkedIn.com/in/MichaelEdits Plus.Google.com/+MichaelLaRoccaEdits Facebook.com/MichaelEdits
  • 18. Writers Show How Its Not Done Studies indicate that 25 (OH) vitamin D is most likely transferred by a passive or facilitative process transplacentally.
  • 19. Writers Show How Its Not Done Studies indicate that 25 (OH) vitamin D is most likely transferred by a passive or facilitative process transplacentally. Studies indicate that 25 (OH) vitamin D is most likely transferred passively or actively across the placenta.
  • 20. Writers Show How Its Not Done Thus, it would seem reasonable that shortening of 10 cm at skeletal maturity or predicted shortening of this amount when the child reaches adulthood would be sufficient to consider Syme amputation.
  • 21. Writers Show How Its Not Done Thus, it would seem reasonable that shortening of 10 cm at skeletal maturity or predicted shortening of this amount when the child reaches adulthood would be sufficient to consider Syme amputation. A Syme amputation should be considered for a shortening or predicted shortening of 10 cm at skeletal maturity.
  • 22. Writers Show How Its Not Done If the organism demonstrates to be a staph on the gram stain, one may consider drilling the femoral neck for prophylactic decompression as this may be secondary to a metaphyseal osteomyelitis.
  • 23. Writers Show How Its Not Done If the organism demonstrates to be a staph on the gram stain, one may consider drilling the femoral neck for prophylactic decompression as this may be secondary to a metaphyseal osteomyelitis. If the gram stain shows staphylococci, consider drilling the femoral neck to drain the metaphyseal abscess.
  • 24. Writers Show How Its Not Done A 3-year-old female presented with pain and swelling of the right elbow and was noted to have decreased use of the arm.
  • 25. Writers Show How Its Not Done A 3-year-old female presented with pain and swelling of the right elbow and was noted to have decreased use of the arm. A 3-year-old girl had pain and swelling of her right elbow and decreased use of her arm.
  • 26. Writers Show How Its Not Done It has been suggested that the utilization of surgical intervention be deferred until attenuation of the infectious symptomatology.
  • 27. Writers Show How Its Not Done It has been suggested that the utilization of surgical intervention be deferred until attenuation of the infectious symptomatology. Jones recommends that surgery be delayed if the patient has an infection.
  • 28. Writers Show How Its Not Done It is common for the need to voluntarily evacuate the pouch to occur on one occasion nightly; more frequent defecation interfering with the patients sleep has not been encountered in our continent patients.
  • 29. Writers Show How Its Not Done It is common for the need to voluntarily evacuate the pouch to occur on one occasion nightly; more frequent defecation interfering with the patients sleep has not been encountered in our continent patients. Patients who are continent need only empty their stomach pouches once each night.
  • 30. Writers Show How Its Not Done The study confirmed the hypothesis that clinical instructors of undergraduate medical students would choose instructional techniques limiting active student involvement in patient care activities when faced with problematical situations.
  • 31. Writers Show How Its Not Done The study confirmed the hypothesis that clinical instructors of undergraduate medical students would choose instructional techniques limiting active student involvement in patient care activities when faced with problematical situations. .....wait for it.....
  • 32. Writers Show How Its Not Done The study confirmed the hypothesis that clinical instructors of undergraduate medical students would choose instructional techniques limiting active student involvement in patient care activities when faced with problematical situations. Medical teachers of undergraduates tend not to let students look after difficult patients.
  • 33. MichaelEdits.com [email protected] Twitter.com/MichaelEdits LinkedIn.com/in/MichaelEdits Plus.Google.com/+MichaelLaRoccaEdits Facebook.com/MichaelEdits
  • 34. Watson and Crick show how its done We wish to suggest a structure for the salt of deoxyribose nucleic acid (D.N.A.). This structure has novel features which are of considerable biological interest. Why is this a good example?
  • 35. Watson and Crick show how its done We wish to suggest a structure for the salt of deoxyribose nucleic acid (D.N.A.). This structure has novel features which are of considerable biological interest. Why is this a good example? It is direct. We wish to suggest not In this communication is made a suggestion.
  • 36. Watson and Crick show how its done We wish to suggest a structure for the salt of deoxyribose nucleic acid (D.N.A.). This structure has novel features which are of considerable biological interest. Why is this a good example? It comes straight to the point. They could have started with a general statement about DNA: Deoxyribose nucleic acid is a nucleotide that has been isolated from many species. We wish to suggest. To write this would have reduced the impact.
  • 37. Watson and Crick show how its done We wish to suggest a structure for the salt of deoxyribose nucleic acid (D.N.A.). This structure has novel features which are of considerable biological interest. Why is this a good example? They make two simple statements in two short sentences. They could have linked the sentences: We wish to suggest a structure for the salt of DNA that has novel features that are of considerable biological interest. This version is more clumsy and also ambiguous: it is not clear now whether it is the suggested structure, or the salt of DNA itself, that has the novel features.
  • 38. Watson and Crick show how its done We wish to suggest a structure for the salt of deoxyribose nucleic acid (D.N.A.). This structure has novel features which are of considerable biological interest. Why is this a good example? They are not afraid of using the same word, structure, twice. Many writers would have started the second sentence with a pronoun, such as It, or used a synonym, such as This configuration; neither device would have been as effective as repeating structure.
  • 39. Watson and Crick show how its done We wish to suggest a structure for the salt of deoxyribose nucleic acid (D.N.A.). This structure has novel features which are of considerable biological interest. Why is this a good example? Every word is necessary: We wish to suggest a structure for the salt not We propose a possible structural hypothesis concerning the salt. They even avoid molecular structure, there being no other type of structure to which they could be referring. And, while most writers would probably write We would like to they use the elegant We wish to.
  • 40. Watson and Crick show how its done We wish to suggest a structure for the salt of deoxyribose nucleic acid (D.N.A.). This structure has novel features which are of considerable biological interest. Why is this a good example? Every word is the correct word, particularly novel (of new kind or nature, strange, hitherto unknown.) They write features which are of considerable biological interest not features associated with considerable biological interest.
  • 41. MichaelEdits.com [email protected] Twitter.com/MichaelEdits LinkedIn.com/in/MichaelEdits Plus.Google.com/+MichaelLaRoccaEdits Facebook.com/MichaelEdits