Editing and proof-reading: Key terrns and netions
lsue
S"trt*ce ftugtr.enxr tuiting u finite (i.e"
conjugated) verb, or including adverbs
--
that set up an expeclation of completion.
Example: If I can ftu'thter this argument
by tuming to Fottcrntlt to examifte lcow
power relutions work within societr.
Run-on sentences: sentsncas that include
lengthy and multiple ideas, usually
without subordinate clauses. Example:
Skilled often refers to a tirne-seled
apprentice, semi-skil led indiccttes some
training has been received, while
unskilled sttggests no,formal training,
altlzougk in reality these boundories sre
dfficult to apply cs even someone
emplo,ved in rsn unskilted role, is certain
to develop some special proficienq' itz its
nerformance aver titne.
Parallelism: consistent use of verb and
clausal forms within a sentence or
paragraph. Example: Two key sttsnds
emerged in relation to this therne: lhe
need to have a better understanding oJ'
the processes which lead to participtttiotz
and non-participation, and that
'increasing' or'deepening' participation
shoitld not be confused with 'widening'
participation.
Comma splices: linking flvo sentences
together with a comma. ExamPle:
This definition is applied to many Gree$,
few w,ould den.l' tlze skill o{ a concert
pianist, g.ymnast or racing motrsrcyclist
when they are observed performing their
ctrt.
Subordination of clauses: creatiag more
intricate sentences by combining
sentences and phrases using relative
pronouns and clauses" ExamPle:
From these eight themes I have identified
fourthat relate to nty pt"oiect and I
focused an these thernes during mY
Iitersture seat"ches"
-Person'alvoi@
impersonal 'o11e', 'thg tesearcher', or
passive. Example: Frorn this literature
several themes fonning frsundalions qf"the
Hg"q to consider
o Add flnite velb. -
. Example: I willfurther tltis example
by turning to Foucculi to examine
how power relstions work *-ithin
sociev. ('If sets up expectation of
'then'clause.)
Split into different sentences or use
subordinate clauses and parallel
structures. Example:
Skilled often reJbrs lo a linte-setved
cpprentice; semi-skilled indicates some
training has heen received; und unskilled
sz4ggests no formal h'aining- In realih',
how,ever, these boundsries sre dfficult to
apply as even someone employed in cn
unskilled role is certain to develop some
special proficiency in its perfor"mance
over time.
Make sure verb forms {tenses, s.g.} or
other elements are similar. Example:
Two key strands etnerged tn relation to
this theme: l) that we need t0 have a
better understanding of the processes
which lead to participation and non-
participation, snd 2) that 'increasing'or'
'deepenircg' partic ipation should not be
c onfu s e d wi th' w ide n in g' p articip ation.
Replace with semi-colon or separate into
fwo separate sentenses- ExamPle:
This defircirion is applied to mcrny arecs:
.fevt: would deny the skill of'a corzcert
pianist, g.vftrft{tst ar rccing motorcyclist
when they qre observed performing their
art.
Academic writing is denser and more
intricate than spoken language or
informal writing. Avoid linking with'and'
by using subordination. ExamPle:
From these eight themes I have identified
prciect, which I
"four related to my
daring rny litercture secrcltes.
foaxed rsn
-Consider which for topt'i"te i"
your discipline, for your audience
(including your tutor/supervisor).
Example: Front this literatztre I hcve
approach are identified ond discussed.
Concision: using as few words as
possible to express an idea. Example:
Thet'e is not the space to do these
arguments justice here, however it is
worth making aJbw remarks, n'lzich are
oeriineni to the subiect under discttssion
Ambiguous use of 'this': omitting the
referent (e.g-, this notion, this proposal):
Exarnple: This indicates clearly that skill
is a relative term tlzat vaties along a
continuum.
Avoid gendered language, but watch for
resulting infelicitous sentences. Example:
Iilhen a tescher is overworked, he burns
out qwickly. But avoid: When c teacher is
ovenvorked. thev burn out auicklv.
Ernphasis: avoid using bold face or italics
for emphasis. Example: For integration
to be successful, the powerful discaurse
of government needs tu promote ctsylunt
s eeker settlem.ent into communities.
Language choices : colloquial expressions
are usually transformed into more
academic lansuase.
Referencing/citation style: See APA,
Harvard or other style guide but be
consistcnt.
In general, most advice is 1o use the
activc voice.However, there are good
reasons for using the passive voice . . .
Active: The government roised taxes,
Subject (The govcnrment) plus verb
(raised) plus object (taxes). Passive:
Taxes were raisecl. Object (taxes) plus
verb (were raised) minus subject (the
soyemment -- or 'bv the govertment').
Verb agreement: Be careful with subject-
vcrb agreement in long sentences: also
make sure to use finite verbs. Example:
The automobile industry- aver the years
using the same approachfor reasons oJ'
cost containment.
Verb tenses: BE consistent with tenses
within sentences/paragraphs.
Word errors: e.g., affect/effect-
identified and will discuss several themes
farming fottndations of the approach.
Practice eliminating unnecessary words
and phrases. Example:
I do not have space here to do these
arguments justice, but it is w,arth making
a.few pertinent remarks.
Make sure every'this'that you include
has a specific referent following it.
Example: This range of definitions
indicates clearly tlzat skill is a relative
term thrst varies alons a continuum-
Consider using plurals or re-casting
sentence. Example: When teaclters are
overworked, they burn out quickly. ar
Overwork csuses burnout among
teachers.
In academic vr,riting the ideas are meant
to carry their weigbt without typographic
embellishment. Have faith in your ideas!
But avoid overly formal, stiff language.
In all cases be careful to supply
ref-erences when you mention authors
even ifyou are not quoting directly from
them.
. . . but it's important not to do it
automatically or to sound formal. Wa.tch
out for use of the passive that indicates
fuzzy thinking or lack of attribution to
responsible agents. Typical passive uses
in academic writing include: The
experiment was csrriecl out . . . ; It has
beensuggested...
Gerund (-ing) forms of the verb cannot be
used alone as verbs (they can work as
nouns as in'reading', however). Example:
The automohile industry over the y'ears
has been ttsing the same approachfor
re as orLs ot' c cst c o nts in m e nt.
Pay aftention to grammar/spell check, but
mcre importantly, to word meanings.
Puncfuatian
Capitalisatiore.- in general cnly capitalise
proper nouns, sentence beginnings,
acronyms.
Commss: use in listing and sometimes to
separate clauses, but not sentences
Brackets: use to set apart ideas as asides,
but more for referencing
Colons: use to introduce a list cr an
explarcation of an idea
Serni-colow: use to separate two equal
halves of a complex sentence {instead of
a comma)
Apostrophes: used to indicate possession
or contractions

