PR-0795UK Proofreading and Editing - Extension
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Practical activities using text types<br />
<strong>Extension</strong><br />
<strong>Proofreading</strong><br />
<strong>and</strong><br />
editing skills<br />
Viewing Samples<br />
0795C<br />
www.prim-ed.com
<strong>PR</strong>OOFREADING AND EDITING SKILLS<br />
(<strong>Extension</strong>)<br />
Published in 2005 by Prim-Ed Publishing under<br />
licence.<br />
Copyright © R.I.C. Publications ® 2005<br />
ISBN 1 84654 003 8<br />
<strong>PR</strong>–0795<br />
Additional titles available in this series:<br />
<strong>PR</strong>OOFREADING AND EDITING SKILLS (Lower)<br />
<strong>PR</strong>OOFREADING AND EDITING SKILLS (Middle)<br />
<strong>PR</strong>OOFREADING AND EDITING SKILLS (Upper)<br />
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Viewing Samples<br />
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Foreword<br />
<strong>Proofreading</strong> <strong>and</strong> editing skills consists of a selection of texts written in specific formats to<br />
provide punctuation, spelling <strong>and</strong> grammatical practice. Detailed descriptions of concepts,<br />
such as specific parts of speech <strong>and</strong> punctuation, are also included, as well as vocabulary<br />
enrichment <strong>and</strong> aspects of writing.<br />
The aim is to provide pupils with varied, structured experiences in proofreading <strong>and</strong> editing<br />
written texts. A high level of proficiency in these skills is vital for accurate self-monitoring<br />
of written work.<br />
Other titles in this series are:<br />
• <strong>Proofreading</strong> <strong>and</strong> editing skills (Lower)<br />
• <strong>Proofreading</strong> <strong>and</strong> editing skills (Middle)<br />
• <strong>Proofreading</strong> <strong>and</strong> editing skills (Upper)<br />
Contents<br />
Teachers information<br />
Teacher information .................................................................................................................. iv – v<br />
Curriculum links .......................................................................................................................vi – vii<br />
Overview of activity content ...................................................................................................viii – ix<br />
Punctuation, spelling, grammar, vocabulary <strong>and</strong> writing information ................................... x – xv<br />
Writing format information ..................................................................................................xvi – xvii<br />
Writing format checklists ................................................................................................ xviii – xxiv<br />
Pupil proofreading <strong>and</strong> editing checklist ..................................................................................... xxv<br />
Worksheets<br />
Dear diary ................................................. 2–3<br />
Piggy banks .............................................. 4–5<br />
Ancient Greek myth ................................. 6–7<br />
Where is the king? .................................... 8–9<br />
Revulsion ...............................................10–11<br />
Chocolate ..............................................12–13<br />
How the woodpecker was born ...........14–15<br />
Left-wing ................................................16–17<br />
Violence on the news .......................... 18–19<br />
The St Bernard ..................................... 20–21<br />
Kelly’s holiday ...................................... 22–23<br />
How to be successful at note taking ... 24–25<br />
The question mark ............................... 26–27<br />
The hothouse ....................................... 28–29<br />
A miraculous escape ........................... 30–31<br />
Michael McCoy ..................................... 32–33<br />
Mobile madness ................................... 34–35<br />
Making a papier-mâché piggy bank .... 36–37<br />
What is an urban myth? ....................... 38–39<br />
Travelling toad ...................................... 40–41<br />
Go <strong>and</strong> play! ......................................... 42–43<br />
Constable Hector Plod’s report .......... 44–45<br />
The word ‘love’ in tennis ..................... 46–47<br />
Surface tension ...................................... 48–49<br />
We should earn regular pocket money . 50–51<br />
The runaways ...................................... 52–53<br />
The castle on the hill ........................... 54–55<br />
Mighty microbes ................................. 56–57<br />
Princess Caraboo ................................ 58–59<br />
Making a tepee .................................... 60–61<br />
Achilles’s heel ...................................... 62–63<br />
Impressionism ..................................... 64–65<br />
Tsunami! .............................................. 66–67<br />
Rowan Atkinson .................................. 68–69<br />
Special groups ..................................... 70–71<br />
Give me strength ................................. 72–73<br />
The fleet awakens ............................... 74–75<br />
Taking better photos ........................... 76–77<br />
Cooking fish – the easy way ................ 78–79<br />
A night to remember ........................... 80–81<br />
Classical composers ............................ 82–83<br />
Music forever ........................................ 84–85<br />
Viewing Samples<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills iii
Teacher information<br />
The following is an explanation of how to use the pages in this book.<br />
Teachers pages<br />
A teachers page accompanies each pupil worksheet. It provides the following information:<br />
Ancient Greek myth<br />
Lesson focus<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Capital letters for proper nouns<br />
• Full stops<br />
• Grammatical commas<br />
Grammar<br />
• Pronouns<br />
• Verb tenses<br />
Teacher information<br />
A narrative tells a story with events in sequential order.<br />
Answers<br />
Spelling<br />
Teachers notes<br />
• Confused words: of/off, to/too/two,<br />
won/one, flew/flu, our/hour, their/there<br />
• Misspelt words<br />
Vocabulary<br />
• Enrichment – word definitions<br />
• Synonyms<br />
• Antonyms<br />
Writing<br />
• Omitted words<br />
• Repeated words<br />
P<strong>and</strong>ora’s box<br />
Long ago, Prometheus, a Titan, stole fire from the gods <strong>and</strong> gave it to humans. As a punishment,<br />
Zeus, the king of the gods, decided to create misery on Earth. He ordered the blacksmith of the<br />
gods to create the first woman, P<strong>and</strong>ora. Zeus then sent her to live with Prometheus’s brother,<br />
Epimetheus. Epimetheus had a large box in his house that he warned P<strong>and</strong>ora never<br />
to open. But one day, P<strong>and</strong>ora became too curious <strong>and</strong> she opened the box. To<br />
her horror, out flew all the evils of the world, including Envy, Disease <strong>and</strong><br />
Revenge. P<strong>and</strong>ora tried to put the lid back on but it was too late. Then she realised<br />
there was one thing left in the box – Hope.<br />
We should remember that, despite our troubles, there is always Hope.<br />
1. Missing punctuation is in bold type.<br />
2. (a) Correct pronouns are underlined.<br />
him – her (line 3), she – he (line 4), it – she (line 7)<br />
(b) Correct verbs are underlined in bold.<br />
will give – gave (line 1), will send – sent (line 3), opens – opened (line 5)<br />
3. (a) Spelling errors are in italic type.<br />
of, to, warned, one, To, flew, there, should, our<br />
4. (a) Teacher check.<br />
(b) Teacher check. Answers may include:<br />
expectation, desire, anticipation, belief (synonyms)<br />
despair, apathy, pessimism (antonyms)<br />
5. (a) is (line 9)<br />
(b) her (line 6)<br />
6 Proof Reading <strong>and</strong> <strong>Editing</strong> skills Prim-Ed Publishing www.prim-ed.com<br />
<strong>Proofreading</strong> <strong>and</strong> editing<br />
marks<br />
Editors use a number of consistent<br />
symbols to indicate where changes<br />
are to be made in a text.<br />
Teachers may require pupils to use<br />
these ‘professional’ proofreading <strong>and</strong><br />
editing marks to indicate errors in the<br />
text on the pupil pages.<br />
The lesson focus indicates the focus for each<br />
pupil page. This will include aspects from the areas<br />
of punctuation, spelling, grammar, vocabulary<br />
<strong>and</strong> writing. Some of these may involve simple<br />
recognition of a concept, or use an already-known<br />
aspect. More detailed teacher information about<br />
punctuation, spelling, grammar, vocabulary <strong>and</strong><br />
writing can be found on pages x–xv.<br />
Teacher information gives brief background<br />
information about each text type. More detailed<br />
information can be found on pages xvi–xvii.<br />
Answers to all worksheet activities are provided.<br />
The corrected text is given with punctuation errors<br />
in bold. Correct spelling is highlighted in italics, as<br />
well as being provided in the answers section.<br />
= insert (something)<br />
was<br />
T h e w e a t h e r h o t<br />
‘<br />
T h e b o y s h a t<br />
m<br />
H e w e n t s w i m i n g .<br />
Viewing Samples<br />
= delete (something)<br />
I w e n t t o t o t h e s h o p s .<br />
NOTE:<br />
All spelling is taken from the Oxford<br />
<strong>and</strong> Collins English dictionaries,<br />
while all punctuation is according to<br />
the Style manual for authors, editors<br />
<strong>and</strong> printers, Sixth edition, Revised<br />
by Snooks & Co. These are st<strong>and</strong>ard<br />
references for contemporary<br />
professional publishing.<br />
T h e d o g b r o k e i t ’ s c o l l a r.<br />
+ lc = lower case<br />
a<br />
lc<br />
I d o n’ t l i k e M a t h s .<br />
+ cap. = capital letter<br />
+ correction = spelling<br />
cap.<br />
‘ I ’ m t e l l i n g m u m . ’<br />
H e w o s p l a y i n g f o o t b a l l .<br />
iv <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Pupil pages<br />
Teacher information<br />
• A specific text type is identified <strong>and</strong> presented for the pupils to read. The text has<br />
punctuation, spelling <strong>and</strong> grammatical errors for the pupil to identify.<br />
There are also opportunities presented for the pupils to work in the areas of grammar,<br />
vocabulary <strong>and</strong> writing as specified by the worksheet or teacher.<br />
• The texts are presented in two ways. One allows pupils to become familiar with formats<br />
they may encounter in some st<strong>and</strong>ardised tests; both follow a similar format for<br />
identifying <strong>and</strong> correcting proofreading <strong>and</strong> editing errors.<br />
The pupil activities follow a common format.<br />
Format 1<br />
The title of the text is given.<br />
Piggy banks<br />
Read the explanation.<br />
Ever wonder why some people keep there savings in a<br />
moneybox shaped like a pig? It is all dew to the incorrect<br />
meaning off a word!<br />
The origin of the piggy bank can bee found in the Middle<br />
Ages, when most pots dishs jars <strong>and</strong> other containers<br />
used in peoples homes are made of a cheap clay<br />
known as ‘pygg’. Metal was rarely used as it was to<br />
expensive. A pot made from pygg is kept by many<br />
householdes for storing the familys savings. This money pot<br />
became nown as the ‘pyggy bank’.<br />
But when potters in 19th century Engl<strong>and</strong> will be asked by<br />
customeres to make pyggy banks they misunderstood<br />
<strong>and</strong> prodused pig-shaped containers. Instead of<br />
correcting the mistake people took two the idea <strong>and</strong><br />
ever since, the piggy bank has bean a well-loved<br />
tipe of moneybox.<br />
1 Punctuation<br />
(a) Write the 5 missing commas <strong>and</strong> 2<br />
apostrophes Circle the quotation marks.<br />
A hyphen (-) is used in some words to connect<br />
smaller words together; for example,<br />
‘happy-go-lucky’, ‘self-pity’, ‘able-bodied’.<br />
(b) (i) Circle the 2 words in this text that<br />
contain hyphens.<br />
(ii) Choose one of the words. Use a<br />
dictionary to find three hyphenated words<br />
that contain one of the smaller words.<br />
2 Grammar<br />
We can change the ‘tense’ of a verb to tell what<br />
happened in the past, what is happening in the<br />
present or what will happen in the future; for<br />
example, ‘He said it’ (past tense); ‘He says it<br />
(present tense); ‘He will say it’ (future tense).<br />
<strong>Editing</strong> skills<br />
(a) In this text, the wrong verb tense has<br />
been used 3 times. Find each of these<br />
<strong>and</strong> write the correct verb tense in the<br />
space at the end of the line.<br />
3 Spelling<br />
(a) Three plural words from the text are<br />
misspelt. Write the correct spelling on the<br />
line at the end of the row.<br />
(b) Write the correct spelling of 10 misspelt<br />
words in the space at the end of the line.<br />
4 Writing<br />
(a) Correct the errors of fact in this sentence.<br />
In the 19th century in Engl<strong>and</strong>, metal workers<br />
made pig-shaped moneyboxes, but people<br />
did not take to the idea.<br />
Prim-Ed Publishing www.prim-ed.com Proof reading <strong>and</strong> editing skills 5<br />
Headings indicate which punctuation,<br />
spelling, grammatical, vocabulary <strong>and</strong><br />
writing mistakes need to be identified <strong>and</strong><br />
corrected by the pupil. Extra practice is<br />
given in particular areas.<br />
The specific text type is given<br />
<strong>and</strong> the text presented.<br />
Format 2<br />
Ancient Greek myth<br />
Read the narrative.<br />
1 Punctuation<br />
(a) Find 4 missing capital letters, 2 commas <strong>and</strong> 3<br />
full stops.<br />
2 Grammar<br />
Pronouns are words that replace nouns;<br />
e.g. ‘he’, ‘him’, ‘it’, ‘me’.<br />
(a) Circle the 3 incorrect pronouns used in the text.<br />
We can change the ‘tense’ of a verb; for example,<br />
‘He gave her a gift’ (past tense); ‘He gives her a<br />
gift (present tense); ‘He will give her a gift’ (future<br />
tense).<br />
(b) All of the verbs in the text should be in the<br />
past tense but there are 3 examples where<br />
the wrong verb tense has been used. Find <strong>and</strong><br />
underline them. Write each of the incorrect<br />
verbs from the text below. Next to each, write<br />
the correct verb tense.<br />
Verb used<br />
Correction<br />
Viewing Samples<br />
3 Spelling<br />
(a) Write the correct spelling of the 9 misspelt<br />
words.<br />
p<strong>and</strong>ora’s box<br />
4 Vocabulary<br />
(a) Write a definition for each of the 3 evils.<br />
(i) Envy<br />
(ii) Disease<br />
(iii) Revenge<br />
<strong>Editing</strong> skills<br />
Long ago, Prometheus, a Titan, stole fire from the gods <strong>and</strong> will give it to humans. As a punishment,<br />
Zeus the king of the gods, decided to create misery on Earth he ordered the blacksmith off the<br />
gods too create the first woman P<strong>and</strong>ora. Zeus then will send him to live with prometheus’s brother,<br />
epimetheus. epimetheus had a large box in his house that she worned P<strong>and</strong>ora never<br />
to open But won day, P<strong>and</strong>ora became too curious <strong>and</strong> she opens the box. Two<br />
her her horror, out flu all the evils of the world, including Envy, Disease <strong>and</strong><br />
Revenge P<strong>and</strong>ora tried to put the lid back on but it was too late. Then it realised<br />
their was one thing left in the box—Hope.<br />
We shoud remember that, despite hour troubles, there always Hope.<br />
(b) Write 2 synonyms <strong>and</strong> 2 antonyms for the word<br />
‘hope’.<br />
Synonyms<br />
Antonyms<br />
5 Writing<br />
(a) One word has been omitted from the final line<br />
of the myth. Add it to the text.<br />
(b) Which word has been repeated unnecessarily in<br />
the text?<br />
Prim-Ed Publishing www.prim-ed.com Proof Reading <strong>and</strong> <strong>Editing</strong> skills 7<br />
Pupil instructions are written in a consistent format to encourage pupils to concentrate on<br />
the activity.<br />
Where an instruction requires pupils to ‘find capital letters etc.’, teachers should select<br />
their own method for pupils to use; for example, circle, highlight with a coloured marker,<br />
underline or write over the error. Some proofreading <strong>and</strong> editing marks may be used. (See<br />
teachers notes page iv.)<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills v
Country/<br />
Subject<br />
Engl<strong>and</strong><br />
Literacy<br />
Year/<br />
Level<br />
Curriculum Links<br />
Str<strong>and</strong>/<br />
Unit<br />
Objective<br />
Year 5 Range • Fiction <strong>and</strong> poetry: traditional stories, myths <strong>and</strong> legends from<br />
other cultures, narrative poetry<br />
