During the editing process is when I focus on the linguistic
accuracy of my work. As a writer, this is where I can edit for clarity,
grammatical errors and misspelled words. Majority of the grammatical knowledge
is acquired most heavily during postsecondary education, however the foundation
for that knowledge begins well before that and only builds up from there.
Another source of grammatical knowledge comes from reading a variety of
sources. English writing has so many styles that it takes practice to be able
properly use them. It is in the editing process that I find myself referencing
all that past knowledge to achieve linguistic accuracy.
I feel that my approach to editing is effective. The best way for
me to edit my work is to focus on each paragraph at a time. Then, I break down
the sentences and look for errors. This is when I can eliminate unnecessary
information, edit for clarification and correct grammatical errors. I think
this works specifically for me because I analyze each sentence separately to
ensure that it fits and flows into the next.
It truly depends on the writing assignment. I find giving any kind
of feedback a challenge. I tend to focus on the errors that pertain to the overall
focus of the assignment. For example, if I give a writing prompt about daily
routine there is specific information and sequencing that I am looking for in
the work. I know that I will encounter others errors minor and major, however
some of these errors might be ignored. I would have to say that at the top of
my list for feedback challenges would be word choice, because a lack of
vocabulary really effects a student’s writing ability.
I have encouraged my students to edit their work by breaking it
down. The students are inclined to correct their own work, because they are
separating each sentence to insure that it relates to the overall essay and recognize
mistakes on their own. I find that doing
this my writing comes together more fluidly and effectively. In addition, I
provide my students with a multitude of resources to refer to with samples of
work and then attempt model what I want them to produce in class. I have found
this to be extremely helpful for myself, because I have something to use as
guidelines.
Wow! I never thought of analyzing what I've written paragraph by paragraph. I do a much more ineffective way of self-editing which is usually changing what I find wrong before my sentence is usually completed. It takes a very long time, but I find that it suits me because my final product is most likely how I would like for it to be grammatically.
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