Friday, August 31, 2018

How to markup an essay

Q: What do these editing colors and symbols mean?
A: I often use the following highlight colors to indicate certain writing issues


ORANGE = wdy = wordy, verbose


YELLOW = grammar issues, including misplaced modifiers, usage, spelling, articles, agreement, capitalization


GREEN = vague, illogical, imprecise or misleading
  • Vague: add prepositional phrases and details to fix the context and define the issues 
  • va = vague: A paragraph, sentence, clause, phrase, or word is vague, nonspecific, imprecise, or misleading. The most common error is failure to include short prepositional phrases that tie things down. Vague (depending on context): "The court refused to decide the issue." Precise: "The court refused to decide the issue of proximate cause." 
  • Solution: show, don't tell (http://techwritingtodai.blogspot.jp/2011/03/sdt.html
  • This... what? Professor John Cochrane at The University of Chicago Booth School of Business says, you should clothe the naked “this.” “This” should always have something following it. “This example shows that....” is fine. More generally, this rule helps you to avoid an unclear antecedent to the “this.” Often there are three or more things in recent memory that “this” could point to. http://techwritingtodai.blogspot.jp/2014/07/this-what.html


BLUE = logic or transition issues
  • not believable, not credible (esp. in recommendation letters)
  • The greatest mistake that I see applicants make when drafting bullet points for letters of recommendation: they cross the credibility line by referencing information the recommender is unlikely to know. Recommenders can only mention what you said and did, not what you thought and felt. How can a recommender know your inner motivations unless you told him? And even if you told him, why would he feel the need to mention such information in a letter of recommendation? Bottom line: He should discuss what you said (add real dialogue) and did (actions and results) instead of what you thought or felt. 
  • trans = transition problem: A transition between paragraphs, arguments, or sections of the writing is nonexistent, abrupt, weak, lame or misleading. Think about the logical relationship between the parts that need connecting and try to write a smooth and helpful transition. Good transitions are based upon ideas and their logical relationship, not just clever or stock phrases. 
  • Please read these tips to improve your transitions  http://techwritingtodai.blogspot.jp/2012/04/transitions.html  


PINK = awkward or passive
  • awkward phrasing, although not grammatically incorrect. Most common: words with slightly inapposite meaning, too many words to express a particular concept, or awkward (but not technically incorrect) grammatical construction 
  • pv = passive voice: Passive constructions ("the case was decided" or "it was determined that...") are grammatically correct but weak and often confusing. They are useful only when the subject of the verb is unknown or indefinite or the writer wishes to conceal the subject.
  • Otherwise, passive voice—particularly if used repeatedly—is a sign of wooden and heavy writing. 
  • Solution: There are five reasons to use passive voice. Please learn them! http://techwritingtodai.blogspot.jp/2011/04/passive-voice.html



Monday, May 1, 2017

This... what?


THIS... WHAT?

To quote Professor John Cochrane at The University of Chicago Booth School of Business, you should clothe the naked “this.”

“This” should always have something following it. “This example shows that....” is fine. More generally, this rule helps you to avoid an unclear antecedent to the “this.” Often there are three or more things in recent memory that “this” could point to.

In grammar lexicon, the above issue is often marked as "unclear antecedent."
Sometimes an antecedent is unclear not because there are multiple nouns that a pronoun may refer to, but because the noun that the pronoun refers to has not been stated. This error is especially common when writers use first-person plural pronouns—we, us, our, and ours—to imply unity between the writer and the readers.

Identifying and Addressing Unclear Pronouns and Antecedents

https://writingcommons.org/.../1237-identifying-and-addressing-unclear-pronouns-antec...








Tuesday, May 5, 2015

How to do peer review




What is peer review?


