4.+Types+of+Editing

= **4.**   **Types of Editing**= Documentation requires different levels of editing at various stages of development. An editor may do one or all types of editing to a document, depending on what is required. An editor should set expectations with a writer ahead of time about what types of edits will be performed. When editing, (time permitting) assess the document through levels of editing:
 * Level 1: Revision** --- looks at the document as a whole. Often called “global editing,” revision pays attention to the document’s subject, purpose, readers, and context of use.
 * Level 2: Substantive editing** --- also known as “comprehensive editing,” pays special attention to content organization, and design of the document.
 * Level 3: Copyediting** --- also known as “manuscript editing,” concentrates on revising the style for clarity, persuasion, and consistency, especially at the sentence and paragraph levels.
 * Level 4: Proofreading** --- often performed with copyediting, catches grammar mistakes, mistaken, misspellings, and usage problems.

**4.1 Revision**
Revising a document at this stage requires that an editor look at the document as a whole and determine if its subject and purpose are appropriate for its readers in the context it will be used. Some questions to ask while editing a document at this stage:

§  Has the subject changed or evolved? §  Was the scope of the subject limited or expanded? §  Has the document strayed from the subject anywhere?
 * SUBJECT:** Check whether your subject needs to be narrowed or broadened.

§  What do you want the document to achieve? §  Is the document’s purpose still the same? §  Has your purpose become more specific or has it broadened?
 * PURPOSE:** Make sure the document is achieving its purpose.

§  Do you now know more about your primary readers’ needs? //(Primary readers are the action takers – the ones to whom the document is addressed.)// §  Has the writer anticipated readers’ values and attitudes? §  Does the document need to more thoroughly address the secondary, tertiary, and gatekeeper readers in your document? //(Secondary readers are those who advise primary readers; Tertiary readers include others who may have an interest in your document; Gatekeeper readers are often supervisors who will look over the document before it is presented to the primary readers.)//
 * READERS:** Looking back at the original profile of your readers, think about the characteristics of the primary readers and other possible readers.

§  Do you understand the physical places where your readers will read or use the document? §  Do you better understand the economic, political, and ethical issues that will influence how the readers interpret the document? §  Have you anticipated the personal, corporate, and industry-related issues that will also shape the readers’ interpretation? 
 * CONTEXT OF USE:** Consider the contexts in which your document might be read or used.

**4.2 Substantive Editing**
At this stage, the purpose and context has been assessed and addressed and editors should now concentrate on content, organization, and design of the document.

§  Are there any places (gaps) where the document lacks proof or support for its claims? §  Does the content need more research to support its points? §  Are there any places where you’ve included information that the readers do not need to know to make a decision or take action?
 * CONTENT:** Look for any gaps or digressions in the content.

§  Are there any places where the document deviates from the organization pattern of the genre it follows? Are these deviations helpful toward achieving its purpose? Or, should it be reorganized to suit the genre? §  Does the introduction clearly identify the subject, while stating the purpose and the main point? Should the introduction include more background information or stress the importance of the subject? §  Does the conclusion restate the main point, re-stress the importance of the subject, and look to the future?
 * ORGANIZATION:** A document should conform to a recognizable genre, and it should have an identifiable introduction, body, and conclusion.

§  Is the text readable in the situations and places where people will use it? §  Does the design reflect your readers’ values and attitudes? Is it straightforward for conservative readers, or is it more innovative for progressive readers? §  Does the design properly use principles of balance, alignment, grouping, consistency, and contrast? §  Does the design clarify the structure of the text with titles and subheads? §  Do the graphics support the text, and do they clarify difficult points? 
 * DESIGN:** The document should be designed for the readers and the contexts in which it will be used.

**4.3 Copyediting**
When copyediting, the editor assumes that the content, organization, and design are mostly set and will not change. Copyediting should concentrate on improving style and consistency, especially at the sentence and paragraph levels. Make sure headings and graphics are appropriate and accurate.

§  Are the subjects of the sentences easy to locate? §  Do the verbs of the sentences express the action of the sentences? §  Can you eliminate any unnecessary prepositional phrases? §  Are the sentences breathing length?
 * SENTENCES:** Look over the sentences to make sure they are clear and concise.

§  Does each paragraph have a clear topic sentence (a claim) and enough support to back it up? §  Would any paragraph be stronger if you included a transition sentence at the beginning or a point sentence at the end? §  Are the subjects in the paragraph aligned, or could you use given/new strategies to smooth out the text? §  Would transitions or transitional phrases help bridge any gaps between sentences?
 * PARAGRAPHS:** Make sure paragraphs support specific claims. Rework the sentences in the paragraphs to improve the flow of the text.

§  Do the headings in the document properly reflect the information that follows them? §  Do the headings make the document scannable, highlighting places where important information can be found? §  Are there clear level headings that help readers identify the structure of the document and the importance of each part of the document?
 * HEADINGS:** The headings should be easy to understand and consistently used.

§  Does each graphic tell a simple story? §  Does each graphic support the written text without replacing it? §  Are the graphics clearly titled and referred to by number in the written text? 
 * GRAPHICS:** Look over the graphics in the document to make sure they support the written text. Check the graphics for accuracy.

**4.4 Proofreading**
At the point of proofreading a document, it is assumed that is has been reviewed, revised and completed in all other ways. With proofreading, focus only on the mechanical details like grammar, spelling, punctuation, and word usage. Focus on errors, and make only minor changes to text and style if needed.

§  Remember, readers will notice grammatical mistakes. Don’t let them sabotage an otherwise solid document §  Grammar checkers are notoriously unreliable. There is no substitute for mastering grammar rules. §  When editing, pay attention to your own reactions. When you stumble or pause, chances are good that you have stumbled upon a grammatical mistake.
 * GRAMMAR:**

§  Punctuation is intended to help readers understand your text. §  Use proofreading marks carefully to communicated clearly to the writer.
 * PUNCTUATION:**

§  Too many of these errors will cause your readers to seriously question your commitment to quality. §  Use the spell checker feature in your word processor. However, spell checkers are not perfect, so pay careful attention to spelling. Words that are spelled correctly may still be used in unintended way, particularly when there are variations to the spelling of words in different usage. §  Refer to a dictionary to look up technical terms not found in typical spell checkers.
 * SPELLING AND TYPOS:**

§  Many words seem the same, but have different meanings. Keep a usage guide handy. §  Dictionaries are also good resources to distinguish ambiguous word usage.
 * WORD USAGE:**

//For more information see// Johnson-Sheehan pp. 314-325.

1. Overview 2. Technical Editing 3. Working with Writers 4. Types of Editing 5. Editing Technologies and Proofreaders' Marks 6. Editing for International Audiences
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