@ Marv Iane Cww ZA0Z

The apostrophe 5s': when to put's aud when not to

The basic rules of use are as follows:

1 Put an apcstrophe befare the 's to indicate singular possession (except

with 'its') and after the s' to indicate plural possession, for example: The
student's (one sfudent) essay was very good; The studenls' (mcre then
one student) essays were very good.

2 There is no apostrophe in a plural, for example: Philosaphers have

studied .. ., Different conclusions have been reached. ..

3 Fut an apostrophe befcre the 's' in abbreviations of the verb forms is,4ras,
for example: It's {it is) a r.l.ell established fact that . . . ; she's (she has) had
rnany books published on this area.... The ' indicates that something has
been removed.

From C. Coffin, M. J. Curry, S. Goodman, A. Hewings, T. Lills & J. Swann

QA04, Teaching scademic writing: A tootkitJbr ltigher education. London:
Routledge, p. 32.

Coniunctions to express different kinds of meaning relations

Temporal: when, rn'hile, after, befcre, then

Causative: because, if, althoueh, so that, therefore
Adversative: however. altematively, although. nevertheless, while
Additive: and, or, similarly, incidentally

From K. Love, 1999,'Unpacking argurnerts: The need for metalanguage' in B. Doecke (ed-)
Responding to Student Llriting. Norwood, Australia: Australian Assn. for tlre Teachilg of English, p.
20?.