Category Archives: Editors and editing

Three “how to” tips for a Thursday

Academic Writing, Dissertation writing, Editors and editing, Genre, Posts by Gillian, Posts by Madeline, Posts by Nancy, Research, Writing resources

Gillian, Nancy, and Madeline share one tip each. We hope you find them useful.

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How to get started with a writing genre or assignment that’s new to you

Gillian

If you’ve been asked to write an “annotated bibliography,” “summary,” or “critical analysis,” and these types of assignments are unfamiliar, there are TONS of resources and samples online to guide you. Search “how do I write a…” and choose sites that end in “.edu” (American universities) or that belong to Canadian or UK universities. YouTube can also be a great “how to” resource. Another option is to ask an AI tool, like ChatGPT to show you what that type of assignment looks like. It can’t access a lot of the information and sources that you can, and doesn’t have any critical thinking skills, but it can serve as a good starting point and show you what kind of language is standard for the genre and type of assignment.

How to write the final sentence of your paper

Nancy

I struggle with writing the final sentence in the conclusion of a paper. Over time, I’ve learned a few strategies from observing other writers. Strategy #1: Make a prediction: Explain what might be gained or what might happen if your argument is heard or your solution is enacted. Strategy #2: Complete the circle. Return to the first sentence of your introduction and highlight the connection or show the impact of your discussion. If you began with a question, what is the answer? If you started with a gap in knowledge, what information has emerged? Strategy #3: Briefly comment on a broad implication or next step. Who could join the conversation? What small direction might the research take? Who knows? Maybe following these strategies will work for you, too.

How to ensure your language is inclusive, empowering, and respectful

Madeline

Language is constantly evolving. We are aware of how language can oppress and marginalize, and we are committed to writing in a way that is respective and inclusive. Pronoun identification, people-first language around disability, inclusive vocabulary to describe people experiencing homelessness (instead of “the homeless”): These are just a few language shifts we’ve seen in recent years. If you are writing a paper, thesis, article, or dissertation and want to check that you are writing in a conscious style, you may want to consult this guide: https://consciousstyleguide.com/

Use the search engine on the site to find a range of articles about your topic. During a short dive into the website, I found fascinating articles on health literacy and plain language, why we should avoid the term “substance abuse,” and 15 ways to bring more positive language into the classroom. Check it out!

Brand for Conscious Style Guide website

Online Grammar Checkers: Friend or Foe?

Academic Writing, Centre for Academic Communication, EAL graduate students, Editors and editing, Grammar and punctuation, Grammar checkers, International graduate students, Posts by Gillian, Tutoring, Writing resources

By Gillian Saunders

Gillian and Buster

Grammar not your strong suit? You’re not the only one. At the Centre for Academic Communication, almost half of those who use the centre identify “writing grammatically correct sentences” and editing their own work as a challenge, and some variation of “grammar help” or “grammar checking” is one of the most common requests our tutors receive.

With the rapid expansion of technology available, I wanted to know if there was a tool that could help writers identify their errors and fix them. I knew already, from over 10 years of teaching English as an additional language, that translation programs and other tools have come a long way, and I set out to find something that might at least act as a complement to the instruction and feedback that a tutor or instructor can provide. It’s not usually possible for a human to read and give feedback on an entire thesis, and the limit for tutoring at the CAC is 50 minutes per week. Might there be a miracle product out there that could alert writers to at least some of their most common mistakes, so that tutors and professors can focus on higher order concerns and content, instead of nit-picking at punctuation and missing plural “s” issues? I submitted a proposal about online grammar checkers for the Vancouver Island BCTEAL conference, and began my research. What follows is based on my conference presentation from February 2018.

First, I made a list of the most widely referenced grammar and writing checkers available, and eliminated any that weren’t free or suited to academic writing. My final list included Ginger (http://www.gingersoftware.com/grammarcheck), Scribens (https://www.scribens.com/), Virtual Writing Tutor (https://virtualwritingtutor.com/), PaperRater (https://www.paperrater.com/), and, of course, Grammarly (https://www.grammarly.com/). I also tested the advanced functions of Microsoft Word. In order to get an idea of the types of writing that might benefit from use of these tools, I tested them using two writing samples: one was a former student’s TOEFL writing test (good overall, with some grammatical issues), and one was my own proposal for the BCTEAL conference (graduate-level writing, I hope!).