• Non-Fiction: recounts, news reports, instructional texts, nonchronological<br />
reports, explanations, persuasive writing, letters<br />
Word • 1.1 Identify mis-spelt words<br />
• 1.5 Investigate patterns in pluralisation<br />
• 2.1 Identify mis-spelt words<br />
• 2.6 Distinguish between homophones<br />
• 2.7 Know the correct use <strong>and</strong> spelling of possessive pronouns<br />
• 2.10 Investigate antonyms<br />
• 3.1 Identify mis-spelt words<br />
• 3.5 Investigate <strong>and</strong> learn spelling rules<br />
• 3.6 Transform words by changing tenses<br />
Sentence • 1.2 Underst<strong>and</strong> the basic conventions of st<strong>and</strong>ard English,<br />
including: agreement between nouns <strong>and</strong> verbs; consistency of<br />
tense <strong>and</strong> subject <strong>and</strong> avoidance of double negatives<br />
• 1.3 Proof-read <strong>and</strong> edit writing for clarity <strong>and</strong> correctness<br />
• 1.6 Underst<strong>and</strong> the need for punctuation as an aid to the reader,<br />
e.g. commas to mark grammatical boundaries; a colon to signal,<br />
e.g. a list<br />
• 1.8 Extend work on verbs<br />
• 1.9 Identify the imperative form of verbs in instructional writing<br />
• 1.9 Identify the past tense of verbs in recounts<br />
• 2.2 Consolidate the basic conventions of st<strong>and</strong>ard English,<br />
including: agreement between nouns <strong>and</strong> verbs; consistency of<br />
tense <strong>and</strong> subject <strong>and</strong> avoidance of double negatives<br />
• 2.4 Revise different kinds of nouns, the functions of pronouns <strong>and</strong><br />
agreement between nouns, pronouns <strong>and</strong> verbs<br />
• 2.5 Use punctuation effectively to signpost meaning in longer <strong>and</strong><br />
more complex sentences<br />
• 2.9 Secure the use of the comma in embedding clauses within<br />
sentences<br />
• 3.1 Secure the basic conventions of st<strong>and</strong>ard English, including:<br />
agreement between nouns <strong>and</strong> verbs; consistency of tense <strong>and</strong><br />
subject <strong>and</strong> avoidance of double negatives<br />
• 3.3 Identify a range of prepositions<br />
• 3.4 Use punctuation marks accurately in complex sentences<br />
• 3.5 Revise use of apostrophes for possession<br />
• 3.7 Use connectives to link clauses within sentences<br />
Year 6 Range • Non-Fiction: diaries, letters, recounts, journalistic writing, nonchronological<br />
reports, discussion texts, explanations<br />
Word • 1.1 Identify mis-spelt words<br />
• 2.1 Identify mis-spelt words<br />
• 2.4 Consolidate work on spelling rules<br />
• 3.1 Identify mis-spelt words<br />
• 3.4 Consolidate work on spelling rules<br />
• 3.7 Experiment with similes<br />
Sentence • 1.1 Revise prepositions <strong>and</strong> other conventions of st<strong>and</strong>ard English<br />
• 1.2 Revise verbs, including terms active <strong>and</strong> passive<br />
• 1.4 Investigate connecting words<br />
• 1.6 Secure knowledge <strong>and</strong> underst<strong>and</strong>ing of more sophisticated<br />
punctuation marks: colon, semicolon, parenthetic commas,<br />
dashes, brackets<br />
• 2.1 Investigate further the use of active <strong>and</strong> passive verbs<br />
• 2.2 Underst<strong>and</strong> imperative verbs<br />
• 3.1 Revise the language conventions <strong>and</strong> grammatical features of<br />
different types of text<br />
Viewing Samples<br />
vi <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Country/<br />
Subject<br />
Northern<br />
Irel<strong>and</strong><br />
English<br />
Republic<br />
of Irel<strong>and</strong><br />
English<br />
language<br />
Scotl<strong>and</strong><br />
English<br />
language<br />
Wales<br />
English<br />
Year/<br />
Level<br />
Str<strong>and</strong>/<br />
Unit<br />
Objective<br />
KS 2 Reading • Engage with a range of texts, including: stories, poems <strong>and</strong><br />
non-fiction materials<br />
5th/6th<br />
Class<br />
Writing<br />
Competence<br />
<strong>and</strong><br />
confidence<br />
(Reading)<br />
Competence<br />
(Writing)<br />
• Develop increasing competence in the use of the full stop, comma,<br />
question mark <strong>and</strong> exclamation mark<br />
• Observe the different conventions <strong>and</strong> structures dem<strong>and</strong>ed by the<br />
various forms of writing<br />
• Recognise the function of the paragraph<br />
• Observe the conventions of punctuation <strong>and</strong> grammar<br />
• Use connectives <strong>and</strong> pronouns appropriately<br />
• Avoid repetition<br />
• Locate the correct spelling of words<br />
• Set out <strong>and</strong> punctuate direct speech<br />
• Read a more challenging range of reading material, including<br />
stories, poems, myths, legends <strong>and</strong> non-fiction texts<br />
• Observe the conventions of grammar, punctuation <strong>and</strong> spelling in<br />
writing<br />
• Explore the possibilities of syntax <strong>and</strong> sentence structure in reading<br />
• Help others with editing their writing<br />
E Reading • Develop awareness of genre as a description of categories of texts<br />
• Study similes<br />
Writing • Check punctuation when redrafting<br />
• Be aware of spelling rules<br />
• Check possible spelling errors<br />
• Discuss subjects within sentence structure<br />
• Be aware of quotation marks <strong>and</strong> the apostrophe<br />
KS 2 Reading • 1.6 Read a wide range of literature, including: fiction, poetry, texts<br />
from a variety of cultures, myths, legends <strong>and</strong> traditional stories<br />
Writing • 2.3 Proofread - check drafts for spelling <strong>and</strong> punctuation errors<br />
• 2.5 Use punctuation marks correctly, including full stops,<br />
question <strong>and</strong> exclamation marks, commas, inverted commas <strong>and</strong><br />
apostrophes to mark possession <strong>and</strong> shortened forms of words<br />
• 2.6 Check spellings of words<br />
• 2.6 Use appropriate terminology, including vowel <strong>and</strong> consonant<br />
• 3.3 Develop their underst<strong>and</strong>ing of the grammar of complex<br />
sentences<br />
• 3.4 Develop ability to use paragraphs<br />
• 3.5 Use nouns, pronouns, verbs, adjectives, adverbs, prepositions,<br />
conjunctions <strong>and</strong> verb tenses<br />
Viewing Samples<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills vii
Activity content overview<br />
Activity content Page number<br />
PUNCTUATION 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 75 77 79 81 83 85<br />
Full stops<br />
• • • • • • • • • • • • • • •<br />
Capital letters: begin. of sentences<br />
• • • • • • • • • • • • • • • • •<br />
proper nouns<br />
• • • • • • • • • • • • • • • • • • • •<br />
Question marks<br />
• • • • • • • • • •<br />
Exclamation marks<br />
• • • • • • • • • •<br />
Commas: in a list<br />
• • • • • • • • • • • •<br />
grammatical<br />
• • • • • • • • • • • • • • • • • • • • • • • • • • • •<br />
Apostrophes: contractions<br />
• • • • • • • • • • • • • • •<br />
possession<br />
• • • • • • • • • • • • • • • • • • • • • • • • • • •<br />
Quotation marks<br />
• • • • • • • • • • • • • • • •<br />
Colons<br />
• • • • • • • • •<br />
Semicolons<br />
• • • • • • • • •<br />
Hyphens<br />
• • • • • • • • • • •<br />
Dashes<br />
• • • • • •<br />
Parentheses • • • • • • • • • •<br />
Viewing Samples<br />
SPELLING<br />
Misspelt words<br />
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •<br />
Confused words<br />
• • • • • • • • • • • • • • • • • • • • • • • • • •<br />
Plurals: adding ‘s’ <strong>and</strong> ‘es’<br />
• •<br />
change ‘y’ to ‘i’ • •<br />
Rec.<br />
Expl.<br />
N<br />
P<br />
Des.<br />
Rep.<br />
N<br />
Rec.<br />
Disc.<br />
Rep.<br />
N<br />
P<br />
Expl.<br />
Des.<br />
Rec.<br />
N<br />
Disc.<br />
P<br />
Expl.<br />
Rep.<br />
Rec.<br />
Rep.<br />
Expl.<br />
P<br />
Disc.<br />
N<br />
Des.<br />
Expl.<br />
Rec.<br />
P<br />
N<br />
Rep.<br />
Expl.<br />
Rec.<br />
Disc.<br />
Rep.<br />
Des.<br />
Expl.<br />
P<br />
Rec.<br />
Rep.<br />
N<br />
viii <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Activity content Page number<br />
GRAMMAR 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 75 77 79 81 83 85<br />
Nouns: common nouns<br />
collective nouns<br />
• • • • •<br />
•<br />
Pronouns<br />
• • • • • • • • • • • • •<br />
Adjectives<br />
• • • • • •<br />
Verbs: active/passive<br />
• • • • • •<br />
tenses<br />
• • • • • • • • • • •<br />
infinitives<br />
• •<br />
Subject-verb agreement<br />
• • • • • • • •<br />
Adverbs<br />
• • • • • • • •<br />
Prepositions<br />
• • • • • •<br />
Conjunctions<br />
Indefinite article: ‘a’ or ‘an’ • • •<br />
• •<br />
VOCABULARY<br />
Enrichment<br />
• • •<br />
Synonyms<br />
• • • • •<br />
Antonyms<br />
• • • • •<br />
Compound words<br />
• • • • • •<br />
Compound words: hyphenated<br />
• •<br />
Shortened forms<br />
• • •<br />
Similes • •<br />
WRITING<br />
Paragraphs<br />
• • • • •<br />
Double negatives<br />
• • • • •<br />
Tautology<br />
• • • • • • • • •<br />
Convoluted language<br />
• •<br />
Analogy<br />
•<br />
Repeated <strong>and</strong> omitted words<br />
• • •<br />
Errors of fact • • • • •<br />
Viewing Samples<br />
Rec.<br />
Expl.<br />
TEXT TYPE<br />
N<br />
P<br />
Des.<br />
Rep.<br />
N<br />
Rec.<br />
Disc.<br />
Rep.<br />
N<br />
P<br />
Expl.<br />
Des.<br />
Rec.<br />
N<br />
Disc.<br />
P<br />
Expl.<br />
Rep.<br />
Rec.<br />
Rep.<br />
Expl.<br />
P<br />
Disc.<br />
N<br />
Des.<br />
Expl.<br />
Rec.<br />
P<br />
N<br />
Rep.<br />
Expl.<br />
Rec.<br />
Disc.<br />
Rep.<br />
Des.<br />
Expl.<br />
P<br />
Rec.<br />
Rep.<br />
N<br />
Narrative – N Explanation – Expl. Procedure – P Recount – Rec. Report – Rep. Discussion – Disc. Description – Des.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills ix
Punctuation, spelling, grammar, vocabulary <strong>and</strong><br />
writing information<br />
PUNCTUATION<br />
Teacher information<br />
Please note: In some cases, teachers will need to exercise their own judgment with regard to<br />
punctuation, as certain aspects, particularly commas <strong>and</strong> exclamation marks, are to an extent<br />
discretionary <strong>and</strong> depend on the individual writer’s intent.<br />
Capital letters<br />
Capital letters are needed for:<br />
• sentence beginnings; e.g. My dog is very friendly. He welcomes everyone.<br />
• proper nouns – people’s names (Chloe Parker), names of places (Indian Ocean), days of<br />
the week (Saturday), months (December), holidays <strong>and</strong> festivals (Christmas), countries<br />
(America), nationalities (Russian), languages (Italian) <strong>and</strong> religions (Buddhism).<br />
• titles; e.g. World Health Organisation<br />
NOTE: Prim-Ed Publishing employs minimal capitalisation for titles of books <strong>and</strong> other<br />
publications as recommended by The Style manual for authors, editors <strong>and</strong> printers,<br />
sixth edition 2002.<br />
To kill a mockingbird<br />
Snow White <strong>and</strong> the seven dwarfs<br />
Exclamation marks<br />
Exclamation marks are used to end exclamations <strong>and</strong> imperatives (comm<strong>and</strong>s) <strong>and</strong> for<br />
emphasis at the end of a statement.<br />
I love it!<br />
Don’t touch!<br />
She ate every bit of it!<br />
Note: If overused, exclamation marks lose their effect.<br />
Commas<br />
Commas are used to separate items in a list or series.<br />
I enjoy reading, playing squash, skiing <strong>and</strong> swimming.<br />
Grammatical commas are used to:<br />
• make the meaning of a sentence clear.<br />
Jane said her mother is very busy. (Jane’s mother is very busy.)<br />
Jane, said her mother, is very busy. (Jane is very busy.)<br />
• indicate where a pause is needed in a sentence.<br />
Many years ago, dinosaurs roamed the Earth.<br />
Viewing Samples<br />
Apostrophes for possession<br />
Apostrophes are used to show that something belongs to someone or something.<br />
The placement of the apostrophe can be challenging but the simple rule is that it is placed<br />
after the owner or owners. (The ‘tail’ of the apostrophe ‘points’ to the owner(s).)<br />
the boy’s shoes (one boy) .............. the boys’ shoes (more than one boy)<br />
the lady’s hats (one lady) .............. the ladies’ hats (more than one lady)<br />
the son’s pets (one son) .................. the sons’ pets (more than one son)<br />
x <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Teacher information<br />
Grammatical contractions<br />
Grammatical contractions are words that have been made by joining <strong>and</strong> shortening two<br />
words. An apostrophe is used in place of the missing letters.<br />
would not .............wouldn’t will not .....................won’t<br />
I would ...........................I’d they are ................. they’re<br />
Quotation marks<br />
Quotation marks are used:<br />
• to enclose quoted speech<br />
Single or double quotation marks are accepted but must be used consistently.<br />
‘You’re late again’, my mother complained.<br />
“I’m sorry”, I replied.<br />
• To enclose quotes within quotes, one set is used outside <strong>and</strong> the other inside.<br />
He reported, ‘My mother complained, “Late again, John”’<br />
• To cite a title.<br />
I read the book ‘Black Beauty’.<br />
Colons<br />
A colon is a marker of relationship <strong>and</strong> sequence.<br />
Colons are used:<br />
• before offset lists<br />
You need to take:<br />
warm socks,<br />
sturdy walking shoes,<br />
a raincoat.<br />
• between a statement <strong>and</strong> an explanation.<br />
I remember you: we went to the same school.<br />
• with quotations.<br />
Malcolm Fraser said: ‘Life wasn’t meant to be easy’.<br />
Semicolons<br />
A semicolon, despite its name, is not a half colon; it is much stronger than a comma, closer<br />
to a full stop. It is generally used where a full stop is possible, but using one would separate<br />
the sentences too strongly.<br />
It can be used:<br />
• when two sentences are closely connected.<br />
The footballers are leaving the field; some are looking very dejected.<br />
• before words <strong>and</strong> expressions such as, ‘therefore’, ‘for example’ <strong>and</strong> ‘however’.<br />
There are many animals native to Australia; for example, wallabies, kangaroos <strong>and</strong><br />
wombats.<br />
Viewing Samples<br />
Hyphens<br />
Hyphens are short strokes (without a space on either side) used to join words or parts of<br />
words.<br />
ice-cream<br />
pre-existing<br />
Note: Pupils should be encouraged to refer to a modern dictionary to check for current hyphenation,<br />
which changes over time in response to common use.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills xi
Punctuation (continued)<br />
Dashes<br />
A dash is used to indicate a text break but should not be overused.<br />
It can be used:<br />
• to separate a word or group of words within a sentence.<br />
Climbing mountains is fun—if you are young <strong>and</strong> fit.<br />
• before a specific list.<br />
Do you know the Wilsons—Peter <strong>and</strong> Jane?<br />
• between numbers or words to mean ‘to’ or ‘until’.<br />
Read chapters 1–4.<br />
• in place of parentheses (round brackets).<br />
The tsunami—2004—caused horrendous damage.<br />
Parentheses (round brackets)<br />
The main use of parentheses is to enclose explanations <strong>and</strong> asides.<br />
Parentheses are used:<br />
• to add explanatory words<br />
Ian Thorpe (Australia) won his race.<br />
• to express the same thing in a different way<br />
He ran 6 km (kilometres).<br />
• To set-off an aside<br />
He won the race in record (yet to be confirmed) time.<br />
GRAMMAR<br />
Teacher information<br />
Nouns<br />
Nouns are naming words of people, places, feelings <strong>and</strong> things:<br />
teacher, school, desk.<br />
Proper nouns name individual people (Bill), places (Kings Park) <strong>and</strong> others (Christmas,<br />
December, Sunday). Proper nouns start with capital letters.<br />
Common nouns are any other nouns.<br />
Collective nouns are a subset of common nouns:<br />
a team of players.<br />
Viewing Samples<br />
Pronouns<br />
A pronoun is a word substituted for a noun:<br />
They asked him to help them.<br />
Personal pronouns refer to you, me <strong>and</strong> other people:<br />
I, me, you, she, us, them.<br />
Adjectives<br />
Adjectives modify (enhance or change) the meaning of nouns <strong>and</strong>, less commonly,<br />
pronouns:<br />
parched l<strong>and</strong>; green, fertile l<strong>and</strong>; poor, old me; lucky you<br />
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Verbs<br />
Verbs are ‘doing’ words:<br />
swim, like, look.<br />
Auxiliary verbs join other verbs to form verb groups:<br />
have eaten, will be asleep.<br />
Active <strong>and</strong> passive verbs<br />
Teacher information<br />
In English, verbs are classified as either active or passive.<br />
Active verbs indicate that the subject ‘does’ or ‘is’ something. They are straightforward <strong>and</strong><br />
