Title: Developing Editing and Proofreading Skills
Summary: This activity is designed to teach (and/or review for some students) certain grammatical and stylistic elements that are an integral part of the editing and proofreading stages of the Writing Process. This lesson focuses on the concepts of consistency, parallel structure and active versus passive voice in sentence constructions.
Name: Carol GrzybaczSuggested level: Grade 9
Pennsylvania Academic Standard(s): 1.5.8 D –Write with an understanding of the stylistic aspects of composition. Use Different types and lengths of sentences. Use Tone and voice through the use of precise language. 1.5.8 E – Revise writing after rethinking logic of organization and rechecking central idea, content, paragraph development, level of detail, style, tone and word choice.
Learning objective(s): Students will understand and identify the following elements of good sentence / paragraph construction: parallel structure, consistency, and active voice vs. passive voice. Through the exercises students will determine the examples of faulty sentence constructions and choose correct constructions in these three areas. Students will edit their essays focusing on these three elements and note poor construction in any of the three elements. Students will construct their own sentences with correct usage of parallel structure, consistency and active voice.
Materials required: Students' draft copies of essays, notebook, pen, exercise worksheets, evaluation sheets.
Approximate number of class periods: This project should require 2 class periods (app 45 min) depending on the students' comfort level with the information presented.
Classroom management strategies: (individual, small group, large group – explain) Students will have completed their rough drafts of an essay which they will later proofread and edit individually and with peers, focusing particularly on the 3 concepts of this lesson. Students will work in groups of 2 or 3 (depending on number of computers available). Working in small groups should allow them to assist one another with any difficult concepts in the web site exercises on a) consistency, b) parallel structure, and c) active vs. passive sentence construction.
Warm up: In the computer lab have students log onto computers and take them to the website with "Rules for Writing Good". Discuss the humor and irony of the "rules" to prepare them for the day's activities. You may also want to print the rules, distribute copies to students, and hold the discussion before going to the computer lab.
Activities/ Procedures:
1) warm-up activity – “Rules for Writing
Good”
2) complete attached worksheet.
2) complete attached worksheet.
Assessment strategies: Students will write their own examples of the sentence structures covered in this lesson as a homework assignment. Students will answer the assessment questionnaire at the end of the lesson. Students should use the techniques learned in this lesson to correct / edit their essays in peer editing sessions.
Related Web Sites:
---links to grammar sites
Back-up plan: (if the technology fails!) In the case of technology failure, we can cover these concepts in the grammar book and have students work together on practice sentences from the review. This will require a class review of correct answers to ensure that students have understood and mastered concepts.
Branching out: (optional) Students can utilize these web sites as references in writing and as self-help tools for any of their weak areas in grammar and style.
Recommendations/ comments: Require students to hand in work sheets and homework together as a packet. Evaluate students’ incorrect answers from the web exercises and check their own constructed sentences for accuracy. Prepare mini lesson to reinforce any unclear concepts. This format (lesson plan) could be used for any areas that the instructor would like to cover with the class. The range of topics on these websites would probably suit almost any purpose.
Worksheet (.pdf file)
Warm-up
From the website:
Rules for Good Writing
Rules for Writing Good
- Subject and verbs has always to agree
- Make each pronoun agree with their antecedent.
- Being bad grammar, the writer should not use dangling participles.
- Don't write run-on sentences, they are hard to read and punctuate them properly.
- Don't use no double negatives, not never.
- Don't use mixed metaphors because they are a pain in the neck and should be thrown out the window.
- Make sure to understand that a writer when he is writing something should not get accustomed to the habit of making use of too may redundant words that he does not actually really need in order to put his message across to the reader of what he has written.
- About sentence fragments. Not good to use.
- Try not to ever split infinitives.
- Don't use a foreign word when there is an adequate English quid pro quo.
- If you do use a foreign word phrase, it is de rigor to use it correctly.
- It behooves the writer in his epistles to avoid archaic expressions.