Did I find what I was looking for? Well, yes and no. I did find a few useful features that I hadn’t previously known about, but I didn’t find anything that would accurately flag or correct a lot of the types of errors in grammar and punctuation that many writers tend to make. In high-level writing, too, the tools tended to introduce more new errors than they caught existing ones, which is a problem I had anticipated.

Among the most useful findings was Virtual Writing Tutor’s “Check Vocabulary” feature, which identifies and lists words that make your paper seem “academic” or “conversational.” This might be a good option if you’re struggling with finding an academic tone or your writing is too informal. The “Check Grammar” tool also caught a number of errors in the EAL student writing sample and suggested mostly accurate revisions, but could not distinguish between the word “style” as a verb and as a noun in my writing and offered a revision that would have been incorrect. I had high hopes for this tool’s “Paraphrase Checker,” but it was completely useless: two 100% identical sentences were only identified as being 68% the same.

Paper Rater also revealed a few interesting features: It can be adjusted for the type of writing you’re doing and for grade level, and gives a “grade” and some feedback. Although I wouldn’t recommend relying on this as an indicator of the grade a professor would assign, Paper Rater gave my writing 95% and my student’s writing 75%, and I thought these grades were more or less appropriate. Ignore the letter grades though! They don’t seem to correspond to any grading scale I’m familiar with. Paper Rater is also great for assessing the variety in your sentence beginnings, telling you if your vocabulary is “academic,” and reporting on use of the passive voice. Overall, I can see this tool being useful for high-level writers who want to get a sense of the general quality and patterns of their work.

As for the others, Ginger was pretty useless and introduced errors that weren’t there to begin with. It doesn’t do much if you don’t pay to upgrade it, and based on what I saw with the free version I wouldn’t recommend doing that. Scribens was able to do a few basic tasks, such as identify long sentences, but did the most ridiculous things with vocabulary suggestions. Should I change “communicate with different people and use modern technology” to “communicate with peculiar people and exploit modern technology”? These were options suggested, and I think this feature would be potentially catastrophic to writers without an unwaveringly confident grasp of English vocabulary and usage.

Grammarly is also available in a free and paid version. I used the free one and installed it in Word, and relied on Grammarist’s (http://grammarist.com/articles/grammarly-review/) review of the paid version as a comparison. Although Grammarly is probably the best-known and most widely used grammar checker available, both Grammarist and I found it limited for a number of reasons. Grammarly’s rigorous testing revealed a 72% accuracy with 43 items of grammar and style. It scored very highly for style, but not grammar, and I also found that it introduced errors and could not assess words that functioned as two different parts of speech, like “style.” Its plagiarism checker was also useless: although it knew that two identical pieces were identical, it gave the same paragraph a thumbs-up when just a few words were changed.

Grammarly’s assessment of EAL student writing (when installed in Microsoft Word), with examples of incorrect suggestions for revision.

And finally, although I love Word’s ability to check (very accurately) for passive voice and long sentences, and to assess readability, it isn’t good for many grammatical issues. The advanced checking tools can be activated in “Proofing” options. Word’s default is usually to check only “grammar” and not “grammar and style,” which is easy to fix.

In the end, then, while I did find some options that I might recommend to students with specific issues (e.g., sentences beginning with “It is…”, non-academic tone, or overuse of passive voice), for many writers I think better options include peer review or a visit to the CAC for an assessment of most frequent errors. Once you know what you’re looking for, “Find and Replace” can work miracles! For writers who wish to improve their grammatical accuracy, some of these tools might be a good place to start, but be careful not to get overwhelmed. If you can, focus on just one or two types of errors at a time, and remember that good writing skills take time to cultivate and lots of dedicated practice and feedback.

Gillian is an English as an Additional Language Specialist at UVic and a PhD student in Education. Her background is in English literature, and she has been teaching English, first in South Korea and now in Canada, for over ten years.

“I’m not a very good writer, but I’m an excellent rewriter”: Revising and editing with intention

Academic Writing, Centre for Academic Communication, Editors and editing, Posts by Madeline, Posts by Nancy, Revision, Writing resources

By Madeline Walker and Nancy Ami

The quotation in our title from popular writer James Michener stresses the importance of revising and editing your own writing. Indeed, knowing how to revise and edit is just as important as being able to generate a first draft.  Here we describe two ways you can revise and edit your work with intention.