cause little difficulty.<br />
We went to the shopping centre.<br />
(subject) (verb)<br />
The passive voice is often used when it is not necessary to tell who is responsible for the<br />
action.<br />
Cats should be fed regularly.<br />
Pupils should be encouraged to use active verbs in preference to passive ones because<br />
they make sentences more direct <strong>and</strong> positive.<br />
Verb tense There are three basic tenses. Because there are so many irregular verbs in<br />
English, tense can be complex.<br />
regular<br />
irregular<br />
the past .................... the present ......................the future<br />
played ..............................play...............................will play<br />
has played ......................plays........................ should play<br />
went ................................. go .................................. will go<br />
has gone ......................... goes ...........................should go<br />
NOTE: The future <strong>and</strong> the past tenses often use auxiliary verbs.<br />
Infinitives<br />
The infinitive is the basic form of a verb <strong>and</strong> is usually introduced by ‘to’:<br />
to work, to be, to eat<br />
Subject-verb agreement<br />
Verbs have to agree with their subjects:<br />
The children cheer loudly.<br />
(subject-plural) verb<br />
Viewing Samples<br />
The child cheers loudly<br />
(subject-singular) verb<br />
Many English verbs are irregular, which can cause problems, particularly for pupils from<br />
non-English speaking backgrounds:<br />
He is at school.<br />
They are at school.<br />
He was busy.<br />
They were busy.<br />
In some sentences the subject of a verb is separated from the verb <strong>and</strong> not easy to locate.<br />
Pupils should be encouraged to ask themselves ‘who’ or ‘what’ before the verb.<br />
‘The boy, although really late for school <strong>and</strong> likely to get into trouble, dawdled.’<br />
‘dawdled’ is the verb.<br />
‘The boy’ is the subject. (who dawdled?)<br />
Adverbs<br />
Adverbs are words that modify (enhance or change) the meaning of verbs:<br />
He ran quickly.<br />
I’ve seen this before.<br />
There are adverbs of: time .......................e.g. yesterday<br />
place .....................e.g. downstairs<br />
manner ..................e.g. carefully<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills xiii
Prepositions<br />
Prepositions show the relationship between nouns <strong>and</strong>/or pronouns in the same<br />
sentence.<br />
Common prepositions include: across, about, between, by, during, for, from, in, of, since,<br />
through, until, without, up.<br />
He disappeared during the night.<br />
I’m afraid of spiders.<br />
I enjoy reading books about travel.<br />
Conjunctions<br />
Conjunctions are joining words. They can join different language units:<br />
• One word with another ........................e.g. black or white<br />
• One phrase with another .......................e.g. on the beach <strong>and</strong> in the s<strong>and</strong><br />
• One clause with another .......................e.g. He asked me if I could cook.<br />
• One sentence with another ...................e.g. I was hot so I went for a swim.<br />
SPELLING<br />
Singular <strong>and</strong> plural nouns<br />
Adding ‘s’ <strong>and</strong> ‘es’<br />
The most commonly used plural is made by adding ‘s’; e.g. books, games.<br />
It is usually necessary to add ‘es’ to nouns ending in ‘ch’, ‘sh’, ‘s’, ‘x’ <strong>and</strong> ‘z’ to make the<br />
plural easier to pronounce; e.g. watches, dishes, classes, foxes <strong>and</strong> waltzes.<br />
Words ending in ‘o’ are also often made into a plural by adding ‘es’:<br />
potatoes, tomatoes<br />
There are many exceptions, including radios, merinos, silos, zeros, photos <strong>and</strong> sopranos.<br />
Pupils should be encouraged to consult a dictionary if uncertain about the spelling of a<br />
specific word.<br />
Changing ‘y’ to ‘i’ <strong>and</strong> adding ‘es’<br />
Many nouns <strong>and</strong> verbs ending with ‘y’, change the ‘y’ to ‘i’ before adding ‘es’:<br />
lady (singular noun)<br />
ladies (plural noun)<br />
curry (singular noun)<br />
curries (plural noun)<br />
I cry<br />
he cries (verb)<br />
VOCABULARY<br />
Teacher information<br />
Viewing Samples<br />
Shortened forms<br />
There are three categories of shortened forms:<br />
• Shortened words:<br />
– abbreviations (first letter, some other letters, but not the last letter):<br />
Mon., Cont., Co.<br />
(full stop needed)<br />
– contractions (first letter <strong>and</strong> last letter <strong>and</strong> sometimes other letters):<br />
Mr, dept, govt<br />
(no full stop)<br />
• Shortened phrases:<br />
– acronyms (strings of initial letters pronounced as a word):<br />
radar, WHO, sonar<br />
(no full stops)<br />
• Symbols:<br />
Internationally recognised representations of units of measurement, words <strong>and</strong> concepts:<br />
km, %, @<br />
(no full stops)<br />
xiv <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Similes<br />
A simile is a figure of speech in which one thing is likened to another in one particular<br />
respect:<br />
as fast as greased lightning<br />
to run like the wind<br />
Similes can enhance descriptions by helping to convey the writer’s intended meaning.<br />
Writing<br />
Tautology<br />
Teacher information<br />
Tautology is combining two or more words, which in effect say the same thing:<br />
I followed after him.<br />
He has never at any time smoked.<br />
Examples of tautology include:<br />
blend together, close proximity, combine together, cost the sum of, divide up, during<br />
the course of, few in number, for a period of, grateful thanks, just recently, may<br />
possibly, mutual cooperation, small in size, return back, repeat again.<br />
Convoluted language<br />
Convoluted language is unnecessarily complicated, complex language, often using passive<br />
verbs, lengthy sentences <strong>and</strong> unnecessary words. Pupils should be encouraged to use<br />
clear, concise language to express ideas:<br />
In the fullness of time, taking into account the exigencies of the existing situation,<br />
<strong>and</strong> in complete recognition of the delicacy of this matter, your proposal will be<br />
duly brought to the light of day, unpacked <strong>and</strong> addressed in a cooperative group<br />
context.<br />
(We will look at your proposal later.)<br />
Analogy<br />
An analogy is usually used to explain something complex by using something familiar:<br />
An atom is like our solar system. (The nucleus is the sun <strong>and</strong> the electrons are the<br />
planets in orbit around it.)<br />
Stones were to some ancient people as coins <strong>and</strong> bank notes are to modern<br />
people.<br />
Analogies are helpful in pointing out relationships that may not at first be obvious, but they<br />
have their limitations. It is said that an analogy ‘breaks down’; this means that it is only<br />
suggestive <strong>and</strong> doesn’t hold true in every detail.<br />
Viewing Samples<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills xv
Teacher information<br />
Writing format information<br />
Below are general descriptions of the text types included in this book.<br />
Narrative<br />
– is a framework which tells a story.<br />
– includes:<br />
• Orientation:<br />
the setting, time <strong>and</strong> character(s)<br />
• Complication:<br />
involving the main character(s) <strong>and</strong> a<br />
sequence of events.<br />
• Resolution:<br />
to the complication<br />
• Ending:<br />
often showing what has changed<br />
<strong>and</strong> what the characters have learnt.<br />
– uses:<br />
• a range of conjunctions to connect<br />
ideas<br />
• appropriate paragraphing<br />
• descriptive language<br />
• past tense.<br />
A narrative may be written in the form<br />
of a poem, story, play, imaginative story,<br />
fairytale, novel, myth, legend, ballad,<br />
science fiction story or modern fantasy.<br />
Recount<br />
– is a framework that retells events as<br />
they happened in time order.<br />
– may be factual, personal or imaginative.<br />
– includes:<br />
• Orientation:<br />
all relevant background (who, when,<br />
where, why)<br />
• Events:<br />
significant events in detail<br />
• Conclusion:<br />
often with an evaluative comment.<br />
– uses:<br />
• vocabulary to suggest time passing<br />
• paragraphs to show separate<br />
sections<br />
• the past tense.<br />
A recount may be written in the form<br />
of a newspaper report, diary, letter,<br />
journal, eyewitness account, biography,<br />
autobiography or history.<br />
Report<br />
– is a framework which provides facts<br />
concerning aspects of a living or non-living<br />
thing without unnecessary information or<br />
opinion.<br />
– includes:<br />
• Classification:<br />
a general or classifying statement<br />
• Description:<br />
accurate <strong>and</strong> detailed<br />
• Conclusion:<br />
a comment about the content of the<br />
report (optional).<br />
– uses:<br />
• factual language rather than imaginative<br />
• the third person<br />
• the timeless present tense<br />
• linking <strong>and</strong> action verbs.<br />
A report may be written in the form of a<br />
book review, scientific report, newspaper or<br />
magazine article, eyewitness account or a<br />
progress report.<br />
Procedure<br />
– is a framework which outlines how<br />
something is made or done.<br />
– includes:<br />
• the purpose of the procedure shown<br />
clearly <strong>and</strong> precisely<br />
• a list of materials or requirements<br />
under appropriate headings or layout<br />
• the method in a detailed, logical<br />
sequence<br />
• an evaluation (if appropriate).<br />
– uses:<br />
• instructions with an imperative verb<br />
• subject-specific vocabulary<br />
• simple present tense.<br />
A procedure may be written in the form of<br />
a recipe, instructions for making something,<br />
an experiment, an instruction manual, a<br />
maths procedure, how to play a game, how<br />
to operate an appliance, how to use an atlas<br />
<strong>and</strong> how to deal with a problem.<br />
Viewing Samples<br />
xvi <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Discussion<br />
Teacher information<br />
Writing format information<br />
– is a framework which argues for<br />
a particular position <strong>and</strong> attempts<br />
to persuade the audience to share<br />
this view.<br />
– includes:<br />
• Introduction:<br />
statement of the problem <strong>and</strong><br />
the writer’s position<br />
• Arguments:<br />
presented in a logical manner<br />
with supporting detail, usually<br />
from the strongest to the<br />
weakest<br />
• Conclusion:<br />
an evaluation restating the<br />
writer’s position.<br />
– uses:<br />
• persuasive language<br />
• paragraphs to state <strong>and</strong><br />
elaborate on each point.<br />
A discussion text may be written<br />
in the form of an essay, a letter, a<br />
policy statement, a critical review,<br />
an advertisement, an editorial or a<br />
speech.<br />
Explanation<br />
– is a framework which outlines how or why something<br />
occurs, works or is made.<br />
– includes:<br />
• Statement:<br />
precisely what is to be explained<br />
• Explanation:<br />
a clear account in logical sequence of how <strong>and</strong><br />
why the phenomenon occurs<br />
• Conclusion:<br />
an evaluation <strong>and</strong> comment about what has been<br />
explained.<br />
OR<br />
• a definition<br />
• a description of the components or parts<br />
• the operation—how it works or is made<br />
• the application—where <strong>and</strong> when it works or is<br />
applied<br />
• special features—interesting comments<br />
• evaluation or comment.<br />
– uses:<br />
• subject–specific terms <strong>and</strong> technical vocabulary<br />
where appropriate<br />
• simple present tense<br />
• linking words to show cause <strong>and</strong> effect.<br />
An explanation may be written in the form of an essay, or<br />
a h<strong>and</strong>book—for example, how a kite works—a science<br />
text, a health text or a geography text.<br />
Viewing Samples<br />
Description<br />
– is a framework which describes the characteristics, components or function of specific living<br />
or non-living things.<br />
Physical characteristics of living things are described or the components of non-living things<br />
<strong>and</strong> their functions. Special features are also discussed. This type of writing can be used to<br />
describe, for example, a specific breed of animal, object or picture.<br />
– includes:<br />
• Introduction: what it is<br />
• Description: its appearance: colour, shape, size etc.<br />
• Interesting details/special features<br />
• Concluding statement.<br />
– uses:<br />
• adjectives extensively<br />
• conjunctions.<br />
A description may be written in poetic form <strong>and</strong> may describe a person, place, animal, thing<br />
or emotion.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills xvii
Name: Date:<br />
Name: Date:<br />
The sequence of events is described.<br />
Resolution:<br />
A logical, believable resolution is presented.<br />
Ending:<br />
The narrative has a satisfactory ending.<br />
Writing skills:<br />
• Paragraphs are used to introduce new ideas.<br />
• Descriptive language is included.<br />
• A range of conjunctions connects ideas.<br />
• The narrative is written in the past tense.<br />
• Adjectives are varied <strong>and</strong> interesting.<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
The complication involving the main characters is explained.<br />
The time the story took place is stated.<br />
Complication:<br />
Title:<br />
The title is appropriate <strong>and</strong> interesting.<br />
Orientation:<br />
Writing format checklists<br />
Pupil narrative checklist<br />
<strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com<br />
• The narrative is written in the past tense.<br />
• Adjectives are varied <strong>and</strong> interesting.<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
• A range of conjunctions connects ideas.<br />
• Descriptive language is included.<br />
• Paragraphs are used to introduce new ideas.<br />
Writing skills:<br />
The narrative has a satisfactory ending.<br />
Ending:<br />
A logical, believable resolution is presented.<br />
Resolution:<br />
The sequence of events is described.<br />
The complication involving the main characters is explained.<br />
Information about where the story happened is provided.<br />
The characters are introduced <strong>and</strong> described.<br />
Title:<br />
The title is appropriate <strong>and</strong> interesting.<br />
Orientation:<br />
The characters are introduced <strong>and</strong> described.<br />
Information about where the story happened is provided.<br />
The time the story took place is stated.<br />
Complication:<br />
Viewing Samples<br />
Pupil narrative checklist<br />
xviii <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Pupil recount checklist<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills<br />
Writing format checklists<br />
Pupil recount checklist<br />
Title:<br />
The title is suitable.<br />
Orientation:<br />
A clearly written orientation provides relevant<br />
information about, who, when, where <strong>and</strong> why.<br />
Events:<br />
Significant events are described in detail.<br />
Events are retold in chronological order.<br />
Title:<br />
The title is suitable.<br />
Orientation:<br />
A clearly written orientation provides relevant<br />
information about, who, when, where <strong>and</strong> why.<br />
Resolution:<br />
A logical, believable resolution is presented.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills xix<br />
Conclusion:<br />
The ending is clearly described.<br />
Events:<br />
Significant events are described in detail.<br />
Events are retold in chronological order.<br />
Resolution:<br />
A logical, believable resolution is presented.<br />
Conclusion:<br />
The ending is clearly described.<br />
An evaluative comment about the conclusion is included.<br />
Writing skills:<br />
• Paragraphs are used to show separate sections.<br />
• Vocabulary suggests the passing of time.<br />
Viewing Samples<br />
• The past tense is maintained.<br />
• Sentence beginnings vary.<br />
• Quotation marks are used for quoted speech.<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
Name: Date:<br />
An evaluative comment about the conclusion is included.<br />
Writing skills:<br />
• Paragraphs are used to show separate sections.<br />
• Vocabulary suggests the passing of time.<br />
• The past tense is maintained.<br />
• Sentence beginnings vary.<br />
• Quotation marks are used for quoted speech.<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
Name: Date:
Name: Date:<br />
Name: Date:<br />
Arguments are presented in a logical manner.<br />
Supporting information is provided.<br />
The strongest arguments are presented first.<br />
Opposing arguments are rebutted.<br />
The language is persuasive.<br />
Conclusion:<br />