"As a peer reviewer, your job is not to provide answers. You raise questions; the writer makes the choices. You act as a mirror, showing the writer how the draft looks to you and pointing our areas which need attention." - Sharon Williams

How to provide helpful feedback

  • Read a draft all the way through before you begin to comment on it.
  • Give yourself enough time to read and respond.
  • Point out the strengths of the draft.
  • When discussing areas that need improvement, be nice. Offer appropriate, constructive comments from a reader's point of view.
  • Make comments text-specific, referring specifically to the writer's draft (NO "rubber stamps" such as "awkward" or "unclear" or "vague," which are too general to be helpful).
  • Avoid turning the writer's paper into YOUR paper. 
  • Don't overwhelm the writer with too much commentary. Stick to the major issues on the feedback form that are problematic.
  • Make sure your suggestions are reasonable (i.e., don't suggest that they totally rewrite the paper because you didn't agree with the author's point of view or didn’t like the topic).
  • If something appears too complicated to write in the commentary, just mention that you have something that you would like to talk to the writer about when you discuss the draft afterward.
  • Before giving your written comments to the author, reread your comments to make sure they are clear and make sense.

(found at http://mwp01.mwp.hawaii.edu/resources/peer_review.htm; accessed 11/2010)




What types of comments are constructive and helpful?

  • Be respectful and considerate of the writer's feelings.
  • Use "I" statements.
  • Offer suggestions, not commands.
  • Raise questions from a reader's point of view, points that may not have occurred to the writer.
  • Phrase comments clearly and carefully so that the writer can easily understand what needs to be improved.
  • Make sure comments are constructive and specific (not "This paper is confusing. It keeps saying the same things over and over again" but rather "It sounds like paragraph five makes the same point as paragraphs 2 and 3.").


(found at http://mwp01.mwp.hawaii.edu/resources/peer_review.htm; accessed 11/2010)









Form groups of three

Assign each member a letter (A, B, or C)

You have 25 mins to review and give comments on paper

In those 25 minutes, you should

  • Read one paper (A, B, or C - not all three!)
  • Write comments on the peer review sheet
  • Share your comments with the author

Here are the steps:

  1. Writer 1 gives each peer a copy of her paper (A gives her paper to B and C)
  2. Peer reads the paper twice: first time for content (ideas), second time for style and usage (grammar): approximately 4 mins
  3. Peers write comments on peer review sheet: approximately 2 mins
  4. Peers review comments before sharing them (ensure they are logical, relevant, and easy to understand): approximately 1 min
  5. Peers share comments with writers verbally one-by-one, then give writer their written comments: approximately 8 mins
  6. Writer processes comments by asking peer for clarification and further advice on how to improve her paper: approximately 5 mins 



PEER REVIEW

Peer review lesson plan


• Print and bring four printed copies of your paper to our May 2 class
• You will exchange papers with your peers from different academic disciplines
• You will fill out the form below

Author________________________
Reviewer______________________

The goals of peer review are 1) to help improve your classmate's paper by pointing out strengths and weaknesses that may not be apparent to the author, and 2) to help improve editing skills.
INSTRUCTIONS
Read the paper(s) assigned to you twice, once to get an overview of the paper, and a second time to provide constructive criticism for the author to use when revising his/her paper. Answer the questions below. 
STRUCTURE (30%)
1. Were the introduction, body paragraph, and conclusion adequate? If not, what is missing?

2. Was the material ordered in a way that was logical, clear, and easy to follow? Why or why not? Explain with details.

CONTENT (30%)
3. Did the writer adequately summarize and discuss the topic? Why or why not? Explain with details.

4. Did the writer merely summarize existing data or publications?  

WORD CHOICE (20%)
5. Are the words specific and accurate? Does the writer use strong action verbs whenever possible? Are the adjectives as descriptive as possible? Are the nouns specific, not general? Why or why not? Explain with details.


GRAMMAR AND STYLE (20%)
6. Were there grammatical or spelling problems? Did the writer use active and passive voice appropriately?

7. Was the writer’s writing style clear, appealing, and full of energy? Why or why not? Explain with details.




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