- Don't use hyperbole unless you're the one writer in a million who can use it effectively.
- Avoid cliches like the plague.
- But, don't use commas, ever, when they are not necessary, or important.
- Don't abbrev. unless nec.
- Proofread carelessly to avoid mistrakes.
Work Sheet for Big Dog’s Grammar
Go to the website
I Parallel Structure
Select “Parallel Structure” from the list of content areas. Read the brief explanation. Click on the “Self-Test” at the bottom of the page. The first four sentences require you to select the correct sentence by clicking in the box next to the sentence of your choice for correct answer. Submit the answer for each sentence. The next four sentences require you to fill in the necessary information to make the sentence parallel.
Record any sentences which you answered incorrectly.
1)
2)
3)
Record any sentences which you find confusing regardless of whether you answered correctly or incorrectly.
1)
2)
3)
Click the return button at the bottom of the page to take you back to the explanation screen. Select “Consistency” from the drop-down search box next to Big Dog’s head.
II Consistency
Read the explanation and examples of consistency. Click on the “Self-Test” at the bottom of the screen. Complete the sentences or choose the correct sentence as required as you did in the previous exercise.
Record any sentences which you answered incorrectly.
1)
2)
3)
Record any sentences which you find confusing regardless of whether you answered correctly or incorrectly.
1)
2)
3)
Return to the explanation screen and choose “Active / Passive Construction”.
III Active / Passive Construction
Read the explanation and examples of active and passive construction. Click on the “Self-Test” at the bottom of the screen and complete the sentences or choose the correct sentence accordingly.
Record any sentences which you answered incorrectly.
1)
2)
3)
Record any sentences which you find confusing regardless of whether you answered correctly or incorrectly.
1)
2)
3)
(You are now ready for advanced level exercises.)
Go to the website
Parallel Structure
In the drop-down menu of the category “Ask Grammar, Quizzes, Search Devices”, select the category “170 + Interactive Quizzes”.
In the drop-down menu under “Guide to Grammar and Writing”, select the category “Parallel Structures”. Read the explanation and examine the examples given. Try the first Quiz on Parallel Structures.
Record any sentences which you answered incorrectly.
1)
2)
3)
Record any sentences which you find confusing regardless of whether you answered correctly or incorrectly.
1)
2)
3)
Now try the second Quiz on Parallel Structure. This quiz requires you to type in the correct answers. Print your responses when you have finished!
Passive Voice Versus Active Voice
Click on the “menu” button on the lower left portion of your screen. From the list of topics, click on “Passive Voice (in verbs)”. Read the explanation of “Passive and Active Voices”.
Click on the “Quiz” button at the bottom of the screen. This exercise requires you to type in the correct responses. Print your completed exercise!
Homework Assignment:
1)Write 3 sentences of your own that illustrate good use of the concept “consistency”.
2)Write 3 sentences of your own using “parallel construction”.
3)Write 3 sentences in the “Active Voice”---. Rewrite each of these 3 sentences in the “Passive Voice” (Note: your sentence pairs should contain the following: –1 sentence in present tense active voice and passive voice, 1 sentence in past tense passive voice and active voice, and 1 sentence in present perfect passive voice and active voice.
Student Assessment
(Circle yes or no if the question is a yes/no question. Write any comments or explanations where instructed.)
- Do you think the exercises adequately demonstrated the concepts covered? Yes / No Explain.
- Do you find this method of learning grammar and construction principles preferable to classroom lecture and book exercises? Yes / No Explain.
- Are there any areas that are still unclear and in which you need further explanation and practice? Explain.
- Were these computer lessons/quizzes helpful to you for the proofreading / editing process? Cite 2 examples of poor construction in these 3 areas (or other areas) which you found during peer editing sessions.
- Would you be interested in learning other aspects of grammar mechanics and usage in this manner? Yes / No Explain.
- How likely are you to review other aspects of grammar, style, usage and construction in this manner on your own?
- Would you feel comfortable using these websites and others as resources to assist you when writing?
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