A summary of the supporting arguments is given.<br />
A evaluative conclusion is presented.<br />
Writing skills:<br />
• Paragraphs state <strong>and</strong> elaborate each point.<br />
• The writing style is impersonal.<br />
• Different conjunctions are used to connect ideas.<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
what I think about it.<br />
Arguments:<br />
Title:<br />
Overview:<br />
Writing format checklists<br />
Pupil discussion checklist<br />
<strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
• Different conjunctions are used to connect ideas.<br />
• The writing style is impersonal.<br />
• Paragraphs state <strong>and</strong> elaborate each point.<br />
Writing skills:<br />
A evaluative conclusion is presented.<br />
A summary of the supporting arguments is given.<br />
Conclusion:<br />
The language is persuasive.<br />
Opposing arguments are rebutted.<br />
The strongest arguments are presented first.<br />
The opening statement presents the topic <strong>and</strong><br />
Title:<br />
Overview:<br />
The opening statement presents the topic <strong>and</strong><br />
what I think about it.<br />
Arguments:<br />
Arguments are presented in a logical manner.<br />
Supporting information is provided.<br />
Viewing Samples<br />
Pupil discussion checklist<br />
xx <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Pupil explanation checklist<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills<br />
Writing format checklists<br />
Pupil explanation checklist<br />
Title:<br />
Definition:<br />
A precise statement or definition is provided.<br />
Description:<br />
There is a clear account of how <strong>and</strong> why the<br />
phenomenon occurs.<br />
Information is relevant <strong>and</strong> correct.<br />
Title:<br />
Definition:<br />
A precise statement or definition is provided.<br />
Information is provided in a logical order.<br />
Explanations are clearly <strong>and</strong> simply stated.<br />
Description:<br />
There is a clear account of how <strong>and</strong> why the<br />
phenomenon occurs.<br />
Information is relevant <strong>and</strong> correct.<br />
Information is provided in a logical order.<br />
Explanations are clearly <strong>and</strong> simply stated.<br />
Concluding statement:<br />
The conclusion includes an evaluation or comment.<br />
Writing skills:<br />
• Linking words are used to show cause <strong>and</strong> effect.<br />
• The simple present tense is used.<br />
• Technical vocabulary <strong>and</strong> subject-specific<br />
terms are used.<br />
• Spelling <strong>and</strong> punctuation have been checked.<br />
Name: Date:<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills xxi<br />
Concluding statement:<br />
The conclusion includes an evaluation or comment.<br />
Writing skills:<br />
• Linking words are used to show cause <strong>and</strong> effect.<br />
• The simple present tense is used.<br />
• Technical vocabulary <strong>and</strong> subject-specific<br />
Viewing Samples<br />
terms are used.<br />
• Spelling <strong>and</strong> punctuation have been checked.<br />
Name: Date:
Name: Date:<br />
Name: Date:<br />
A personal comment has been made about the subject.<br />
Writing skills:<br />
• Language is factual rather than imaginative.<br />
• The report is written in the third person.<br />
• The present tense is used.<br />
• Technical vocabulary <strong>and</strong> subject specific terms are used.<br />
• Information is organised in paragraphs.<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
the subject of the report.<br />
Description:<br />
Provides accurate, detailed descriptions.<br />
Information is clearly presented.<br />
Facts are relevant <strong>and</strong> interesting.<br />
Conclusion:<br />
Title:<br />
Classification:<br />
Writing format checklists<br />
Pupil report checklist<br />
<strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
• Information is organised in paragraphs.<br />
• Technical vocabulary <strong>and</strong> subject specific terms are used.<br />
• The present tense is used.<br />
• The report is written in the third person.<br />
• Language is factual rather than imaginative.<br />
Writing skills:<br />
A personal comment has been made about the subject.<br />
Conclusion:<br />
Facts are relevant <strong>and</strong> interesting.<br />
Information is clearly presented.<br />
There is a general or classifying statement about<br />
Title:<br />
Classification:<br />
There is a general or classifying statement about<br />
the subject of the report.<br />
Description:<br />
Provides accurate, detailed descriptions.<br />
Viewing Samples<br />
Pupil report checklist<br />
xxii <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Pupil procedure checklist<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills<br />
Writing format checklists<br />
Pupil procedure checklist<br />
Title:<br />
Goal:<br />
The purpose is clearly <strong>and</strong> precisely stated.<br />
Materials:<br />
The materials or requirements are listed under<br />
appropriate headings or layout.<br />
Method:<br />
Title:<br />
Goal:<br />
The steps are clear <strong>and</strong> concise.<br />
There is a logical order to the sequence of the steps.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills xxiii<br />
The steps are easy to underst<strong>and</strong> <strong>and</strong> follow.<br />
All of the necessary steps are included.<br />
Test:<br />
An evaluation to test if the procedure has been<br />
successfully followed is included.<br />
Writing skills:<br />
• Instructions begin with comm<strong>and</strong> verbs.<br />
• The present tense is used.<br />
• Unnecessary words have been omitted.<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
Name: Date:<br />
The purpose is clearly <strong>and</strong> precisely stated.<br />
Materials:<br />
The materials or requirements are listed under<br />
appropriate headings or layout.<br />
Method:<br />
The steps are clear <strong>and</strong> concise.<br />
There is a logical order to the sequence of the steps.<br />
The steps are easy to underst<strong>and</strong> <strong>and</strong> follow.<br />
All of the necessary steps are included.<br />
Test:<br />
An evaluation to test if the procedure has been<br />
successfully followed is included.<br />
Writing skills:<br />
• Instructions begin with comm<strong>and</strong> verbs.<br />
• The present tense is used.<br />
• Unnecessary words have been omitted.<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
Name: Date:<br />
Viewing Samples
Name: Date:<br />
Name: Date:<br />
Description:<br />
Details concerning appearance are provided.<br />
Interesting details are included.<br />
Special features are described.<br />
Writing skills:<br />
• Information is interesting.<br />
• Relevant details are provided.<br />
• Adjectives are used extensively.<br />
• Conjunctions link ideas.<br />
• Appropriate paragraphing is used.<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
Title:<br />
Introduction:<br />
Writing format checklists<br />
Pupil description checklist<br />
<strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com<br />
• Punctuation <strong>and</strong> spelling have been checked.<br />
• Appropriate paragraphing is used.<br />
• Conjunctions link ideas.<br />
• Adjectives are used extensively.<br />
• Relevant details are provided.<br />
• Information is interesting.<br />
Writing skills:<br />
Special features are described.<br />
Interesting details are included.<br />
The introduction states what is to be described.<br />
Title:<br />
Introduction:<br />
The introduction states what is to be described.<br />
Description:<br />
Details concerning appearance are provided.<br />
Viewing Samples<br />
Pupil description checklist<br />
xxiv <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Pupil proofreading <strong>and</strong> editing checklist<br />
Use this page to check your work. You will not need to tick all of the boxes.<br />
Name:<br />
Date:<br />
Title:<br />
Punctuation:<br />
I have included:<br />
• full stops<br />
• capital letters for:<br />
• question marks<br />
• exclamation marks<br />
• commas:<br />
• apostrophes:<br />
• quotation marks<br />
• colons<br />
• semicolons<br />
• hyphens<br />
• dashes<br />
• brackets<br />
beginning sentences<br />
proper nouns<br />
in lists<br />
for pauses<br />
to make meaning clear<br />
in contractions<br />
to show ownership<br />
Spelling:<br />
I have:<br />
• checked the spelling of any unknown words<br />
• used the correct endings for plurals<br />
Grammar:<br />
Viewing Samples<br />
I have included:<br />
• a variety of different verbs<br />
• correct verb tenses<br />
• correct verb-subject agreement<br />
• appropriate adverbs to describe verbs<br />
• interesting adjectives to describe nouns <strong>and</strong> pronouns<br />
• suitable conjunctions<br />
• a variety of prepositions<br />
Writing:<br />
I have read through my writing to check that:<br />
• it makes sense<br />
• it is easy to underst<strong>and</strong><br />
• there are no repeated or omitted words<br />
• paragraphing is appropriate<br />
• there are no double negatives or tautologies<br />
• there are no errors of fact<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills xxv
Dear diary<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Exclamation marks<br />
• Question marks<br />
• Grammatical commas<br />
• Hyphens<br />
• Apostrophes in contractions<br />
Grammar<br />
Spelling<br />
• Confused words: die/dye, made/maid,<br />
so/sew, weak/week<br />
• Misspelt words<br />
Vocabulary<br />
• Common nouns<br />
• Pronouns<br />
• Conjunctions<br />
Teacher information<br />
• Synonyms<br />
• Antonyms<br />
A recount retells events as they happen, in time order. A recount may be in the form of a diary.<br />
Answers<br />
Monday<br />
A new guy started at school today. What a hunk!<br />
His name’s Taj. He has blue eyes to die for <strong>and</strong><br />
his blonde curls are made for running your<br />
fingers through. I think I’m in love already!<br />
Tuesday<br />
Taj sat next to me at lunch today!!! I held my<br />
breath so long I nearly fainted. Our h<strong>and</strong>s<br />
brushed together as we reached for our<br />
s<strong>and</strong>wiches. I’m never washing my h<strong>and</strong> again.<br />
Wednesday<br />
He’s asked me out! We’re going to the cinema<br />
tonight. I was so surprised when he asked<br />
me, I could only stammer like a fool. He probably<br />
thinks I’m a Grade-A moron! Ohhh, why couldn’t<br />
I be cool?<br />
Thursday<br />
Last night was just wonderful. We even shared<br />
the same box of popcorn. Then he put his<br />
arm around my shoulders. He’s so strong <strong>and</strong><br />
romantic.<br />
Friday<br />
It’s all over! Taj is such a … male chauvinistic<br />
pig! He’s obsessed with power! At school today<br />
I found out he’s rostered me for playground<br />
duty twice a week!! He’s the absolute worst<br />
headteacher I’ve ever worked with!<br />
Viewing Samples<br />
1. (a) Missing punctuation is in<br />
bold type.<br />
(b) Title is underlined.<br />
Grade-A moron<br />
2 (a) Answers may include: guy,<br />
school, hunk, name, eyes,<br />
curls, fingers, love, lunch,<br />
breath, h<strong>and</strong>s, s<strong>and</strong>wiches,<br />
h<strong>and</strong>, cinema, fool, moron,<br />
night, box, popcorn, arm,<br />
shoulders, male, pig, power,<br />
playground, duty, week,<br />
headteacher<br />
(b) Answers may include: His,<br />
He, I, me, our, we<br />
(c) <strong>and</strong>, as, when<br />
3. (a) Spelling errors are in italic<br />
type.<br />
die, made, probably, so,<br />
chauvinistic, week<br />
4. (a) Teacher check. Answers may<br />
include:<br />
(i) began, commenced<br />
(ii) films, pictures<br />
(iii) dope, idiot<br />
(iv) chilly, calm<br />
(b) Teacher check. Answers may<br />
include:<br />
(i) indifferent<br />
(ii) dreadful, ordinary<br />
(iii) feminist<br />
2 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Dear diary<br />
Read the recount.<br />
Monday<br />
A new guy started at school today. What a hunk!<br />
His names Taj. He has blue eyes to dye for<br />
<strong>and</strong> his blonde curls are maid for running your<br />
1 Punctuation<br />
<strong>Editing</strong> skills<br />
(a) Find 7 missing apostrophes for contractions,<br />
1 question mark, 4 exclamation marks <strong>and</strong> 2<br />
grammatical commas.<br />
(b) Write a title used in the text which begins<br />
with a capital letter <strong>and</strong> includes a hyphen.<br />
fingers through. I think I’m in love already<br />
Tuesday<br />
Taj sat next to me at lunch today!!! I held my<br />
breath so long I nearly fainted. Our h<strong>and</strong>s<br />
brushed together as we reached for our<br />
s<strong>and</strong>wiches. Im never washing my h<strong>and</strong> again.<br />
Wednesday<br />
Hes asked me out Were going to the cinema<br />
tonight. I was sew surprised when he asked<br />
me I could only stammer like a fool. He probly<br />
thinks I’m a Grade-A moron! Ohhh why couldnt<br />
I be cool<br />
Thursday<br />
Last night was just wonderful. We even shared<br />
the same box of popcorn. Then he put his<br />
arm around my shoulders. He’s so strong <strong>and</strong><br />
romantic.<br />
Friday<br />
2 Grammar<br />
(a) Circle 10 common nouns.<br />
(b) Write 3 personal pronouns from the text.<br />
Conjunctions are words that join single words or<br />
groups of words to make a longer sentence.<br />
(c) Write 3 conjunctions from the text.<br />
3 Spelling<br />
(a) Write the correct spelling<br />
of 6 misspelt words.<br />
Viewing Samples<br />
4 Vocabulary<br />
(a) Write synonyms for these words.<br />
(i) started<br />
Its all over! Taj is such a … male chauvanistic<br />
pig! He’s obsessed with power At school today<br />
I found out he’s rostered me for playground<br />
duty twice a weak!! He’s the absolute worst<br />
headteacher Ive ever worked with<br />
(ii) movies<br />
(iii) fool<br />
(iv) cool<br />
(b) Write antonyms for these words.<br />
(i) obsessed<br />
(ii) wonderful<br />
(iii) male chauvinist pig<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 3
Piggy banks<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Commas in lists<br />
• Grammatical commas<br />
• Apostrophes to show possession<br />
• Quotation marks<br />
• Hyphens<br />
Grammar<br />
• Verb tenses<br />
Spelling<br />
• Confused words: their/there, due/dew,<br />
off/of, be/bee, too/to/two, been/bean<br />
• Misspelt words<br />
• Plurals (‘s’ <strong>and</strong> ‘es’)<br />
Writing<br />
• Errors of fact<br />
Teacher information<br />
An explanation outlines how something works, is made or how or why things happen.<br />
Answers<br />
Ever wonder why some people keep their savings in a<br />
their<br />
moneybox shaped like a pig? It is all due to the incorrect<br />
due<br />
meaning of a word!<br />
of<br />
The origin of the piggy bank can be found in the Middle<br />
be<br />
Ages, when most pots, dishes, jars <strong>and</strong> other containers<br />
dishes<br />
used in people’s homes were made of a cheap clay<br />
were (verb)<br />
known as ‘pygg’. Metal was rarely used as it was too<br />
too<br />
expensive. A pot made from pygg was kept by many<br />
was (verb)<br />
households for storing the family’s savings. This money pot households<br />
became known as the ‘pyggy bank’.<br />
known<br />
But when potters in 19th century Engl<strong>and</strong> were asked by<br />
were (verb)<br />
customers to make pyggy banks, they misunderstood<br />
customers<br />
<strong>and</strong> produced pig-shaped containers. Instead of<br />
produced<br />
correcting the mistake, people took to the idea <strong>and</strong>,<br />
to<br />
ever since, the piggy bank has been a well-loved<br />
been<br />
type of moneybox.<br />
type<br />
1. (a) Missing punctuation is in bold type.<br />
(b) (i) Hyphenated words are underlined.<br />
well-loved, pig-shaped<br />
(ii) Teacher check<br />
2. (a) Correct verbs are underlined in bold.<br />
are – were (line 6), is – was (line 8), will be – were (line 11)<br />
3. Spelling errors are in italic type.<br />
(a) dishes, households, customers<br />
(b) their, due, of, be, too, known, produced, to, been, type<br />
4. In the 19th century in Engl<strong>and</strong>, potters made pig-shaped moneyboxes <strong>and</strong> people took to the idea.<br />
Viewing Samples<br />
4 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Piggy banks<br />
Read the explanation.<br />
<strong>Editing</strong> skills<br />
Ever wonder why some people keep there savings in a<br />
moneybox shaped like a pig? It is all dew to the incorrect<br />
meaning off a word!<br />
The origin of the piggy bank can bee found in the Middle<br />
Ages, when most pots dishs jars <strong>and</strong> other containers<br />
used in peoples homes are made of a cheap clay<br />
known as ‘pygg’. Metal was rarely used as it was to<br />
expensive. A pot made from pygg is kept by many<br />
householdes for storing the familys savings. This money pot<br />
became nown as the ‘pyggy bank’.<br />
But when potters in 19th century Engl<strong>and</strong> will be asked by<br />
