Conventions and Proofreading

Conventions and Proofreading Author: Jill Torrey Emmons

Time: 1 period Preparation 15 minutes Time: Materials: A class set of dictionaries and thesauri for student use, copies of “Proofreading Checklist” (see resource websites below)

Abstract

During this lesson, the class will have valuable time to review their final project essays and correct any grammatical errors which can detract from the overall quality and smoothness of their writing. Many times students neglect this portion of the writing process in order to save time, but they end up with a product which, for all its craftsmanship and information, lacks a truly polished feel and sound. Students will proofread their own work in order to catch these miscellaneous spelling and grammatical errors using their knowledge of such conventions as a guide. The instructor will act as facilitator, providing the appropriate resources, such as a dictionary and thesaurus to each student, along with some important proofreading tips. This lesson will lead into the following day, during which students will have the chance to read each other’s work and gain important feedback.

Purpose – The goal of this lesson is to allow students to explore and apply their proofreading skills in order to prepare their final project essays for peer editing and final drafting.

Objectives Students will be able to: 1. Refine their final project essays by identifying and correcting spelling and grammatical errors. 2. Evaluate the improvement of their essays before and after proofreading.

National English Education Standards:

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Teacher Background

Teachers should be well-versed in various proofreading techniques and be aware of common mistakes which students often make in their essay writing. For example, the teacher should be able to help students look for grammatical errors (such as subject-verb agreement), capitalization errors, punctuation mistakes, and spelling errors.

Related and Resource Websites

Proofreading Checklist: http://www.riverdale.k12.or.us/~bblack/proof2.htm http://www.michigan.gov/scope/0,1607,7-155-13481_13487_13488-63356--,00.html http://owl.english.purdue.edu/handouts/general/gl_proof.html

Activity

1. In order for this lesson to be successful, students must bring their final project essays with them to class (preferably the rough or second draft). Begin class by asking the students to take a few minutes to read their rough drafts silently. Allow about 5 minutes for students to read silently. Once finished, ask the class how they feel about their essays. You may conduct this portion of class as a whole group discussion, or have the students write down how they feel. Ask the class to note one or two things they like about their essays, and one or two things they could improve on (this should be written down). Ask the class (by a show of hands) if any students found any grammatical or spelling errors in the reading of their essays. What effect does this have on the overall persuasiveness of the essay? (Students will probably mention that it detracts from the overall quality and smoothness of the paper).

2. Pass out the “Proofreading Checklist” to each student, and instruct the class to read over their rough drafts again, but this time while following the hints on the checklist. Make sure that students write on their rough drafts, marking any needed corrections with a colored pen. Students will often ask you for help or guidance- when they ask for a spelling check, do not spell the word for them, but encourage students to use the dictionary. The same goes for thesaurus related questions (i.e. “What’s another word for…?”) You will act as facilitator, not necessarily the grammar and spelling expert. Direct students to a reliable grammar text for related questions if needed. Allow 15-20 minutes for a detailed revision, and have the students turn in their checklists if you wish.

3. After completing the proofreading, ask the students to read though their rough draft with the corrections in place. On the same piece of paper which they used for the starter question, have each student reevaluate their work. What difference does correct grammar and spelling make? Encourage the class to reflect a bit.

Closure

Embedded Assessment

During the proofreading, the instructor should float around the room and facilitate the process of identifying errors and making corrections. When the final project essays are evaluated, there should be little evidence of spelling or grammar errors.

Homework

Students should be working on their final project essays. If an additional assignment is needed, the instructor may require the class to bring in their rough drafts the following day with further evidence of proofreading corrections.