Using readability statistics to plan revisions, by Madeline

A simple, free tool can help you analyze your own writing with an eye to revision.  Microsoft Word is the most popular word processing software available, yet few people know about the Readability Statistics feature. This feature analyzes your writing and provides counts, averages, the percentage of sentences in passive voice, and two readability measures. You can use this information to plan improvements to your writing. For example, the average academic sentence contains 23 words (in Business it’s 15-20), but what if you see from the statistics that your average sentence is 35 words?  Now is the time to read Nancy’s contribution below and edit for concision. What if you see that 50% of your sentences are in the passive voice, but your discipline prefers active voice? You can revise accordingly. The two readability measures show the grade level of writing (Flesch-Kincaid Grade Level Test) and the level of difficulty (Flesch Reading Ease Test) with 100% the easiest to read and 0-29 confusing prose.  You can use this measure to revise with an eye to clarity and accessibility.

  • To get started right away in Word for PC, go to file/ options/ proofing. Under “When correcting spelling and grammar in Word,” select the “Check grammar with spelling check box” and select “Show readability statistics.”  After writing your document, go to review/ spelling and grammar, and when the check is complete, a text box will appear on your screen on top of your document.
  • In Word for Mac, go to Word/ preferences/ spelling and grammar and check “Show readability statistics.”  After finishing your document, go to review/ spelling and grammar, and when the check is complete, a text box will appear on your screen on top of your document.

Just for fun, here are the statistics for part one of this blog post. Click here to learn more about Readability Statistics and how to interpret them. Then you can revise and edit with intention.

Concision, by Nancy

After noting my essays overflowed with phrases like “future plans for one’s life ahead” and “the discussion of the characters in the novel that was assigned,” my undergraduate communication professor suggested I read The Elements of Style.  I bought it and read it. I understood why my course instructor made notes like “awk” and “redundant” and “?” in my essay margins. I learned how I could write differently. Concisely.

Over the years, since putting aside The Elements of Style, I’ve noticed that my writing has returned to its former state. Puffy.  Expansive. Obscure. What happened to concision?

Desperate to review tips I learned more than thirty years ago, I thumbed through my yellow-paged $2.95-ticketed third edition and found scribbled asterisks next to principles like 14: “Put statements in positive form” and 17: “Omit needless words”. Would the advice I followed in my undergraduate degree help me thin my padded writing now?

I applied Strunk and White’s principles to my sentence scrawls:

  • Avoid “not”

In spite of the fact that writing is difficult for some, it is not difficult for others.

In spite of the fact that While writing is difficult for some, it is not difficult easy for others.

I replaced “not difficult” with “easy” and saved a word!

  • Trim the fat

Perfectionists are people who struggle with writing.

Perfectionists are people who struggle with writing.

I eliminated “are people who” and saved three words!

My colleague writes in an effective manner.

My colleague writes in an effective manner effectively.

I used an adverb to replace a phrase and saved four words!

Writing is an activity that is difficult for some.

Writing is an activity that is difficult for some.

I excised “an activity that is” and saved four words!

I need to call your attention to the fact that writing is difficult.

I need to call your attention to the fact that Writing is difficult!

I replaced the idea of “need” with a “!” and saved 10 words!

  • Replace clauses with phrases and phrases with words

Writing that is done by scholars can be complex and incomprehensible.

Writing that is done by scholars can be complex and incomprehensible.

Scholarly writing that is done by scholars can be complex and incomprehensible.

Complex scholarly writing  that is done by scholars can be complex and in comprehensible.

I reduced a negative eleven-word sentence to a positive simple statement of six words!

Comprehensible writing results from applying only two of the simplest of Strunk and White’s twenty writing principles. True in 1985. True today. Check it out!

In addition to employing these techniques, remember that you are always welcome to work with a tutor at the Centre for Academic Communication to improve your revision and editing skills.