customeres to make pyggy banks they misunderstood<br />
<strong>and</strong> prodused pig-shaped containers. Instead of<br />
correcting the mistake people took two the idea <strong>and</strong><br />
ever since, the piggy bank has bean a well-loved<br />
tipe of moneybox.<br />
1 Punctuation<br />
(a) Write the 5 missing commas <strong>and</strong> 2<br />
apostrophes Circle the quotation marks.<br />
A hyphen (-) is used in some words to connect<br />
smaller words together; for example,<br />
‘happy-go-lucky’, ‘self-pity’, ‘able-bodied’.<br />
(b) (i) Circle the 2 words in this text that<br />
contain hyphens.<br />
(ii) Choose one of the words. Use a<br />
dictionary to find three hyphenated words<br />
that contain one of the smaller words.<br />
(a) In this text, the wrong verb tense has<br />
been used 3 times. Find each of these<br />
<strong>and</strong> write the correct verb tense in the<br />
space at the end of the line.<br />
3 Spelling<br />
(a) Three plural words from the text are<br />
misspelt. Write the correct spelling on the<br />
line at the end of the row.<br />
Viewing Samples<br />
(b) Write the correct spelling of 10 misspelt<br />
words in the space at the end of the line.<br />
4 Writing<br />
(a) Correct the errors of fact in this sentence.<br />
2 Grammar<br />
We can change the ‘tense’ of a verb to tell what<br />
happened in the past, what is happening in the<br />
present or what will happen in the future; for<br />
example, ‘He said it’ (past tense); ‘He says it’<br />
(present tense); ‘He will say it’ (future tense).<br />
In the 19th century in Engl<strong>and</strong>, metal workers<br />
made pig-shaped moneyboxes, but people<br />
did not take to the idea.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 5
Ancient Greek myth<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Capital letters for proper nouns<br />
• Full stops<br />
• Grammatical commas<br />
Grammar<br />
• Pronouns<br />
• Verb tenses<br />
Spelling<br />
• Confused words: of/off, to/too/two,<br />
won/one, flew/flu, our/hour, their/there<br />
• Misspelt words<br />
Vocabulary<br />
• Enrichment – word definitions<br />
• Synonyms<br />
• Antonyms<br />
Teacher information<br />
A narrative tells a story with events in sequential order.<br />
Answers<br />
Writing<br />
• Omitted words<br />
• Repeated words<br />
P<strong>and</strong>ora’s box<br />
Long ago, Prometheus, a Titan, stole fire from the gods <strong>and</strong> gave it to humans. As a punishment,<br />
Zeus, the king of the gods, decided to create misery on Earth. He ordered the blacksmith of the<br />
gods to create the first woman, P<strong>and</strong>ora. Zeus then sent her to live with Prometheus’s brother,<br />
Epimetheus. Epimetheus had a large box in his house that he warned P<strong>and</strong>ora never<br />
to open. But one day, P<strong>and</strong>ora became too curious <strong>and</strong> she opened the box. To<br />
her horror, out flew all the evils of the world, including Envy, Disease <strong>and</strong><br />
Revenge. P<strong>and</strong>ora tried to put the lid back on but it was too late. Then she realised<br />
there was one thing left in the box – Hope.<br />
We should remember that, despite our troubles, there is always Hope.<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) Correct pronouns are underlined.<br />
him – her (line 3), she – he (line 4), it – she (line 7)<br />
(b) Correct verbs are underlined in bold.<br />
will give – gave (line 1), will send – sent (line 3), opens – opened (line 5)<br />
3. (a) Spelling errors are in italic type.<br />
of, to, warned, one, To, flew, there, should, our<br />
4. (a) Teacher check.<br />
(b) Teacher check. Answers may include:<br />
expectation, desire, anticipation, belief (synonyms)<br />
despair, apathy, pessimism (antonyms)<br />
5. (a) is (line 9)<br />
(b) her (line 6)<br />
6 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Ancient Greek myth<br />
Read the narrative.<br />
p<strong>and</strong>ora’s box<br />
<strong>Editing</strong> skills<br />
Long ago, Prometheus, a Titan, stole fire from the gods <strong>and</strong> will give it to humans. As a punishment,<br />
Zeus the king of the gods, decided to create misery on Earth he ordered the blacksmith off the<br />
gods too create the first woman P<strong>and</strong>ora. Zeus then will send him to live with prometheus’s brother,<br />
epimetheus. epimetheus had a large box in his house that she worned P<strong>and</strong>ora never<br />
to open But won day, P<strong>and</strong>ora became too curious <strong>and</strong> she opens the box. Two<br />
her her horror, out flu all the evils of the world, including Envy, Disease <strong>and</strong><br />
Revenge P<strong>and</strong>ora tried to put the lid back on but it was too late. Then it realised<br />
their was one thing left in the box—Hope.<br />
We shoud remember that, despite hour troubles, there always Hope.<br />
1 Punctuation<br />
(a) Find 5 missing capital letters, 2 commas <strong>and</strong> 3<br />
full stops.<br />
2 Grammar<br />
Pronouns are words that replace nouns;<br />
e.g. ‘he’, ‘him’, ‘it’, ‘me’.<br />
(a) Circle the 3 incorrect pronouns used in the text.<br />
We can change the ‘tense’ of a verb; for example,<br />
‘He gave her a gift’ (past tense); ‘He gives her a<br />
gift’ (present tense); ‘He will give her a gift’ (future<br />
tense).<br />
(b) All of the verbs in the text should be in the<br />
past tense but there are 3 examples where<br />
the wrong verb tense has been used. Find <strong>and</strong><br />
underline them. Write each of the incorrect<br />
verbs from the text below. Next to each, write<br />
the correct verb tense.<br />
4 Vocabulary<br />
(a) Write a definition for each of the 3 evils.<br />
(i)<br />
Envy<br />
(ii) Disease<br />
(iii) Revenge<br />
Viewing Samples<br />
(b) Write 2 synonyms <strong>and</strong> 2 antonyms for the word<br />
‘hope’.<br />
Verb used<br />
Correction<br />
Synonyms<br />
Antonyms<br />
3 Spelling<br />
(a) Write the correct spelling of the 9 misspelt<br />
words.<br />
5 Writing<br />
(a) One word has been omitted from the final line<br />
of the myth. Add it to the text.<br />
(b) Which word has been repeated unnecessarily in<br />
the text?<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 7
Where is the king?<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Grammatical commas<br />
• Apostrophes to show possession<br />
• Exclamation marks<br />
• Semicolons<br />
Grammar<br />
• Subject-verb agreement<br />
Spelling<br />
• Confused words: witch/which<br />
• Misspelt words<br />
Writing<br />
• Tautology<br />
Teacher information<br />
A procedure outlines how something is done. It gives a list of materials or requirements <strong>and</strong> instructions<br />
using imperative verbs.<br />
Answers<br />
You will need:<br />
• four queens <strong>and</strong> one king from a pack of playing cards<br />
• five identical envelopes<br />
What to do:<br />
1. Tell your audience that you will use your mental powers mental<br />
to find the sealed envelope that contains the king.<br />
sealed<br />
Then place one card inside each envelope <strong>and</strong> seal it.<br />
envelope<br />
The queens must be inserted horizontally into their<br />
horizontally<br />
envelopes <strong>and</strong> the king inserted vertically into its<br />
vertically<br />
envelope. Bend the envelope as you do this; it will<br />
do (verb)<br />
hide the secret from the audience.<br />
secret<br />
2. Ask a volunteer to shuffle the envelopes <strong>and</strong> h<strong>and</strong> h<strong>and</strong> (verb)<br />
them to you singly.<br />
singly<br />
3. Hold each envelope to your forehead <strong>and</strong> pretend to forehead<br />
focus while you secretly feel each<br />
focus/concentrate<br />
envelope to find out how the card inside is positioned.<br />
positioned<br />
4. When you have identified which is the king’s envelope, which<br />
open the envelope, turning the king on its side as you<br />
open<br />
do so. Your audience will be amazed!<br />
do (verb)<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. Correct verbs are underlined.<br />
(a) does – do (line 10), h<strong>and</strong>s – h<strong>and</strong> (line 12), does – do (line 19)<br />
3. (a) Spelling errors are in italic type.<br />
mental, sealed, envelope, horizontally, vertically, secret, forehead, positioned, which, open<br />
4. (a) One way of correcting the tautology has been underlined in bold.<br />
The two phrases are ‘singly one at a time’ (could be replace by ‘singly’) <strong>and</strong> ‘focus <strong>and</strong><br />
concentrate’ (could be replaced by ‘focus’ or ‘concentrate’).<br />
8 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Where is the king?<br />
Read the procedure for a card trick.<br />
<strong>Editing</strong> skills<br />
You will need:<br />
• four queens <strong>and</strong> one king from a pack of playing cards<br />
• five identical envelopes<br />
what to do:<br />
1. Tell your audience that you will use your mentil powers<br />
to find the sealled envelope that contains the king.<br />
then place one card inside each envelop <strong>and</strong> seal it.<br />
The queens must be inserted horizontaly into their<br />
envelopes <strong>and</strong> the king inserted vertticaly into its<br />
envelope. Bend the envelope as you does this it will<br />
hide the seckret from the audience.<br />
2. ask a volunteer to shuffle the envelopes <strong>and</strong> h<strong>and</strong>s<br />
them to you singly one at a time.<br />
3. Hold each envelope to your forhead <strong>and</strong> pretend to<br />
focus <strong>and</strong> concentrate while you secretly feel each<br />
envelope to find out how the card inside is pozitioned.<br />
4. When you have identified witch is the kings envelope<br />
oppen the envelope turning the king on its side as you<br />
does so. your audience will be amazed<br />
1 Punctuation<br />
(a) Find the 4 missing capital letters, 2<br />
commas, 1 apostrophe for possession <strong>and</strong> 1<br />
exclamation mark.<br />
A semicolon is used to separate clauses or<br />
phrases in a sentence. It indicates a pause—not as<br />
strong a pause as a full stop or colon, but stronger<br />
than a comma; for example, ‘He wouldn’t stop<br />
talking; he was being annoying’, ‘You may go;<br />
however, pack up first’.<br />
(b) Write the missing semicolon from the text.<br />
2 Grammar<br />
In any sentence, the subject <strong>and</strong> the verb have to<br />
agree in person <strong>and</strong> in number; for example,<br />
‘He was’ but ‘They were’.<br />
Viewing Samples<br />
(a) Three verbs in the text do not agree with their<br />
subjects. Write the correct form of each verb in<br />
the space at the end of the line.<br />
3 Spelling<br />
(a) Write the correct spelling for 10 misspelt<br />
words in the space at the end of the line.<br />
4 Writing<br />
A tautology is the unnecessary repetition of<br />
an idea in a phrase or sentence; for example,<br />
‘descend down’, ‘repeat again’.<br />
(a) Find 2 examples of phrases containing<br />
tautology in the text. Choose one word to<br />
replace the phrase. It may be one of the words<br />
used in the phrase. Write it on the line at the<br />
end of each row where the phrase is found.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 9
Revulsion<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Full stops<br />
• Commas in a list<br />
• Grammatical commas<br />
• Apostrophes to show possession<br />
• Quotation marks<br />
• Hyphens<br />
Grammar<br />
Spelling<br />
• Confused words: deer/dear<br />
• Misspelt words<br />
Writing<br />
• Verb tenses<br />
• Double negatives<br />
Teacher information<br />
This is a description of a repulsive character <strong>and</strong> the feelings of revulsion experienced by a girl during an<br />
encounter.<br />
Answers<br />
The man rubbed his puffy h<strong>and</strong>s together <strong>and</strong> grinned.<br />
His teeth were a sickening yellow. They looked like they<br />
hadn’t been brushed in years. Slowly, he reached into<br />
the pocket of his old-fashioned jacket <strong>and</strong> pulled out the<br />
parchment. With the other h<strong>and</strong>, he slicked back his<br />
greasy hair. Finally, he placed the parchment on the<br />
table <strong>and</strong> stared at Mara. Then he laughed. It was a laugh<br />
that made Mara’s spine tingle. Ear-piercing <strong>and</strong> hollow, it<br />
echoed around the room for what seemed like minutes.<br />
Then the man stopped <strong>and</strong> leant even closer to Mara.<br />
She shrank back. His breath was unbearable. He looked at<br />
her without blinking, reminding her of a snake lazing on a<br />
rock. This was a man who never did anything in a rush.<br />
He didn’t have to. After several seconds, he eased<br />
himself into his chair <strong>and</strong> settled his huge, lumbering body.<br />
‘Well, my dear, we need to talk.’<br />
Mara shuddered. The man was softly-spoken but<br />
there was an edge to his words.<br />
Viewing Samples<br />
together<br />
sickening<br />
reached (verb)<br />
jacket<br />
slicked (verb)<br />
greasy<br />
stared<br />
hollow<br />
echoed<br />
stopped (verb)<br />
shrank<br />
reminding<br />
rush<br />
eased (verb)<br />
lumbering<br />
dear<br />
shuddered<br />
edge<br />
Answers<br />
1. (a) Missing punctuation is in bold type.<br />
(b) old-fashioned, ear-piercing, softly-spoken<br />
2. (a) Verbs are underlined.<br />
reaches – reached (line 3), will slick – slicked (line 5), stops – stopped (line 10), will ease – eased<br />
(line 14)<br />
3. (a) Spelling errors are in italic type.<br />
together, sickening, jacket, greasy, stared, hollow, echoed, shrank, reminding, rush, lumbering,<br />
dear, shuddered, edge<br />
4. (a) One way of correcting the double negative has been underlined in bold.<br />
‘This was a man who never did nothing in a rush’ should read ‘This was a man who never did<br />
anything in a rush’ or ‘This was a man who did nothing in a rush’.<br />
10 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Revulsion<br />
Read the description.<br />
<strong>Editing</strong> skills<br />
The man rubbed his puffy h<strong>and</strong>s toogether <strong>and</strong> grinned.<br />
His teeth were a sickning yellow they looked like they<br />
hadn’t been brushed in years. Slowly he reaches into<br />
the pocket of his oldfashioned jakkit <strong>and</strong> pulled out the<br />
parchment with the other h<strong>and</strong>, he will slick back his<br />
greazy hair. Finally he placed the parchment on the<br />
table <strong>and</strong> starred at Mara. Then he laughed it was a laugh<br />
that made Maras spine tingle. Earpiercing <strong>and</strong> hollo it<br />
echod around the room for what seemed like minutes.<br />
Then the man stops <strong>and</strong> leant even closer to Mara.<br />
She shranck back. His breath was unbearable he looked at<br />
her without blinking, remynding her of a snake lazing on a<br />
rock. This was a man who never did nothing in a rushe.<br />
He didn’t have to. After several seconds he will ease<br />
himself into his chair <strong>and</strong> settled his huge lumbrring body.<br />
Well, my deer, we need to talk.<br />
Mara shuderred. The man was softlyspoken but<br />
there was an ege to his words.<br />
1 Punctuation<br />
(a) Write the 4 missing capital letters, 4 full<br />
stops, 5 commas, 1 apostrophe to show<br />
possession <strong>and</strong> 1 set of quotation marks.<br />
A hyphen (-) is used in some words to connect<br />
smaller words together; for example,<br />
‘happy-go-lucky’, ‘self-pity’, ‘blue-black’.<br />
(b) There are 3 words in this text that need a<br />
hyphen between them, as they have been<br />
incorrectly written as one word. Write in the<br />
hyphen.<br />
2 Grammar<br />
We can change the ‘tense’ of a verb to tell what<br />
happened in the past, what is happening in the<br />
present or what will happen in the future; for<br />
example, ‘He said it’ (past tense); ‘He says it’<br />
(present tense); ‘He will say it’ (future tense).<br />
Viewing Samples<br />
(a) In this text, the wrong verb tense has<br />
been used 4 times. Find each of these<br />
<strong>and</strong> write the correct verb tense in the<br />
space at the end of the line.<br />
3 Spelling<br />
(a) Write the correct spelling for the misspelt<br />
words in the space at the end of the line.<br />
4 Writing<br />
A double negative statement incorrectly uses two<br />
negative words; for example, ‘I haven’t got no<br />
more,’ should be ‘I haven’t any more’ or<br />
‘I have no more’.<br />
(a) Circle the line in the text containing a double<br />
negative. Write it correctly.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 11
Chocolate<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Grammatical commas<br />
• Exclamation marks<br />
• Apostrophes to show possession<br />
• Apostrophes in grammatical contractions<br />
Grammar<br />
Spelling<br />
• Confused words: were/where<br />
• Misspelt words<br />
Writing<br />
• Pronouns<br />
• Nouns – pronoun matching<br />
• Conjunctions<br />
• Double negatives<br />
