Contents
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Section One: Core Concept
Section Two: The Stages Of Proof-Reading
Section Three: The Advantages Of Proof-Reading Aloud
Section Four: Things To Look For Out For When Proof-Reading
Section Five: Evaluating Proof-Reading
Section Six: Clichés
Section Seven:
Concluding Comments
Appendix One: Illustrating The Relationship Between Proof-Reading And Drafting
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Aims
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Having completed this document, the student ought to have attained a competence in proof-reading. In particular, he/she should be able to: -
1. See
The Purpose Of Proof-Reading
2. Proof-Read His/Her Own Drafts
3. Acknowledge The Advantages Of Proof-Reading Aloud
4. Correct Every Type Of Mistake Found In The Draft
5. Assess The Effectiveness Of His/Her Proof-Reading
6. Remove Any Clichés.
7. Realise That Proof-Reading Punctuates The Process Of Drafting
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Section
One: Core Concept
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Proof-reading constitutes the process of reading through and correcting a written piece of work. It is done with a view to: -
1.1 Removing All Manner Of Mistakes, I.e. Spelling Mistakes, Poor Grammar, Etc.
1.2 Improving The Quality Of The Written Work, Thereby Increasing The Chances Of Attaining Higher Marks.
Section
Two:
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Proof-reading
often involves the following stages (which ideally should be attempted on
different days): -
2.1 Reading quickly through a piece of writing in order to check for: -
2.1.1 Obvious Errors
2.1.2 The General Meaning
2.1.3 The General Structure
2.1.4 To See Whether It Answers The Question.
2.2 Reading Aloud Two Or Three Times In Order To:
2.2.1 See If The Writing Flows And Makes Sense
2.2.2 Uncover Specific Mistakes In Wording And Sentence Structures.
2.3 Reading Through It Again In Order To: -
2.3.1 Check That All Sources Have Been Acknowledged
2.3.2 Clear Up Any Remaining Confusion
2.3.3 Ensure That There Are No Remaining Factual Errors.
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Section
Three: The Advantages of Proof-Reading Aloud
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There are many advantages to reading a draft out loud. It can help to: -
3.1 Develop Verbal Skills
3.2 Aid Sentence Flow
3.3 Focus Attention Upon Particular Wording
3.4 Offer Fresh Insight Into The Communication Process
3.5 Provoke New Thoughts And Possible Additions To The Meaning Of A Sentence Or Word
3.6 Provide A Sense Of Audience
Here, it is often wise to remember that if a draft does not make sense when read aloud, then it is unlikely to make sense when read silently
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Section
Four:
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When reviewing a draft, it is necessary to check whether: -
4.1 What Has Been Written Is Linked In To The Title
4.2 A Definite Structure Exists Throughout The Whole Body Of Writing
4.3 Diagrams And Statistical Tables Are Readily Comprehensible
4.4 Every Mistake In Grammar, Punctuation And Spelling Has Been Corrected
4.5 The Necessary Amount Of Clear Justification Has Been Used In Conjunction With Stated Arguments
4.6 The Facts That Have Been Used Are Correct
4.7 The Essay ‘Flows’ From Point To Point
4.8 The Introduction And Conclusions Are Clearly Distinguishable From The Main Body Of Writing
4.9 The Causal Explanations Have Been ‘Grouped’ In An Appropriate Order
4.10 Given Explanations And Illustrations Are Likely To Prove Useful To A Person Of Average Ability
4.11 Important Points Have
Not Been Missed, Or Given Too Little Attention
4.12 Relevant Sources Have Been Acknowledged, Cited And Quoted
4.13 The Paragraph Divisions Come In The Right Places, I.e. Where The Discussion Or Emphasis Changes
4.14 The Piece Has Been Written In An Appropriate Style
4.15 The Question Has Been
Answered
4.16 The Right Amount Of Evidence Has Been Given
4.17 The Sentence Moves
Smoothly Along Without Any Stumbles Or Pauses
4.18 Unnecessary Words And Phrases Have Been Cut Out
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Section
Five: Evaluating Proof-Reading
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After proof-reading a piece of work, it may be helpful to pose the following questions: -
5.1 Has The Material In This Assignment Provided The Basis For Further Research?
5.2 Have Any Justified Comments And Criticisms Made Against Previous Drafts Been Taken Seriously And Their Results Incorporated Within This Present Draft?
5.3 Have Any Relevant Ideas Been Adequately Expressed?
5.4 What Could Be Changed If The Assignment Was Written Again, And Why?
5.5 What Was The Main Purpose Of This Assignment?
5.6 Would Anything Of Value Be Lost If Particular Words, Sentences Or Paragraphs Were Deleted?
During proof-reading, various ideas and insights may well be stimulated. If they can not be inserted in the assignment itself, they should be noted down for future use elsewhere, i.e. in the next assignment.
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Section Six: Clichés
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Proof-reading has an important function in getting rid of clichés. These are overused words and expressions that diminish the value of a written piece of work.
Examples of
clichés are: -
6.1 Acid Test
6.2 An Informed Source
6.3 Achilles Heel
6.4 Cart Before The Horse
6.5 Common Sense Will Prevail
6.6 Fair And Reasonable Offer
6.7 Helping Police With Their Enquiries
6.8 In All Cases
6.9 Informed Opinion
6.10 It Seems To Me That
6.11 Liberation Struggle
6.12 Literally
6.13 Moment Of Truth
6.14 Mounting Crisis
6.15 The Bare Facts
6.16 The Named Truth
6.17 The Prevailing Public Mood
6.18 Thin End Of The Wedge
6.19 Win-win Situation
6.20 With Regard And Respect To
6.21 When And If (Or Sometimes ‘If And When’)
N.B. Examples of clichés can easily be picked up from the mass media. Because of their persuasive nature, clichés often creep into the mind unawares, and then flow out again when writing. This is especially the case if fatigue or stress is a problem.
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Section Seven:
Concluding Comments
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7.1 Proof-Reading Plays A Vital Part In The Editing Process
7.2 Proof-Reading Tends To Get Easier With Each Successive Draft, I.e. Beginning With The Rough, Then The Provisional And On To The Final Draft.
7.3 As It Requires A Great
Deal Of Analytical Skill, Proof-Reading Is Best Done At That Time Of The Day
When The Reader Is Most Mentally Alert
7.4 Ideally, Proof-Reading Should Punctuate The Process Of Drafting (Appendix One).
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Appendix
One: Illustrating the Relationship
Between Proof-Reading and Drafting
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Rough Draft
¯ + First Proof Read
Provisional
Draft
¯ + Second Proof-Read
Final Draft
¯ + Third Proof-Read
Handing In