1. 7.4 | Editing

2. STEP 1 - LEARN
Watch the Critique and Feedback - the Story of Austin's Butterfly video, found on YouTube, from Start Right Lesson 1.4.
What lessons were communicated in the video?
Learn about editing in the following slides.

3. COLLABORATION IS KEY .
When editor and writer work together from the beginning, content improves.
Writers must be willing to continually edit and revise.
Editors should try to help the writer, not just improve the story.
Bullet 1: From the time an assignment is communicated clearly to the writer, an editor should be available to help the writer and to set up a series of mini-deadlines and conferences.
A series of mini-deadlines makes it possible for the editor to coach the writer during the reporting and writing stages rather than when the story is finished.
A writer most likely will be more receptive to suggestions for change early in the process. And, writers who are listened to will have more ownership in a story and more care about how well it’s done.
Bullet 3: Constructive criticism – that not only adds depth to the content of a story but also improves the writer’s skills – makes it likely that the writer will do a better job on the next story. Feedback from an editor should always be in the form of specific suggestions. Because people learn from being told what they do right as well as what they need to change, it’s important for editors to balance positive and negative comments.
Good editors, like reporters and writers, know that the best tool they can use is the question. Asking questions makes writers think about what they have and what they need to do. And, writers can ask the same questions of themselves.

4. ACCURACY IS IMPERATIVE
Names and other facts must be checked.
Spelling, grammar, punctuation, sentence structure – all must be correct.
Bullet 1: There is no excuse for spelling someone’s name wrong. Reporters should always confirm the correct spelling of names when interviewing, and the spelling should be checked again with a school directory or master list during the editing process. The writer must also verify figures and other facts during the editing process. A writer’s and publication’s credibility depends on accuracy.
Bullet 2: While the spelling and grammar in the software program can catch many mistakes and should be used, that’s only one step in the editing and proofreading process. Again, it goes back to credibility. Mistakes indicate sloppy reporting, writing and editing. Mistakes make readers think that correctness doesn’t matter to the publication’s staff. When mistakes occur in the way something is written, readers have reason to question the accuracy of content. They lose respect for the publication and its staff. Writers should remember that they’re responsible for everything in their stories.

5. DEVELOP A STYLE GUIDE Everyone should use the same method for:
Attribution, or how a source is credited
Titles, (Ms., Mr., Mrs.) when and how they are used
Names, whether it’s first or last names in second reference (Jane or Doe)
Identification, the form for indicating a student’s year in school (sophomore or 10)
Capitalization
Punctuation
Abbreviations
Spelling
Numbers
All members of a yearbook staff should refer to a general style fuide, like the AP Stylebook, and to one created for their book. A manual establishes rules for what’s correct in certain aspects of writing.

6. EDIT FOR STYLE Editing goes beyond proofreading
Resources provide help with editing.
Dictionary
Thesaurus
The Associated Press Stylebook and Libel Manual
Guidelines improve writing throughout the yearbook.
Bullet 1: Editing is the process of making sure that a story will interest, involve and satisfy a reader. Editing means paying attention to substance, style, correctness and consistency. It involves working on focus, organization, readability and thoroughness.
Bullet 2: Journalists should become familiar with the tools that can help them be better writers. These tools should be consulted regularly.

7. STYLE GUIDELINES
VERBS: Use past tense, active voice. Avoid adverbs and use stronger verbs.
NOUNS: Paint a picture with descriptive nouns. (e.g. “musicians” instead of “students”
POINT OF VIEW: Third person, objective (he, she, they)
PARAGRAPHS: Short Sentences and paragraphs are more reader-friendly
Bullet 1: Stories should be written in past tense since information is presented after the fact. Active voice verbs let the subject take action. Passive voice and forms of “to be” should be used only when necessary to emphasize or to prevent awkwardness. When strong, descriptive verbs are used, adverbs aren’t necessary.
Bullet 2: Visual nouns paint mental pictures for readers. Descriptive nouns identify individuals and groups by the actions they take (“musicians” in place of “students,” for example). Having people reveal themselves through words and actions reduces the need for adjectives in describing people.
Bullet 3: Most often, stories should be written in third person from an objective point of view. The writer’s opinion, called editorializing, has no place in a story, unless it’s clearly labeled as an opinion piece or personal narrative. First person (I, we) might be appropriate in those cases. In journalistic writing, any opinion should appear in the quotes of others.
Bullet 4: Short sentences and paragraphs are easier to read. Writing should be clear and concise. Paragraphs could be as short as one or two sentences.

8. STEP 2 - PRACTICE
Write in active and interesting voice using Start Right Activity 7.4 – Action! Share your revised sentences with the class.
Practice editing for style and accuracy using Start Right Activity 7.4 – Ya Gotta Have Style. Share your revisions with the class.

9. STEP 3 - USE
Revise your work from Start Right Lesson 7.3 using the information you have learned today.