Teacher information<br />
A report is usually written in the present tense <strong>and</strong> describes aspects of a living or non-living thing.<br />
Answers<br />
Chocolate was first made in Mexico, where the Aztec Indians<br />
used cocoa beans to make a cold drink.<br />
In the 1500s, it was the favourite of the Mexican emperor<br />
Montezuma. He reportedly drank over 50 cups a day!<br />
When Spanish explorers came to Mexico, they tried<br />
Montezuma’s chocolate but found it very bitter as it didn’t<br />
have any sweeteners added. They took it back to Spain, where<br />
sugar, vanilla, cinnamon <strong>and</strong> other spices were added. It was<br />
also decided the drink would taste considerably better<br />
if it was hot.<br />
Chocolate then spread to the rest of Europe, where it<br />
became a fashionable drink. It wasn’t until 1847 that an<br />
English company first made chocolate which could be<br />
eaten. In 1876, the Swiss added milk to chocolate, creating<br />
the most popular kind of chocolate today—milk chocolate.<br />
Viewing Samples<br />
where<br />
cocoa<br />
favourite<br />
He (pronoun)<br />
tried<br />
it (pronoun)<br />
added<br />
vanilla<br />
decided<br />
it (pronoun)<br />
spread<br />
fashionable<br />
company<br />
creating<br />
popular<br />
Answers<br />
1. Missing punctuation is in bold type.<br />
2. (a) Pronouns are underlined.<br />
Him – He (line 4); her – it (line 6); they – it (line 10)<br />
(b) (i) it – chocolate (ii) they – Spanish explorers<br />
(c) These conjunctions should be underlined.<br />
(i) if (line 10) (ii) but (line 6) (iii) as (line 6) (iv) where (line 1, 7 or 11)<br />
(d) • ‘Chocolate was first made in Mexico’ <strong>and</strong> ‘The Aztec Indians used cocoa beans to make a cold drink.’<br />
• ‘They took it back to Spain.’ <strong>and</strong> ‘Sugar, vanilla, cinnamon <strong>and</strong> other spices were added.’<br />
• ‘Chocolate then spread to the rest of Europe.’ <strong>and</strong> ‘It became a fashionable drink.’<br />
3. (a) Spelling errors are in italic type.<br />
where, cocoa, favourite, tried, added, vanilla, decided, spread, fashionable, company, creating,<br />
popular<br />
4. (a) One way of correcting the double negative has been underlined in bold.<br />
‘…didn’t have no sweeteners …’ should read ‘… didn’t have any sweeteners …’ or<br />
‘… had no sweeteners …’<br />
12 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Chocolate<br />
Read the report.<br />
<strong>Editing</strong> skills<br />
Chocolate was first made in mexico, were the Aztec Indians<br />
used cokoa beans to make a cold drink.<br />
In the 1500s it was the favorite of the mexican emperor<br />
montezuma. Him reportedly drank over 50 cups a day<br />
When spanish explorers came to Mexico they tryd<br />
Montezumas chocolate but found her very bitter as it didnt<br />
have no sweeteners aded. They took it back to spain, where<br />
sugar, vanila, cinnamon <strong>and</strong> other spices were added. It was<br />
also descided the drink would taste considerably better<br />
if they was hot.<br />
Chocolate then spred to the rest of europe, where it<br />
became a fashinable drink. It wasnt until 1847 that an<br />
english companey first made chocolate which could be<br />
eaten. In 1876 the swiss added milk to chocolate, criating<br />
the most poppular kind of chocolate today—milk chocolate.<br />
1 Punctuation<br />
(a) Find the 3 missing apostrophes, 8 capital<br />
letters, 3 commas <strong>and</strong> the exclamation mark.<br />
2 Grammar<br />
Pronouns are words that replace nouns; for<br />
example, ‘I’, ‘he’, ‘she’, ‘him’, ‘it’.<br />
(a) Circle the 3 incorrect pronouns used in the<br />
text. Write the correct pronoun in the space<br />
at the end of the line.<br />
(b) Write the nouns replaced by the pronouns<br />
highlighted in the text.<br />
(i) it<br />
(ii) they<br />
Conjunctions are words that join single words or<br />
groups of words to make a sentence longer.<br />
(c) Underline these words used as<br />
conjunctions in the text.<br />
(i) if (ii) but<br />
(d) Write any two sentences in the text that have<br />
been joined with the conjunction ‘where’.<br />
Viewing Samples<br />
3 Spelling<br />
(a) Write the incorrectly spelt words in the space<br />
at the end of the line.<br />
4 Writing<br />
A double negative statement incorrectly uses two<br />
negative words; for example, ‘I haven’t got no<br />
more,’ should be ‘I haven’t any more’ or<br />
‘I have no more’.<br />
(a) Underline the line in the text containing a<br />
double negative. Write it correctly.<br />
(iii) as<br />
(iv) where<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 13
How the woodpecker was born<br />
Teachers notes<br />
Lesson focus<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Capital letters for proper nouns<br />
• Grammatical commas<br />
• Quotation marks<br />
• Apostrophes in grammatical contractions<br />
• Apostrophes to show possession<br />
• Semicolons<br />
Grammar<br />
Spelling<br />
• Misspelt words<br />
Writing<br />
• Active <strong>and</strong> passive verbs<br />
Teacher information<br />
A narrative tells a story <strong>and</strong> is written in sequential events.<br />
Answers<br />
• Double negatives<br />
Long ago, the Great Spirit disguised himself as an old man <strong>and</strong> visited the people he had created to see<br />
how they were living. One day, he met a chief’s wife in front of her wigwam. Knowing she had plenty<br />
of food, he asked for something to eat.<br />
‘I don’t have much food,’ said the woman, ‘but I could bake you a cake’.<br />
The Great Spirit silently waited while the cake was baked by the woman. But when it was ready, she<br />
decided it was too large to give away.<br />
‘This cake is for my husb<strong>and</strong>’, she lied. ‘I’ll make you another one.’<br />
The woman then made a smaller cake; however, to her it still seemed too large to give away so she<br />
made a third, even tinier, cake. She studied it for a while, then turned to the old man.<br />
‘There isn’t any food for you after all’, she said. ‘You’ll have to find some in the forest.’<br />
To the woman’s amazement, the old man suddenly turned into the Great Spirit.<br />
‘You are not kind to those in need,’ he said, ‘so you will no longer live in comfort.<br />
Instead, you must search for your food in the bark of trees in the forest.<br />
You will also have a small body; this will match your small spirit’.<br />
As the Great Spirit spoke, the woman transformed into a bird—the first<br />
woodpecker. Even today, woodpeckers find their food in the bark of trees.<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) The sentence which uses a passive verb has been underlined.<br />
‘… the cake was baked by the woman’ should be underlined.<br />
3. (a) Spelling errors are in italic type.<br />
disguised, created, wigwam, ready, studied, amazement, comfort, forest, match, transformed,<br />
their<br />
4. (a) One way of correcting the double negative has been underlined in bold.<br />
‘There isn’t no food for you after all …’ should read ‘There isn’t any food for you after all …’ or<br />
‘There is no food for you after all …’<br />
14 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
How the woodpecker was born<br />
Read the Native American myth.<br />
<strong>Editing</strong> skills<br />
Long ago, the Great Spirit disgised himself as an old man <strong>and</strong> visited the people he had creatted to see<br />
how they were living. one day, he met a chiefs wife in front of her wigwarm. Knowing she had plenty<br />
of food he asked for something to eat.<br />
‘I don’t have much food’ said the woman, but I could bake you a cake’.<br />
The Great Spirit silently waited while the cake was baked by the woman. But when it was reddy, she<br />
decided it was too large to give away.<br />
‘this cake is for my husb<strong>and</strong>’, she lied. I’ll make you another one.<br />
The woman then made a smaller cake however, to her it still seemed too large to give away so she<br />
made a third even tinier, cake. She studeed it for a while, then turned to the old man.<br />
‘There isn’t no food for you after all’, she said. ‘Youll have to find some in the forest.’<br />
To the womans amazment the old man suddenly turned into the Great spirit.<br />
You are not kind to those in need, he said, ‘so you will no longer live in comfert.<br />
Instead, you must search for your food in the bark of trees in the forrest.<br />
you will also have a small body this will mach your small spirit’.<br />
as the Great Spirit spoke, the woman transfformed into a bird—the first<br />
woodpecker. even today woodpeckers find thier food in the bark of trees.<br />
1 Punctuation<br />
(a) Find the 6 missing capital letters, 5 commas,<br />
5 quotation marks <strong>and</strong> 3 apostrophes, 2 for<br />
possession <strong>and</strong> 1 for a contraction.<br />
A semicolon is used to separate clauses or<br />
phrases in a sentence. It indicates a pause—not as<br />
strong a pause as a full stop or colon, but stronger<br />
than a comma; for example, ‘He wouldn’t stop<br />
talking; he was being annoying’, ‘You may go;<br />
however, pack up first’.<br />
(b) Write the 2 semicolons missing from the<br />
text.<br />
2 Grammar<br />
Verbs can be either active or passive. An active<br />
verb is used in a sentence with this word order:<br />
subject, verb, object. For example, ‘The cat sat<br />
on the mat.’ A passive verb is used in a sentence<br />
with this word order: object, verb, subject. For<br />
example, ‘The mat was sat on by the cat.’ In most<br />
cases, it is better to use active verbs in writing.<br />
(a) Underline the sentence in the text that uses a<br />
passive verb.<br />
Viewing Samples<br />
3 Spelling<br />
(a) Write the correct spelling of the 11 misspelt<br />
words above each word.<br />
4 Writing<br />
A double negative statement incorrectly uses two<br />
negative words; for example, ‘I haven’t got no<br />
more,’ should be ‘I haven’t any more’ or<br />
‘I have no more’.<br />
(a) Circle the line in the text containing a double<br />
negative. Write it correctly.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 15
Left-wing<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
Spelling<br />
• Exclamation marks<br />
• Apostrophes to show grammatical<br />
contractions<br />
• Apostrophes to show possession<br />
• Quotation marks<br />
• Dashes to show additional thoughts added<br />
to a sentence<br />
• Hyphens<br />
• Grammatical commas<br />
Grammar<br />
• Pronouns<br />
• Collective nouns<br />
Teacher information<br />
A recount retells events as they happened, in time order.<br />
Answers<br />
• Confused words: blue/blew, to/two,<br />
teem/team<br />
• Misspelt words<br />
Vocabulary<br />
• Compound words<br />
Writing<br />
• Tautology<br />
It was the last game before finals. Tarnie sat on the pitch putting her shin pads underneath her socks.<br />
She glanced up at the sky. ‘Overcast, that’s good’, she thought. The whistle blew. Tarnie jumped up,<br />
bringing her knees to her chest a couple of times, then grabbed her stick <strong>and</strong> mouthguard. She jogged<br />
to the centre to shake h<strong>and</strong>s with her opponents, then walked to the left wing, twirling her stick in her<br />
h<strong>and</strong>s. For the newest member of the team, it was the simplest position to play. Left wing was also a<br />
position where you could score a goal <strong>and</strong> Tarnie was determined to score in this game.<br />
The first half was a blur. At half-time, Tarnie shoved a jelly snake in her mouth <strong>and</strong> stared at the<br />
ground. The whistle blew. This was it!<br />
After 15 minutes of play, her team’s centre player had possession of the ball<br />
<strong>and</strong> was descending, bringing it down the field, dodging <strong>and</strong> avoiding the<br />
other team’s defence. Tarnie ran towards the goals <strong>and</strong> stood in<br />
position—stick ready. The ball came to her. Tarnie fell down to her knees,<br />
stick outstretched <strong>and</strong> swept the ball between the goalie’s legs. Bang!<br />
The ball had hit metal. She had scored!<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) It, her, She, you<br />
(b) Teacher check. Answers may include:<br />
(i) team (ii) gaggle (iii) school<br />
3. (a) Spelling errors are in italic type.<br />
pitch, blew, opponents, position, possession, team’s, to, knees<br />
4. (a) Teacher check. Answers will include, mouthguard, outstretched, overcast, half-time, underneath<br />
5. (a) Tautology is underlined in bold. Answers will include:<br />
‘descending bringing it down’, ‘dodging <strong>and</strong> avoiding’ <strong>and</strong> ‘fell down’<br />
16 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Left-wing<br />
Read the recount.<br />
<strong>Editing</strong> skills<br />
It was the last game before finals. Tarnie sat on the pich putting her shin pads underneath her socks.<br />
She glanced up at the sky. Overcast, thats good she thought. The whistle blue. Tarnie jumped up<br />
bringing her knees to her chest a couple of times then grabbed her stick <strong>and</strong> mouthguard. She jogged<br />
to the centre to shake h<strong>and</strong>s with her oponents, then walked to the left wing, twirling her stick in her<br />
h<strong>and</strong>s. For the newest member of the team, it was the simplest posishun to play. Left wing was also a<br />
position where you could score a goal <strong>and</strong> Tarnie was determined to score in this game.<br />
The first half was a blur. At half time Tarnie shoved a jelly snake in her mouth <strong>and</strong> stared at the<br />
ground. The whistle blew. This was it.<br />
After 15 minutes of play, her teams centre player had posession of the ball<br />
<strong>and</strong> was descending, bringing it down the field, dodging <strong>and</strong> avoiding the<br />
other teems defence. Tarnie ran towards the goals <strong>and</strong> stood in<br />
position—stick ready. The ball came two her. Tarnie fell down to her nees<br />
stick outstretched <strong>and</strong> swept the ball between the goalies legs. Bang!<br />
The ball had hit metal. She had scored.<br />
1 Punctuation<br />
(a) Find the 2 exclamation marks, 3 apostrophes<br />
which show possession <strong>and</strong> 1 for a<br />
contraction, 4 missing commas <strong>and</strong> a hyphen<br />
joining two words in paragraph 2.<br />
(b) Include the missing set of quotation marks.<br />
(c) Circle the dash to show an additional piece<br />
of information has been added to a sentence.<br />
2 Grammar<br />
Pronouns are words that replace nouns; for<br />
example, ‘I’, ‘he’, ‘she’, ‘him’, ‘it’.<br />
(a) Underline 4 different pronouns in the text.<br />
3 Spelling<br />
(a) Write the correct spelling above each of the 8<br />
misspelt words.<br />
4 Vocabulary<br />
(a) Write 1 compound word from the text <strong>and</strong> 2<br />
more of your own.<br />
Viewing Samples<br />
Collective nouns are nouns commonly used to<br />
name groups; for example, ‘a pride of lions’.<br />
(b) Find collective nouns for these groups.<br />
(i) a<br />
(ii) a<br />
(iii) a<br />
of players<br />
of geese<br />
of fish<br />
5 Writing<br />
Tautology is the unnecessary repetition of an idea<br />
in a phrase or sentence; for example, ‘descend<br />
down’, ‘repeat again’.<br />
(a) Underline 2 examples of tautology in the final<br />
paragraph of the text.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 17
Violence on the news<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Full stops<br />
• Apostrophes to show possession<br />
• Colons in titles<br />
Grammar<br />
Spelling<br />
• Confused words: two/too, write/right,<br />
some/sun, they’re/their, aloud/allowed,<br />
reel/real<br />
• Misspelt words<br />
Writing<br />
• Subject-verb agreement<br />
Teacher information<br />
• Tautology<br />
• Errors of fact<br />
A discussion is written to persuade others to think or do something.<br />
Answers<br />
Television violence: my view<br />
I feel there is too much violence shown on television<br />
news programmes at prime time. I don’t think it is right<br />
that disturbing images like accident scenes are shown<br />
during times when young children are likely to be watching.<br />
Although I think it is sometimes necessary <strong>and</strong> essential to<br />
show some of the more unpleasant aspects of life,<br />
images not suitable for children should be kept until later<br />
news broadcasts. So many of today’s parents work <strong>and</strong> this<br />
means that many children are left alone in the house<br />
with unsupervised access to the television until early<br />
evening. I feel that all television networks should be<br />
stopped <strong>and</strong> banned from showing unsuitable images<br />
during their early news programmes. No other show<br />
during the same timeslot would be allowed to<br />
show violence, so why should news programmes get away<br />
with it just because the violence is real?<br />
Viewing Samples<br />
too<br />
right<br />
accident<br />
are (verb)<br />
necessary/essential<br />
some<br />
suitable<br />
broadcasts<br />
