Science and Engineering Language
and Literacy
Semester 2 2014 Editing, Proof-
reading and Common Errors.
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Proof-reading and Editing
These terms are often used interchangeably but they are
actually different processes.
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Editing
Editing is what you begin doing as soon as you finish your
first draft. You reread your draft to see, for example, whether
the paper is well-organized, the transitions between
paragraphs are smooth, and your evidence really backs up
your argument.
Source: http://writingcenter.unc.edu/handouts/editing-and-proofreading/
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Proof-reading
Proof-reading is the final stage
of the editing process,
focusing on
surface errors such as misspellings and
mistakes in grammar and punctuation.
Source:http://writingcenter.unc.edu/handouts/editing-and-proofreading/
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What to look for when you edit…..
Content
Have you done everything the assignment requires?
Overall structure
Report/Essay structure
Structure within paragraphs
Does each paragraph have a clear topic sentence?
Does each paragraph stick to one main idea?
Are there any extraneous or missing sentences in any of your
paragraphs?
Source: http://writingcenter.unc.edu/handouts/editing-and-proofreading/
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Clarity
Have you defined any important terms that might be unclear to your
reader?
Is the meaning of each sentence clear on the first reading?
Style
Have you varied the length and structure of your sentences? Do you
tend to use the passive voice too often?
Does your writing contain a lot of unnecessary phrases like “there is,”
“there are,” “due to the fact that,” etc.?
Do you repeat a strong word (for example, a vivid main verb)
unnecessarily?
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Format
Have you followed the guidelines set in your assessment brief?
Have you picked up all typographical and word spacing errors?
References
Have you appropriately cited quotes, paraphrases, and ideas you got
from sources?
Are your citations in the correct format?
Source: http://writingcenter.unc.edu/handouts/editing-and-proofreading/
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Proof-reading and Sentence Structure
The most important functional unit of written language is the sentence.
A well written sentence is an invaluable tool in communicating
effectively.
The most common errors are poorly constructed sentences. They can
be very distracting to the reader and make comprehension difficult.
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Error 1: Fragments
A fragment is a group of words that is missing either a subject or a verb
and does not express a complete thought.
Source: www.writing.engr.psu.edu/handbook/visuals/03.ppt
e.g.1
Sea levels are rising. A result of increasing global temperatures.
Fragment
A solution:
Sea levels are rising as a result of increasing global temperatures.
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e.g.2
A variety of natural forces act upon structures. All should be considered
during the design process.
Fragment
Possible solutions:
During the design process all natural forces that act on a structure
should be considered.
Or
All natural forces that act on a structure should be considered during the
design process.
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Error 2: Run-ons or comma splices
Two or more independent clauses that are not joined properly, often with
a comma between them, result in a run-on or comma splice. This is a
common mistake.
e.g. Rubidium has no major uses, however, it is more common in the
earth than, zinc, copper, or nickel.
Possible solutions: Pronoun
Although rubidium has no major uses, it is more common in the earth
than zinc, copper, or nickel.
Or Subordinator
Rubidium has no major uses; however, it is more common in the earth
than zinc, copper, or nickel.
Source: www.writing.engr.psu.edu/handbook/visuals/03.ppt Semi-colon
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Non-conventional selection of tense.
Verb tenses are tools that are used to
express time.
The two most common tenses in science
papers are present and past. Future and
present perfect rank a distant third and fourth.
Source: http://www.utoronto.ca/ucwriting/science.html
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Use present tense when you are making assertions about nature or
about concepts.
Turtles are bigger than beetles.
Use past tense when you are describing what you or someone else
did or asserted:
Darwin observed the difference in adaptability
between turtles and beetles.
Source: http://www.utoronto.ca/ucwriting/science.html
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Use future tense when you lay out your plan in a proposal:
In my final project, I will compare survival strategies in turtles and
beetles.
Use present perfect when you are describing what you have done
repeatedly in the past continuing up to the present:
Over the past several months I have collected data on
turtles and beetles.
Source: http://www.utoronto.ca/ucwriting/science.html
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Error 3: Mixing tenses:
Observe that we can mix tenses in a single sentence, and indeed we
often need to:
e.g. Darwin observed that beetles were more adaptable than
Turtles. Present tense; because beetles and turtles
continue to exist and adapt.
Solution:
Darwin observed that beetles are more adaptable than
turtles.
Past tense; because Darwin completed the
action in the past.
Source: http://www.utoronto.ca/ucwriting/science.html
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Error 4: Faulty Parallelism
Parallel forms are used for lists, heading and subheadings and in
sentence construction. Likeness of form makes comprehension easier.
Source: grammar.ccc.commnet.edu/grammar/parallelism.htm
e.g. 1 For clauses
Formerly, science was taught by the textbook method, while now the
laboratory method is employed.
Faulty parallelism gives the impression the
Solution writer is undecided or timid
Formerly, science was taught by the textbook method; now it is taught by
the laboratory method.
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e.g. 2 For lists
The report will include prevention, detecting and how to treat the
disease.
A solution:
The report will include prevention, detection and treatment of the
disease.
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e.g. 3 For headings and subheadings
Introduction Introduction
Interpret Interpretation
Safety and Serviceability Safety and Serviceability
Risk Risk Management
Plan of Duplicate Duplication
Conclusion Conclusion
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Error 5: Subject-verb agreement
In a sentence, the subject and the verb must agree i.e. if the subject is
plural, so is the verb.
e.g.1
The specific gravity (S.G.) of the sand grains were assumed to be 2.65.
The solution:
The verb must agree with the key word in the subject (gravity) and not
the last word (grains).
The specific gravity of the sand grains was assumed to be 2.65
Source: http://www.usyd.edu.au/learningcentre/wrise/civil_engineering/overall_stucture/os_lang_sentence.html
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Error 6: Comparisons of unlike things
Avoid comparing a result to a condition; instead, compare results at one
condition to results at another condition.
e.g.
The pattern of Chk1 staining was similar to our present study.
Solution: Directly compares staining to study.
The pattern of Chk1 staining was similar to that observed in our present
study. (directly compares staining in one study to staining in another
study)
Relative pronoun, refers to the pattern of
(CHk1) staining found in the present study.
Source:University
Curtin http://www.biosciencewriters.com/Top-10-Basic-Errors-BioScience-Writers-Corrects-in-Scientific-Manuscripts.aspx
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Error 7: Using “which” and “that”
Which and that are relative pronouns used to begin relative clauses.
Which is a relative pronoun used as a subject or object pronoun for
animals and things. It can be used to begin defining and non-defining
relative clauses.
That is a relative pronoun used as a subject or object pronoun for
people, animals and things. It is only used in defining relative clauses.
Sources: www.ego4u.com/en/cram-up/grammar/relative-clauses
Cargil, M. & O’Connor, P. (2013).Writing Scientific Research Articles. Second Edition. Chichester, UK: Wiley-
Blackwell.
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This is a defining relative clause as it is
essential for the sentence to make sense.
Which or that can be used. Defining clauses do
e.g. 1 not require commas.
Land which is surrounded by water is an island.
Or
Land that is surrounded by water is an island.
Or
Land surrounded by water is an island.
This is a non-defining relative clause as the sentence has
e.g. 2 meaning without it. Only which can be used to begin this type of
clause. Non-defining clauses require commas.
Tasmania, which is surrounded by the waters of Bass Strait, is an island of great
natural beauty.
Sources: www.ego4u.com/en/cram-up/grammar/relative-clauses
Cargil, M. & O’Connor, P. (2013).Writing Scientific Research Articles. Second Edition. Chichester, UK: Wiley-
Blackwell.
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