Nancy Ami (R) is the Manager and Madeline Walker (L) is the Coordinator of the Centre for Academic Communication. That’s Nancy’s dog-eared copy of The Elements of Style, 3rd edition. The fourth edition is available in the Reference section of our library: PE1408 S772 2000

 

Comma chameleon: Transforming punctuation and grammar in your writing

Academic Writing, Centre for Academic Communication, Editors and editing, Graduate student writers, Grammar and punctuation, Posts by Gillian, Reading, Tutoring, Writing resources

By Gillian Saunders

It wasn’t so long ago when I found out that I didn’t really know how to use a comma. I mean, I knew how, but I didn’t really, really know. I could put them in the right place about 95% of the time, but not explain why I was adding them or choosing not to. Sound familiar?

I wasn’t a poor writer, making word salad with a careless handful of commas tossed in; I’d been admitted to a graduate program in English Language and Literature. And I didn’t know how to begin to fix this problem. At this point, the finer points of punctuation seemed mysterious and probably unlearnable.

As an English as an Additional Language Specialist at UVic’s Centre for Academic Communication and as an instructor, I meet a lot of students experiencing this same frustration. Writers who learned English as an additional language may be at an advantage: for the most part, they have been “taught” a lot of what they need to know to be able to master the use of commas and other fun and useful things like colons and semicolons with relative ease. In order to know whether you need a comma in any given situation, you need a functional range of metalanguage: relative clause, dependent clause, conjunctive adverb, etc. Native English speakers under a certain age, however, were mostly just told to throw a comma in when they “felt like they needed a pause,” which, unfortunately, isn’t a real rule of comma usage. As adults pursuing graduate degrees, not having been taught real rules isn’t doing us any good now. In fact, it’s kind of embarrassing.

“What am I supposed to do about it now?” you might be wondering. Here’s the abridged version of how I’ve filled my own vacancies in the punctuation and grammar puzzle: first and foremost, my education is in a very reading- and writing-heavy field. I studied writing and linguistics with some very inspiring and knowledgeable instructors, and then I started teaching grammar and composition myself. At that point, I had to learn everything there was to know, or else risk being shown up by students who had mastered not only their own first languages, but mine as well, and better than I had. I completed a Certificate in Editing by distance. I read books like Michael Swan’s Practical English Usage, Strunk and White’s classic The Elements of Style, and everything by Kate Turabian and Diana Hacker. I Googled. A lot. “Which vs. that?” “What is an appositive?” I tugged at the knots of obscure grammar forum threads until I was satisfied that I could explain when and why you need a comma before “such as.” I started reading my work, and the work I edited, aloud, with verbalized punctuation: “The semicolon has two main uses COLON it separates long items in a list COMMA which may also contain commas COMMA and it joins two independent clauses that are closely related PERIOD.” I questioned my identity as a writer, as a native English speaker, and in other areas of my life. Had I also been singing the wrong words to my favourite songs at the top of my lungs in the car all along? (I had.)

Learning the “right way” to use punctuation (and the correct lyrics to all my favourite 80s and 90s songs) clearly took time and the kind of dedication that may not be available to you when your literature review is due next week. Thankfully, there are other options available. First, get a diagnosis from someone who knows a lot about these things. Maybe you’re guilty of conjunctive adverb abuse because you’ve got them confused with subordinating conjunctions. Maybe you’ve never thought about restrictive and non-restrictive clauses. Half the battle is just knowing what to Google.

It may seem painful at first, but picture yourself at some point in the future when it pays off: your perfectly punctuated cover letter just got you your dream job. You didn’t have to hire an editor before you submitted your article for publication. You’ve met the girl of your dreams online; her profile said she only dated people who texted with correct punctuation, and she really meant it. Good punctuation matters to a lot of people, more than you might think, but at the end of the day it’s up to you how accurate you need your writing to be and how much you are prepared to invest in your writing practice. Like doing yoga or learning how to knit a sweater, it takes time and dedication to develop the skills and ability you need in order to have a practice you’re satisfied with. A good practice requires a good instructor that you trust, clear instructions, the ability to detect errors, the skills to be able to fix them, the confidence to take risks, and the humility to ask for help when you’re not sure what you’re doing. Who can you ask? The CAC. We’re here to help!