means<br />
access<br />
evening<br />
stopped/banned<br />
their<br />
allowed<br />
get (verb)<br />
real<br />
1. Missing punctuation is in bold type.<br />
2. (a) Verbs are underlined.<br />
is – are (line 5), gets – get (line 16)<br />
3. Spelling errors are in italic type.<br />
(a) too, right, some, their, allowed, real<br />
(b) accident, suitable, broadcasts, means, access, evening<br />
4. (a) Tautology is underlined bold.<br />
The two phrases are ‘… necessary <strong>and</strong> essential …’ (could be replaced by ‘necessary’ or<br />
‘essential’) <strong>and</strong> ‘… stopped <strong>and</strong> banned …’ (could be replaced by ‘stopped’ or ‘banned’).<br />
(b) Answers will vary, but should indicate the following:<br />
The author feels that early news programmes show too much violence. Television networks<br />
should be banned from showing violence in early news programmes because many children<br />
watch them.<br />
18 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Violence on the news<br />
Read the discussion text.<br />
<strong>Editing</strong> skills<br />
1 Punctuation<br />
(a) Find the 3 missing capital letters, 3 full stops,<br />
1 apostrophe <strong>and</strong> the colon in the title.<br />
2 Grammar<br />
Television violence my view<br />
I feel there is (two, too) much violence shown on television<br />
news programmes at prime time. I don’t think it is (write, right)<br />
that disturbing images like aksident scenes are shown<br />
during times when young children is likely to be watching.<br />
Although I think it is sometimes necessary <strong>and</strong> essential to<br />
show (some, sum) of the more unpleasant aspects of life<br />
images not suttable for children should be kept until later<br />
news broardcasts so many of todays parents work <strong>and</strong> this<br />
meens that many children are left alone in the house<br />
with unsupervised acsess to the television until early<br />
eevning i feel that all television networks should be<br />
stopped <strong>and</strong> banned from showing unsuitable images<br />
during (they’re, their) early news programmes no other show<br />
during the same timeslot would be (allowed, aloud) to<br />
show violence, so why should news programmes gets away<br />
with it just because the violence is (reel, real)?<br />
In any sentence, the subject <strong>and</strong> the verb have to<br />
agree in person <strong>and</strong> in number; for example,<br />
‘He has’ but ‘They have’.<br />
(a) Two verbs in the text do not agree with their<br />
subjects. Write the correct form of each verb<br />
in the space at the end of the line.<br />
3 Spelling<br />
(a) Choose the correct spelling<br />
from each pair of words in<br />
brackets. Write your choice<br />
in the space at the end of<br />
the line.<br />
(b) Write the correct spelling<br />
for the 6 misspelt words<br />
in the space at the end of<br />
the line.<br />
4 Writing<br />
Tautology is the unnecessary repetition of an idea<br />
in a phrase or sentence; for example,<br />
‘descend down’, ‘repeat again’.<br />
(a) Find 2 examples of tautology in the text.<br />
Choose one word to replace the phrase. It<br />
may be one of the words used in the phrase.<br />
Write it in the space at the end of the line.<br />
(b) Correct the errors of fact in these sentences.<br />
Viewing Samples<br />
The author feels that early news<br />
programmes don’t show enough violence.<br />
Television networks should be encouraged<br />
to show violence in early news programmes<br />
because many adults watch them.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 19
The St Bernard<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Apostrophes for possession<br />
• Capital letters for proper nouns<br />
• Grammatical commas<br />
• Commas in lists<br />
• Semicolons<br />
Grammar<br />
• Subject-verb agreement<br />
Spelling<br />
• Confused words: where/wear, to/too,<br />
whether/weather, weigh/way, they’re/their<br />
• Misspelt words<br />
Vocabulary<br />
• Shortened forms<br />
Teacher information<br />
A report is usually written in the present tense <strong>and</strong> describes aspects of a living or non-living thing.<br />
Answers<br />
The St Bernard is a large, intelligent dog with a dense coat.<br />
is (verb)<br />
The breed was first developed in the 1600s in Switzerl<strong>and</strong>, Switzerl<strong>and</strong><br />
where the dogs were kept at the St Bernard’s<br />
where<br />
monastery in the Swiss Alps as guard dogs. By 1750, the<br />
monastery<br />
breed became known for rescuing people who were<br />
were (verb)<br />
travelling on foot through the Alps <strong>and</strong> got lost or were<br />
travelling<br />
buried by snowstorms or avalanches. The St Bernard had<br />
buried<br />
many attributes that made it suitable for working in these<br />
suitable<br />
conditions; thick fur, a keen sense of smell, an excellent<br />
excellent<br />
sense of direction <strong>and</strong>, according to the monks,<br />
to<br />
an ability to sense severe weather conditions.<br />
weather<br />
Today’s St Bernards are thought to be bigger than the<br />
thought<br />
original Swiss rescuers. They can weigh up to about<br />
weigh<br />
90 kg <strong>and</strong> st<strong>and</strong> about 75 cm high, making them one of high<br />
the largest dog breeds. Their coats are white <strong>and</strong> red or<br />
are (verb)<br />
white <strong>and</strong> brown <strong>and</strong> can be long or short. They have a<br />
have (verb)<br />
gentle nature; however, due to their size they can<br />
their<br />
be a h<strong>and</strong>ful for any family to own!<br />
h<strong>and</strong>ful<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) Verbs are underlined.<br />
am – is (line 1), was – were (line 5), is – are (line 15), has – have (line 16)<br />
3. Spelling errors are in italic type.<br />
(a) where, to, weather, weigh, their<br />
(b) Switzerl<strong>and</strong>, monastery, travelling, buried, suitable, excellent, thought, high, h<strong>and</strong>ful<br />
4. (a) (i) St – Saint (ii) kg – kilograms (iii) cm – centimetres<br />
20 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
The St Bernard<br />
Read the report.<br />
<strong>Editing</strong> skills<br />
The St Bernard am a large intelligent dog with a dense coat.<br />
The breed was first developed in the 1600s in Swisserl<strong>and</strong><br />
(wear, where) the dogs were kept at the St Bernards<br />
monasterry in the swiss Alps as guard dogs. By 1750 the<br />
breed became known for rescuing people who was<br />
traveling on foot through the alps <strong>and</strong> got lost or were<br />
berried by snowstorms or avalanches. The St bernard had<br />
many attributes that made it sutable for working in these<br />
conditions thick fur a keen sense of smell an exellent<br />
sense of direction <strong>and</strong>, according (too, to) the monks<br />
an ability to sense severe (whether, weather) conditions.<br />
Todays St Bernards are thouht to be bigger than the<br />
original Swiss rescuers. They can (weigh, way) up to about<br />
90 kg <strong>and</strong> st<strong>and</strong> about 75 cm hi, making them one of<br />
the largest dog breeds. Their coats is white <strong>and</strong> red or<br />
white <strong>and</strong> brown <strong>and</strong> can be long or short. They has a<br />
gentle nature however, due to (they’re, their) size they can<br />
be a h<strong>and</strong>full for any family to own!<br />
1 Punctuation<br />
(a) Write the 2 missing apostrophes for<br />
possession, 3 capital letters <strong>and</strong> 6 commas.<br />
A semicolon is used to separate clauses or<br />
phrases in a sentence. It indicates a pause—not as<br />
strong a pause as a full stop or colon, but stronger<br />
than a comma; for example, ‘He wouldn’t stop<br />
talking; he was being annoying’, ‘You may go;<br />
however, pack up first’.<br />
(b) Write 2 semicolons missing from the text.<br />
3 Spelling<br />
Viewing Samples<br />
(a) Choose the correct<br />
spelling from each<br />
pair of words in<br />
brackets. Write your<br />
choice in the space<br />
at the end of the line.<br />
(b) Write the correct spelling<br />
of the misspelt words in the<br />
space at the end of the line.<br />
2 Grammar<br />
In any sentence, the subject <strong>and</strong> the verb have to<br />
agree in person <strong>and</strong> in number; for example, ‘He<br />
has’ but ‘They have’.<br />
(a) Four verbs in the text do not agree with their<br />
subjects. Write the correct form of each verb<br />
in the space at the end of the line.<br />
4 Vocabulary<br />
(a) Circle the 3 shortened forms in the text.<br />
Write what each st<strong>and</strong>s for.<br />
(i)<br />
(ii)<br />
(iii)<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 21
Kelly’s holiday<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Apostrophes to show possession<br />
• Apostrophes in grammatical contractions<br />
• Question marks<br />
• Quotation marks<br />
Grammar<br />
• Active <strong>and</strong> passive verbs<br />
• Adverbs<br />
Spelling<br />
• Confused words: fare/fair,<br />
foreword/forward, their/there<br />
• Misspelt words<br />
Vocabulary<br />
• Vocabulary enrichment<br />
Teacher information<br />
A narrative tells a story in a sequence of events involving fictitious characters.<br />
Answers<br />
Kelly glared at the suitcase on her bed <strong>and</strong> sighed<br />
sighed<br />
loudly. She didn’t want to go to her<br />
loudly (adverb)<br />
gr<strong>and</strong>mother’s. It wasn’t fair.<br />
fair<br />
‘Can I come in?’ Her mother appeared in the doorway.<br />
appeared<br />
Kelly shrugged. ‘If you want to.’ She turned her back <strong>and</strong><br />
turned<br />
pretended to be locking the suitcase.<br />
pretended<br />
‘Look, honey, I know you don’t want to go, but it’s for the<br />
honey<br />
best. You can’t come with us—the prize was a holiday for<br />
holiday<br />
two adults. Besides, Gran is looking forward to seeing you.’ forward<br />
Kelly whirled around. ‘But I hate the country! There’ll be<br />
country<br />
nothing to do. Why can’t I stay with Jessica instead?’<br />
nothing<br />
‘We’ve already had this discussion’, her mother said<br />
already<br />
sharply. ‘The decision has been made. You’re going<br />
sharply (adverb)<br />
<strong>and</strong> that’s all there is to it.’ She marched stiffly<br />
stiffly (adverb)<br />
out of the room.<br />
The bed was struck by Kelly’s fists. She could see there<br />
there<br />
was no way to get out of it now. It was going to be the<br />
going<br />
worst two weeks of her life.<br />
worst<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) ‘The bed was struck by Kelly’s fists’ should be underlined.<br />
(b) Adverbs are underlined in bold type.<br />
loudly, sharply, stiffly<br />
3. (a) Spelling errors are in italic type.<br />
sighed, fair, appeared, turned, pretended, honey, holiday, forward, country, nothing, already,<br />
there, going, worst<br />
4. (a) Teacher check<br />
22 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Kelly’s holiday<br />
Read the narrative.<br />
<strong>Editing</strong> skills<br />
Kelly glared at the suitcase on her bed <strong>and</strong> sigheed<br />
with a loud volume. She didn’t want to go to her<br />
gr<strong>and</strong>mothers. It wasn’t fare.<br />
‘Can I come in’ Her mother appearred in the doorway.<br />
Kelly shrugged. If you want to.’ She terned her back <strong>and</strong><br />
preetended to be locking the suitcase.<br />
Look, hunny, I know you dont want to go, but it’s for the<br />
best. You cant come with us—the prize was a holaday for<br />
two adults. Besides, Gran is looking foreword to seeing you.<br />
Kelly whirled around. ‘But I hate the countrie! Therell be<br />
nothink to do. Why cant I stay with Jessica instead’<br />
Weve allready had this discussion, her mother said<br />
with sharpness. ‘The decision has been made. Youre going<br />
<strong>and</strong> that’s all there is to it. She marched with stiffness<br />
out of the room.<br />
The bed was struck by Kellys fists. She could see their<br />
was no way to get out of it now. It was goeing to be the<br />
werst two weeks of her life.<br />
1 Punctuation<br />
(a) Write 2 missing apostrophes for<br />
possession <strong>and</strong> 6 in contractions,<br />
2 question marks <strong>and</strong> quotation<br />
marks to show direct speech.<br />
(b) Look at the words in bold type in the text.<br />
Replace each group of words with one<br />
adverb with the same meaning. Write each<br />
one in the space at the end of the line.<br />
Viewing Samples<br />
3 Spelling<br />
2 Grammar<br />
Verbs can be either active or passive. An active<br />
verb is used in a sentence with this word order:<br />
subject, verb, object; for example, ‘The cat sat<br />
on the mat’. A passive verb is used in a sentence<br />
with this word order: object, verb, subject; for<br />
example, ‘The mat was sat on by the cat’. In most<br />
cases, it is better to use active verbs in writing.<br />
(a) Underline the sentence in the text that uses a<br />
passive verb.<br />
(a) Write the correct spelling of the misspelt<br />
words in the space at the end of the line.<br />
4 Vocabulary<br />
(a) The word ‘glared’ has been used in this<br />
text to describe how someone can look at<br />
something. List other words that describe<br />
how people can look at things.<br />
glanced,<br />
Adverbs are words that describe verbs. They often<br />
end in ‘ly’; for example, ‘happily’, ‘slowly’, ‘never’.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 23
How to be successful at note taking<br />
Teachers notes<br />
Lesson focus<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Full stops<br />
• Commas in lists<br />
• Grammatical commas<br />
• Question marks<br />
• Colons for offset lists<br />
Spelling<br />
• Confused words: ewe/you, cheque/check<br />
• Misspelt words<br />
Grammar<br />
• Adverbs<br />
• Pronouns<br />
Teacher information<br />
A procedure outlines how something is done. Instructions are usually written using a comm<strong>and</strong> verb at<br />
the beginning of a sentence.<br />
Answers<br />
Follow these steps when reading difficult text.<br />
1. As you are reading the text, ask yourself questions such as:<br />
• Can I read all the words?<br />
• Do I know the meaning of all the words?<br />
• Do I underst<strong>and</strong> the facts?<br />
Use a dictionary or ask a classmate or teacher to help you underst<strong>and</strong> the text.<br />
2. Now read the text again, this time more slowly. Underline or highlight the keywords, phrases <strong>and</strong> facts.<br />
(Remember: keywords are the most important words.)<br />
3. Use the keywords, phrases <strong>and</strong> facts to make notes. Remember:<br />
• Notes do not need to be full sentences—they can be part of sentences or words.<br />
• Notes can be written in point form.<br />
• Although your writing does not have to be perfect when note taking, you need to:<br />
– be able to read it easily,<br />
– make sure the spelling of names <strong>and</strong> places is correct,<br />
– make sure if you use abbreviations that you remember what they mean; for example, the water<br />
seeps u.g. (u.g. = underground).<br />
4. Read your notes <strong>and</strong> then stop <strong>and</strong> think. Do you underst<strong>and</strong> them? Do you need to check any<br />
meanings to make sure you underst<strong>and</strong>?<br />
5. Now you can use your notes to summarise what you know about a topic. To make sure you are writing in<br />
your own words, read your notes <strong>and</strong> then look away from them when you are writing your summary.<br />
Viewing Samples<br />
Answers<br />
1. (a) Missing punctuation is in bold type.<br />
2. (a) Adverbs are underlined.<br />
slowly, easily<br />
(b) Teacher check<br />
(c) you, I, they, your, it, them<br />
3. (a) Spelling errors are in italic type.<br />
you, perfect, abbreviations, check, summarise<br />
24 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
How to be successful at note taking<br />
<strong>Editing</strong> skills<br />
Read the procedure.<br />
Follow these steps when reading difficult text.<br />
1. As you are reading the text ask yourself questions such as<br />
• Can I read all the words?<br />
• Do I know the meaning of all the words<br />
• Do I underst<strong>and</strong> the facts?<br />
Use a dictionary or ask a classmate or teacher to help ewe underst<strong>and</strong> the text.<br />
2. Now read the text again this time more slowly Underline or highlight the keywords phrases <strong>and</strong> facts.<br />
(remember keywords are the most important words.)<br />
3. Use the keywords phrases <strong>and</strong> facts to make notes. Remember:<br />
• Notes do not need to be full sentences—they can be part of sentences or words.<br />
• notes can be written in point form<br />
• Although your writing does not have to be perfekt when note taking, you need to<br />
– be able to read it easily,<br />
– make sure the spelling of names <strong>and</strong> places is correct,<br />
– make sure if you use abreviations that you remember what they mean; for example, the water<br />
