Understanding the Purpose of Revising and Editing

Revising and editing allow you to examine two important aspects of your writing separately, so that you can give each task your undivided attention.

• When you revise, you take a second look at your ideas. You might add, cut, move, or change information in order to make your ideas clearer, more accurate, more interesting, or more convincing.
• When you edit, you take a second look at how you expressed your ideas. You add or change words. You fix any problems in grammar, punctuation, and sentence structure. You improve your sentence structure, writing style, and tone. You make your essay into a polished, mature piece of writing, the end product of your best efforts.

Creating Unity

Sometimes writers get caught up in the moment and cannot resist a good digression. Even though you might enjoy such detours when you chat with friends, unplanned digressions usually harm a piece of writing. As a writer, you should reread your draft to look for material that doesn’t contribute to your thesis statement or main claims. Likewise, as a peer responding to a writer’s work, you should help them by pointing out where they may have made digressions or make statements that do not help their message.

Example

Mariah stayed close to her outline when she drafted the three body paragraphs of her essay she tentatively titled “Digital Technology: The Newest and the Best at What Price?” But a recent shopping trip for an HDTV upset her enough that she digressed from the main topic of her third paragraph and included comments about the sales staff at the electronics store she visited. When she revised her essay, she deleted the off-topic sentences that affected the unity of the paragraph.

Read the following paragraph twice, the first time without Mariah’s changes, and the second time with them.

Creating Coherence

Careful writers use transitions to clarify how the ideas in their sentences and paragraphs are related. These words and phrases help the writing flow smoothly. Adding transitions is not the only way to improve coherence, but they are often useful and give a mature feel to your essays. As a writer, learning to use transitions can take time because it requires you to step outside of your own ideas, think about how each idea and sentence is related to the next, and find words and phrases that point out to your readers how your ideas are connected together. This is why it is important, as a peer responding to a writer’s work, to point out to your fellow writers where transitions may be needed or where it is unclear how one idea or sentence relates to the next.

Below some examples of many common transitions, grouped according to their purpose.

Tip: When writing,it’s a good idea to keep a list like this at your side, which can help you find the right word for transitioning from one idea to the next in your compositions. When giving feedback to others, this same list may help you identify possible transitions for your peers to use.

Example

Many writers make their revisions on a printed copy and then transfer them to the version on-screen. They conventionally use a small arrow called a caret (^) to show where to insert an addition or correction. This is what Mariah did with her composition. Read the following paragraph twice, the first time without Mariah’s changes, and the second time with them.

 Being Clear and Concise

Identifying Wordiness

Sometimes writers use too many words when fewer words will appeal more to their audience and better fit their purpose. Here are some common examples of wordiness to look for in your draft. Eliminating wordiness helps all readers, because it makes your ideas clear, direct, and straightforward.

• Sentences that begin with There is or There are.
  • Wordy: There are two major experiments that the Biology Department sponsors.
  • Revised: The Biology Department sponsors two major experiments.
• Sentences with unnecessary modifiers.
  • Wordy: Two extremely famous and well-known consumer advocates spoke eloquently in favor of the proposed important legislation.
  • Revised: Two well-known consumer advocates spoke in favor of the proposed legislation.
• Sentences with deadwood phrases that add little to the meaning. Be judicious when you use phrases such as in terms of, with a mind to, on the subject of, as to whether or not, more or less, as far as…is concerned, and similar expressions. You can probably find a more straightforward way to state your point.
  • Wordy: As a world leader in the field of green technology, the company plans to focus its efforts in the area of geothermal energy. A report as to whether or not to use geysers as an energy source is in the process of preparation.
  • Revised: As a world leader in green technology, the company plans to focus on geothermal energy. A report about using geysers as an energy source is in preparation.
• Sentences in the passive voice or with forms of the verb to be. Sentences with passive-voice verbs often create confusion, because the subject of the sentence does not perform an action. Sentences are clearer when the subject of the sentence performs the action and is followed by a strong verb. Use strong active-voice verbs in place of forms of to be, which can lead to wordiness. Avoid passive voice when you can.
  • Wordy: It might perhaps be said that using a GPS device is something that is a benefit to drivers who have a poor sense of direction.
  • Revised: Using a GPS device benefits drivers who have a poor sense of direction.
• Sentences with constructions that can be shortened.
  • Wordy: The e-book reader, which is a recent invention, may become as commonplace as the cell phone. My over-sixty uncle bought an e-book reader, and his wife bought an e-book reader, too.
  • Revised: The e-book reader, a recent invention, may become as commonplace as the cell phone. My over-sixty uncle and his wife both bought e-book readers.

Choosing Specific, Appropriate Words

Most college essays should be written in formal English suitable for an academic situation. Follow these principles to achieve a more appropriate academic register.

• Avoid slang. Find alternatives to bummer, kewl, and rad.
• Avoid language that is overly casual. Write about “men and women” rather than “girls and guys” unless you are trying to create a specific effect. A formal tone calls for formal language.
• Avoid clichés. Overused expressions such as green with envy, face the music, better late than never, and similar expressions are empty of meaning and may not appeal to your audience.
• Be careful when you use words that sound alike but have different meanings. Some examples are allusion/illusion, complement/compliment, council/counsel, concurrent/consecutive, founder/flounder, and historic/historical. When in doubt, check a dictionary.
• Choose words with the connotations you want. Choosing a word for its connotations is as important in formal essay writing as it is in all kinds of writing. For instance, compare the positive connotations of the word proud and the negative connotations of arrogant and conceited. Think carefully about what your words may imply to readers and select words that avoid any unintended implications.
• Use specific words rather than overly general words. Find synonyms for thing, people, nice, good, bad, interesting, and other vague words. Or use specific details to make your exact meaning clear.

Example

Now read the revisions Mariah made to make her third paragraph clearer and more concise. She has already incorporated the changes she made to improve unity and coherence. 

Using Feedback from Multiple Sources

You might get feedback from more than one reader as you share different stages of your revised draft. In this situation, you may receive feedback from readers who do not understand the assignment or who lack your involvement with and enthusiasm for it.

You need to evaluate the responses you receive according to two important criteria:

1. Determine if the feedback supports the purpose of the assignment and your thesis statement.
2. Determine if the suggested revisions are appropriate to the audience.

Then, using these standards, accept or reject revision feedback. After that, make a plan for how you will revise your draft based on the feedback you’ve accepted. Then implement that plan.

Remember to use correct formatting when creating your finished assignment. Sometimes an instructor, a department, or a college will require students to follow specific instructions on titles, margins, page numbers, or the location of the writer’s name. These requirements may be more detailed and rigid for research projects and term papers, which often observe the American Psychological Association (APA) or Modern Language Association (MLA) style guides, especially when citations of sources are included.

To ensure the format is correct and follows any specific instructions, make a final check before you submit an assignment.