Chronicle of Higher Education, Revision and Proofreading

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Revision and Proofreading

Throughout the readings and lecture this week, we have explored the differences in proofreading and revision. We have also read about the importance of this stage of the writing process. To begin this week, go to the EBSCOhost Database, search for and read the following article about revision:

Toor. R. (2012). Not my type. Chronicle of Higher Education, 58(27).

Note: This article may not be the first article on your search results list. Double-check to make sure you are reading the correct article.

After you read the Toor article, you may get some ideas on how to revise your own essay. Before you do, let’s step back and take another look at one of the three sample student essays from last week (“Plastic Bags and the Environment,” “Sagging Morals,” or “Designated Hitter: 40 Years of Controversy”). Now that you’ve reviewed one of these essays with fresh eyes, write a 75 to 150-word response detailing revisions you would suggest to the author of the student essay. Be specific. Give examples from the essay to support your points.

Consider questions like:

  • Is the argument clearly stated?
  • Does the essay convince you of its argument? Why or why not?
  • Does it need more details or examples to support the subtopics?
  • Could the paper use more or fewer citations?
  • Does the order of the subtopics/the essay organization best support the thesis?

There are a myriad of ways to revise an essay. These are just meant as a starting point. If you think of another way to meaningfully revise the sample, by all means, discuss it. Just know that though this is a solid student example, but it is by no means perfect.

Remember to use specific content from the student essay to support your ideas. For example, it is not good enough to say “I would change the order.” Talk specifically about what you would change and why.

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