Gillian is an English as an Additional Language Specialist and Business English and Communications instructor at UVic, and has taught in Canada and South Korea. In her spare time she can be found reading about grammar and English language teaching and patting herself on the back for not pointing out every single writing error she encounters during her day.

 

 

How writing fiction helped me write my dissertation

Academic Writing, Computer science, Creative writing, Dissertation writing, Editors and editing, Fiction writing, Goal setting, Graduate student writers, Productivity, Time management, Writing coaches, Writing process, Writing resources

By Russell Campbell

Somewhere in my academic career I started trying to write novels. It wasn’t a decision I can pinpoint. It crept up on me through multiple fronts: my sister working for the Greater Victoria Public Library; a past girlfriend who had a sister married to the brother of epic-fantasy author Brandon Sanderson; free lectures for writing fiction by Brandon Sanderson on YouTube; a past roommate on the autism spectrum whose life revolved around fiction; and many friends who dabble with the idea of writing stories. Combine all this with my unending curiosity, and the result is years of my dissertation developing in parallel with multiple creative writing projects.

Underneath the curiosity, I felt that if I could write a novel, then a dissertation would be that much easier because I would have full command of the written English language. I should point out that my research area is in the sciences. If I could find a way for my brain to run a marathon, creative writing seemed like a healthy exercise.

As the years marched on, and my commitment to learn the craft of storytelling grew more earnest, I came to the realization that most authors spend at least four dedicated years in a degree program writing essays to refine their skills—which I don’t have—so there’s probably still a long way for me to go here. Upgrade my efforts to an ultra-marathon after bench pressing 500 lbs. Probably not healthy.

So I can save you the troubles I’ve been through and point you in the right direction if, like me, you also want to push your brain to its limits. If you are in the sciences, my suggestions are overkill, but still have benefits, and if you are not, then they might just be a nice addition to your skill set. Perhaps you want to write novels. In my present case, a wonderful surprise turned out to be how much easier it is to write documents of any kind, especially career oriented ones such as cover letters and teaching statements. It also made getting feedback from my supervisor much more tolerable.

The best piece of advice I can give is to make writing a part of every day. The easiest way to do this is to combine it with whatever entertainment you consume. Take notes on the shows you watch. I use Google Drive for this and all my other notes on writing. Most shows out there have commentary by YouTube podcasts and I look for those that grow my vocabulary.

There’s no shortage of videos online and books you can get on becoming an author. I found many of them to be repetitive. However, sadly, much of the advice is not helpful, and I have been fortunate to find the few sources that can actually prove it with science. A great place to start learning how to write fiction properly, no matter what your skill level, is a book called Story Genius, by Lisa Cron. She debunks the useless advice, and gives you a plan that avoids the big editing mistakes that waste time.

I’ve spent a lot of my education using formal logic, so I was delighted to see that writing approached from the perspective of journalism makes heavy use of logic. Finding topics is a matter of exploring logical patterns in everything you observe and proving their existence. Trying to refine this skill has helped me in my research, since this is creativity in a nutshell. This process is explained robustly in A Writer’s Coach, by Jack R. Hart.

Actually, I do have course credits with a superb textbook for grammar, and I still reference it often: Understanding English Grammar, by Martha Kolln and Robert Funk. I consider this the resource for word and sentence-level expertise only. Beyond this, if you want to know the impression your writing leaves, then Writing Tools, by Roy Peter Clark brings a large set of available skills. If you need advice at the story level, a freelance editor named Ellen Brock on YouTube provides not only videos, but organizes a novel boot camp on occasion. On her blog, she gives feedback on story submissions, and I find this is a good gauge to compare myself with other wannabe authors.

Creative writing course lectures for Brandon Sanderson’s BYU class are on YouTube. There are multiple iterations of it, each on different channels, but the most recent one for winter 2016 on Camera Panda really is the best one to watch, both in terms of video quality and content. Ignore the advice on the spectrum between plotting a novel or free-writing one. There’s no way around planning your writing if you don’t want to throw away much of what you write and you want an effective outcome.

I’m looking to connect with other fiction writers to form a support group. If you are interested email me at: ctrain79@uvic.com

Russell Campbell is a Ph.D. candidate in computer science and has completed a Master of Science in discrete mathematics, both at the University of Victoria, as well as a Bachelor of Science in mathematics at the University of the Fraser Valley.