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Revising and Editing Y our Writing

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  1. Revising and Editing Your Writing With Ms. Langley

  2. The Writing Process

  3. Editing Content Practice I think uniforms should be banned because they don’t look very good and you can’t chose what you want to wear. Uniforms don’t fit very well and don’t have a range of colours which is not good. Uniforms often make you cold in winter and too hot in summer unless you get a coat to wear with it. All in all, I don’t like uniforms.

  4. Editing Content Practice I think uniforms should be banned because they don’t look very good and you can’t chose what you want to wear. Uniforms don’t fit very well and don’t have a range of colours which is not good. Uniforms often make you cold in winter and too hot in summer unless you get a coat to wear with it. All in all, I don’t like uniforms.

  5. Your Work – Content Practise

  6. Identifying & Eliminating Spelling Errors They’re no miss steaks in this newsletter cause we used special soft wear witch cheques you’re spelling. It is mower or lass a weigh to verify. How ever it can knot correct arrows witch are misused butt spelled rite. Four example; a paragraph cud half mini flaws but wood bee past by the spill checker. And it won’t catch the sent tense fragment which you. Their fore, the message is that proof reading is knot eliminated; it is still berry much reek wired.

  7. Your Work - Identifying & Eliminating Spelling Errors Practise • Using a blank piece of paper to cover everything else but the line you’re proofreading and starting at the last word of your writing, read every word slowly and separately to help you see any spelling mistakes • Correct any words you have misspelt • Circle any words you are unsure of What did you find?

  8. Punctuation Watch out shouted Julie as another rock fell near me I’m going to die for sure I thought to myself Julie had been there with me since I fell shed called the ambulance and stayed to keep me calm Julie I called to her when will they be here my leg’s killing me any time now Chris hold on soon I heard the siren thank God I said to anyone who could hear me knowing I was about to be rescued allowed me to relax and I confess faint.

  9. Punctuation Punctuation makes writing clearer by telling readers where to pause, stop, ask questions and make exclamations. , short pause . end of a sentence; take a full breath ;separates two ideas that go together but are different. E.g. Today the beach was empty; yesterday’s crowds had gone.

  10. Punctuation : used before a list and before a phrase that explains something that has just been said. E.g. The beach was empty: utterly deserted. - used either side of an explaining phrase or when a long sentence changes suddenly. E.g. The horse – a big, black stallion – suddenly took off.

  11. Punctuation ! adds emphasis at the end of a sentence. Take a full breath. “ a” indicates the beginning and ending of speech. ? indicates a question has been asked. Take a full breath.

  12. Punctuate It Watch out shouted Julie as another rock fell near me I’m going to die for sure I thought to myself Julie had been there with me since I fell shed called the ambulance and stayed to keep me calm Julie I called to her when will they be here my leg’s killing me any time now Chris hold on soon I heard the siren thank God I said to anyone who could hear me knowing I was about to be rescued allowed me to relax and I confess faint.

  13. Punctuated ‘Watch out!’ shouted Julie as another rock fell near me. I’m going to die for sure, I thought to myself. Julie had been there with me since I fell; she’d called the ambulance and stayed to keep me calm. ‘Julie,’ I called to her, ‘when will they be here?My leg’s killing me!’ ‘Any time now Chris,hold on.’ Soon I heard the siren. ‘Thank God!’ I said to anyone who could hear me. Knowing I was about to be rescued allowed me to relax: and I confess, faint.

  14. Your Work – Punctuation Practise Read your work out loud. If the meaning is not clear or you run out of breath, you need to change your punctuation. Note: If you are in test conditions, move your mouth without making sound What did you find?

  15. Grammar – Subject/Verb Agreement Sentences contain a subject and a verb. The subject is the person/thing doing the verb. The verb is an action. The verb and the subject must agree in number. i.e. The verb must be singular (one) or plural (more than one)to match the subjects.

  16. Grammar – Subject/Verb Agreement For example, in: The team were happy • The verb (were) does not agree in number with the subject (team) There is only one team, so it should be: The team was happy

  17. Subject/Verb Agreement For each of the following, identify the subject and the verb and make changes so they agree. • It were a beautiful wedding. • He run to the church he were so keen. • The service was lovely but too long. • The crowd was waiting to see them. • When they come out we throwed rice over them. • They drove off into the sunset, happy.

  18. Subject/Verb Agreement • It was a beautiful wedding. • Heran to the church hewas so keen. • The servicewas lovely but too long. • The crowdwas waiting to see them. • When theycame out we threw rice over them. • Theydrove off into the sunset, happy.

  19. Your Work - Subject/Verb Agreement Re-read your work, checking for subject/verb agreement What did you find?

  20. Omission They say childhood the best time of your life, but I don’t agree. If it’s bes time why do we spend much time fighting, arguing, crying and feeling frustrated? Adults look they have a better time – they get to give orders not just take them. Nope, I’d rather be adult than kid any day!

  21. Your Work – Omission Practise This time, read your work out loud using your finger to point to each word and punctuation mark one at a time. This will help you to check for any letters you have left off the ends of words or words that you have left out altogether. What did you find?

  22. Putting it All Together Were always going to find proofreading difficult because it is not easy; it takes time and and practise practice. Leaving time between your writing and proofreading was a good idea to enssure your accurate? Young people find the task booring and its not – she should think of it as as a detective hunt – you’re looking for something – can they find it!

  23. Putting it All Together We’re always going to find proofreading difficult because it takes time and practise. Leaving time between our writing and proofreading is a good idea to ensure our writing is accurate. Young people find the task boring, but it is not – we should think of it as being like a detective hunt – we’re looking for something – can we find it?!

  24. Tone Activity • In pairs, decide on a tone – use the tone sheet if you need to. • Together, write a 50 word story in the tone you decided upon. • Give your story a title. • Read each other’s stories, and make note of the tone. • List tones on board and check with the authors.