seeps u.g. (u.g. = underground).<br />
4. Read your notes <strong>and</strong> then stop <strong>and</strong> think. Do you underst<strong>and</strong> them do you need to cheque any<br />
meanings to make sure you underst<strong>and</strong><br />
Viewing Samples<br />
5. now you can use your notes to sumarise what you know about a topic. To make sure you are writing in<br />
your own words, read your notes <strong>and</strong> then look away from them when you are writing your summary<br />
1 Punctuation<br />
(a) Write in 4 missing commas, 3 question<br />
marks, 4 capital letters <strong>and</strong> 3 full stops.<br />
A colon is used to break a sentence when the<br />
second half of the sentence explains what is in the<br />
first half. It is also used to introduce an offset list.<br />
(b) Find the 3 missing colons in the text.<br />
2 Grammar<br />
(a) Circle 2 adverbs ending in ‘ly’.<br />
(b) Choose a suitable adverb for these verbs.<br />
(i) struggled<br />
(ii) ate<br />
(iii) wrote<br />
Pronouns are words that replace nouns;<br />
for example, ‘he’, ‘him’.<br />
(c) Highlight the pronouns in the text.<br />
3 Spelling<br />
(a) Write the correct spelling of the 5 misspelt<br />
words above the words in the text.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 25
The question mark<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Grammatical commas<br />
• Question marks<br />
• Quotation marks<br />
• Apostrophes in grammatical contractions<br />
Grammar<br />
Spelling<br />
• Confused words: be/bee, peace/piece,<br />
see/sea<br />
• Misspelt words<br />
Writing<br />
• Prepositions<br />
• Double negatives<br />
• Tautology<br />
Teacher information<br />
An explanation outlines how things work, or how or why things happen.<br />
Answers<br />
The question mark is an important part of punctuation.<br />
It would be difficult to recognise questions in a piece of<br />
writing without them. But how did the symbol ‘?’come<br />
to be used?<br />
Long ago, people who wrote in Latin, the language of<br />
ancient Rome, had to write the word ‘questio’ (question)<br />
at the end of each question in a piece of text. But this was<br />
clumsy <strong>and</strong> took up a lot of room on the page. So<br />
‘questio’ began to be shortened<br />
to ‘QO’. However, this created a new problem—‘QO’<br />
could be confused for part of a word.<br />
The next development was for writers to write the ‘Q’<br />
on top of the ‘O’. Over time, the ‘Q’ turned into a<br />
curly scribble that doesn’t have any meaning <strong>and</strong> the ‘O’<br />
became a dot. And that’s how the humble question<br />
mark was born. Will you think about this the<br />
next time you see one?<br />
Viewing Samples<br />
important<br />
recognise<br />
symbol<br />
be<br />
language<br />
ancient<br />
piece<br />
clumsy<br />
shortened/abbreviated<br />
created<br />
confused/mistaken<br />
development<br />
turned<br />
scribble<br />
humble<br />
born<br />
see<br />
Answers<br />
1. Missing punctuation is in bold type.<br />
2. (a) (i) on (ii) in (iii) of<br />
(iv) about (v) into<br />
3. (a) Spelling errors are in italic type.<br />
important, recognise, symbol, be, language, ancient, piece, clumsy, created, development,<br />
turned, scribble, humble, see<br />
4. (a) One way of correcting the double negative has been underlined.<br />
‘…that don’t have no meaning…’ should read ‘… that doesn’t have any meaning… ‘ or ‘… has<br />
no meaning …’<br />
(b) Examples of tautology are underlined in bold type.<br />
The three phrases are ‘shortened <strong>and</strong> abbreviated’ (could be replace by ‘shortened’ or<br />
‘abbreviated’), ‘confused or mistaken’ (could be replaced by ‘confused’ or ‘mistaken’) <strong>and</strong> ‘born<br />
<strong>and</strong> came to be’ (could be replaced by ‘born’).<br />
26 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
The question mark<br />
Read the explanation.<br />
<strong>Editing</strong> skills<br />
The question mark is an importtant part of punctuation.<br />
It would be difficult to recognisze questions in a piece of<br />
writing without them. But how did the cymbel ‘?’ come<br />
to bee used<br />
Long ago people who wrote in Latin, the languge of<br />
anchient Rome had to write the word questio’ (question)<br />
at the end of each question in a peace of text. But this was<br />
clummsey <strong>and</strong> took up a lot of room on the page. So<br />
‘questio began to be shortened <strong>and</strong> abbreviated<br />
to ‘QO’. However this creatted a new problem—‘QO<br />
could be confused or mistaken for part of a word.<br />
The next developement was for writers to write the ‘Q’<br />
on top of the ‘O’. Over time the ‘Q’ turend into a<br />
curly scribbel that don’t have no meaning <strong>and</strong> the O<br />
became a dot. And thats how the hummble question<br />
mark was born <strong>and</strong> came to be. Will you think about this<br />
the next time you sea one<br />
1 Punctuation<br />
(a) Find the 4 missing commas, 2 question<br />
marks, 5 quotation marks <strong>and</strong> 1 apostrophe<br />
for a contraction.<br />
2 Grammar<br />
Prepositions are positional words placed before<br />
nouns <strong>and</strong> pronouns to indicate their relation to other<br />
words; for example, He swam between the flags.<br />
(a) Write the missing prepositions from the text.<br />
4 Writing<br />
A double negative statement<br />
incorrectly uses two negative<br />
words; for example, ‘I haven’t<br />
got no more,’ should be ‘I<br />
haven’t any more’ or ‘I have<br />
no more’.<br />
(a) Circle the line in the text containing a double<br />
negative. Write it correctly.<br />
Viewing Samples<br />
(i) room<br />
(ii) questions<br />
the page<br />
a piece of writing<br />
(iii) the language<br />
(iv) think<br />
(v) turned<br />
this<br />
ancient Rome<br />
a curly scribble<br />
3 Spelling<br />
(a) Write the 14 misspelt words in the space at<br />
the end of the line.<br />
A tautology is the unnecessary repetition of<br />
an idea in a phrase or sentence; for example,<br />
‘descend down’, ‘repeat again’.<br />
(b) Underline 3 examples of tautology in the<br />
text. Choose one word to replace each of the<br />
phrases. It may be one of the words used in<br />
the phrase. Write it in the space at the end of<br />
the line.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 27
The hothouse<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
Spelling<br />
• Capital letters for sentence beginnings<br />
• Confused words: witch/which, tee/tea,<br />
• Capital letters for proper nouns<br />
dyed/died, weak/week<br />
• Commas in lists<br />
• Misspelt words<br />
• Exclamation marks<br />
• Apostrophes in grammatical contractions<br />
• Parentheses<br />
Vocabulary<br />
Grammar<br />
• Compound words<br />
• Verb tense<br />
• Similes<br />
• Infinitive verbs<br />
Teacher information<br />
• A description describes the characteristics, components or functions of specific living or non-living<br />
things.<br />
• Where pupils are required to add commas, capital letters, apostrophes or exclamation marks in a<br />
line, they may do so in the actual text <strong>and</strong> write the type of error on the line.<br />
Answers<br />
If our house isn’t the hottest<br />
I’d sure like to know which one is.<br />
‘Cos in our house we don’t have to cook our food<br />
It cooks to a tee in the fridge.<br />
The kids look like ripened tomatoes<br />
The dog died of prickly heat<br />
Poor Dad nearly drowned in his very own sweat<br />
And I’ve just burned myself on my seat.<br />
If our house isn’t the hottest<br />
I’d sure like to know which one is.<br />
‘Cos without any insulation<br />
Our beds are like barbecue grills.<br />
My terrarium’s growing a Triffid<br />
I’ve a flourishing Red Desert Pea<br />
And for the third time this week<br />
(So it isn’t unique)<br />
We’re having boiled goldfish for tea.<br />
If our house is still not the hottest<br />
Then I’d better give up ‘cos I’m beat.<br />
Please excuse the soggy, wet paper<br />
My h<strong>and</strong>s are like taps – it’s the HEAT!<br />
Viewing Samples<br />
Apostrophe<br />
which<br />
Apostrophe<br />
tee<br />
tomatoes<br />
died<br />
Capital letter<br />
Apostrophe<br />
Apostrophe<br />
Apostrophe<br />
without (Compound word)<br />
barbecue<br />
Apostrophe<br />
Apostrophe<br />
week<br />
unique<br />
Capital letter<br />
hottest<br />
Apostrophe<br />
Comma<br />
Exclamation mark<br />
1. Missing punctuation is in bold type.<br />
2. (a) Past tense verbs are underlined. (b) Answers will include: to cook (line 3)<br />
died, drowned, burned <strong>and</strong> to know (lines 2 <strong>and</strong> 10)<br />
3. (a) Spelling errors are in italic type.<br />
which, tee, tomatoes, died, barbecue, week, unique, hottest<br />
4. (a) without (the compound word has been underlined in bold)<br />
(b) (i) ripened tomatoes (ii) barbecue grills<br />
(iii) taps<br />
28 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
The hothouse<br />
Read the descriptive poem.<br />
‘<br />
If our house isn t the hottest<br />
I’d sure like to know witch one is.<br />
‘Cos in our house we dont have to cook our food<br />
It cooks to a tea in the fridge.<br />
The kids look like ripened tomatos<br />
The dog dyed of prickly heat<br />
Poor dad nearly drowned in his very own sweat<br />
And Ive just burned myself on my seat.<br />
If our house isnt the hottest<br />
Id sure like to know which one is<br />
‘Cos with out any insulation<br />
Our beds are like barbecu grills.<br />
My terrariums growing a Triffid<br />
Ive a flourishing Red Desert Pea<br />
And for the third time this weak<br />
(So it isn’t uniqe)<br />
we’re having boiled goldfish for tea.<br />
If our house is still not the hotest<br />
Then Id better give up ‘cos I’m beat.<br />
Please excuse the soggy wet paper<br />
My h<strong>and</strong>s are like taps – it’s the HEAT<br />
1 Punctuation<br />
(a) Write in 2 missing capital letters, 8<br />
apostrophes for contractions, 1 comma<br />
<strong>and</strong> 1 exclamation mark. Highlight the<br />
parentheses (brackets).<br />
(b) Write the type of punctuation added, in the<br />
space at the end of the line. The first one has<br />
been done.<br />
2 Grammar<br />
(a) This poem is mostly written in the present<br />
tense. Write 3 past tense verbs used.<br />
Viewing Samples<br />
<strong>Editing</strong> skills<br />
apostrophe<br />
3 Spelling<br />
(a) Write the correct spelling of 8 misspelt<br />
words in the space at the end of the line.<br />
4 Vocabulary<br />
(a) Find the compound word that has been<br />
written as two separate words <strong>and</strong> write it in<br />
the space at the end of the line.<br />
A simile uses ‘like’ or ‘as’ to compare one<br />
thing to another.<br />
(b) Write what each of the following has been<br />
compared to in the poem.<br />
The infinitive form of a verb characteristically has<br />
the word ‘to’ in front of it.<br />
(b) Write an infinitive used in the text.<br />
(i) kids<br />
(ii) beds<br />
(iii) h<strong>and</strong>s<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 29
A miraculous escape<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Apostrophes to show possession<br />
• Grammatical commas<br />
• Quotation marks for direct speech<br />
• Hyphens in word groups<br />
• Parentheses<br />
Grammar<br />
Spelling<br />
• Confused words: dual/duel, sure/shore,<br />
right/write, fete/fate, for/four<br />
• Misspelt words<br />
Vocabulary<br />
• Compound words<br />
Writing<br />
• Adverbs<br />
• Verb tense<br />
Teacher information<br />
A recount retells events as they happened, in time order. This recount is in the form of a newspaper<br />
report.<br />
Answers<br />
• Paragraphing<br />
A 13-year-old Northshore boy is tonight safely at home with nothing worse than a broken toe after what<br />
witnesses are calling a ‘miraculous’ escape from almost certain death.<br />
Early yesterday evening, James Lee was riding his bicycle home along the dual use path that borders<br />
Northern Bypass. Horrified commuters watched helplessly as James swerved to miss a young puppy that<br />
ran in front of the bicycle. The bicycle’s front wheel jammed in a grid <strong>and</strong> stopped instantly,<br />
hurling James over the h<strong>and</strong>lebars, directly into the heavy traffic on Northern Bypass.<br />
‘I was sure he was going to be killed’, said Holly Madison, who had been waiting at a nearby bus stop.<br />
‘He went up, up <strong>and</strong> then down, down, right in the middle of the road.’ In a miraculous twist of fate,<br />
James l<strong>and</strong>ed in the back of a passing truck which was carrying a large trampoline for the local fitness<br />
centre. The trampoline broke James’s fall, but flung him back into the air. What happened next was<br />
even more unbelievable.<br />
‘I couldn’t believe my eyes’, said truckdriver Butch Henry (43). ‘This kid just came flying over the cab of<br />
my truck <strong>and</strong> disappeared into the back.’<br />
James’s incredible luck held out, because Butch’s truck was carrying<br />
a full shipment of innerspring mattresses. Once again, James<br />
l<strong>and</strong>ed safely before becoming airborne for the third time. On this<br />
occasion, he flew over the fence of the Happy Daze Childcare Centre<br />
<strong>and</strong> l<strong>and</strong>ed, winded but completely unhurt, in the children’s s<strong>and</strong>pit.<br />
His toe was broken when his mother, arriving to take her lucky son<br />
home, drove her car over his foot.<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) safely, helplessly, instantly, directly (Completely is an adjective.)<br />
(b) Northshore, tonight, nothing, Bypass, h<strong>and</strong>lebars, nearby, truckdriver, innerspring, airborne,<br />
Childcare, s<strong>and</strong>pit<br />
(c) ‘is riding’ – ’was riding’ (line 3), ‘am sure’ – ’was sure’ (line 7), ‘goes up’ – ‘went up’ (line 8), ‘he<br />
flies’ – ‘he flew’ (line 17)<br />
3. (a) Spelling errors are italic type.<br />
certain, dual, sure, right, fate, trampoline (2), unbelievable, disappeared, for,<br />
4. (a) (i) 6 (ii) 3<br />
30 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
A miraculous escape<br />
Read the recount.<br />
<strong>Editing</strong> skills<br />
A 13 year old northshore boy is tonight safely at home with nothing worse than a broken toe after what<br />
witnesses are calling a ‘miraculous’ escape from almost certin death.<br />
Early yesterday evening, James Lee is riding his bicycle home along the duel use path that borders<br />
northern bypass. Horrified commuters watched helplessly as James swerved to miss a young puppy<br />
that ran in front of the bicycle. The bicycles front wheel jammed in a grid <strong>and</strong> stopped instantly,<br />
hurling James over the h<strong>and</strong>lebars, directly into the heavy traffic on northern bypass.<br />
I am shore he was going to be killed, said Holly Madison, who had been waiting at a nearby bus stop.<br />
He goes up, up <strong>and</strong> then down, down, write in the middle of the road. In a miraculous twist of fete,<br />
James l<strong>and</strong>ed in the back of a passing truck which was carrying a large tramperline for the local fitness<br />
centre. The tramperline broke Jamess fall, but flung him back into the air. What happened next was<br />
even more unbeleivable.<br />
I couldn’t believe my eyes, said truckdriver Butch Henry (43). This kid just came flying over the cab of<br />
my truck <strong>and</strong> disapeared into the back.<br />
Jamess incredible luck held out, because Butchs truck was carrying<br />
a full shipment of innerspring mattresses. Once again, James<br />
l<strong>and</strong>ed safely before becoming airborne four the third time. On this<br />
occasion, he flies over the fence of the happy daze childcare centre<br />
<strong>and</strong> l<strong>and</strong>ed, winded but completely unhurt, in the childrens s<strong>and</strong>pit.<br />
His toe was broken when his mother arriving to take her lucky son<br />
home drove her car over his foot.<br />
1 Punctuation<br />
(a) Write the 9 capital letters needed for titles, 2<br />
hyphens in a word group, 2 missing commas<br />
in the last sentence, quotation marks<br />
for direct speech <strong>and</strong> 5 apostrophes for<br />
possession.<br />
Brackets (parentheses) may be required where<br />
additional information is given.<br />
(b) Circle where brackets have been used in the<br />
text for this purpose.<br />
2 Grammar/Vocabulary<br />
Many adverbs end with the letters ’ly’.<br />
(a) Underline 4 of these adverbs in the text.<br />
Viewing Samples<br />
(b) Highlight 11 compound words.<br />
(c) Correct the 4 verbs in the incorrect tense.<br />
3 Spelling<br />
(a) Write the correct spelling of the 10 misspelt<br />
words above each word.<br />
4 Writing<br />
(a) How many<br />
paragraphs is the<br />
recount?<br />
(b) Which paragraph<br />
tells about the<br />
trampoline?<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 31
Michael McCoy<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Apostrophes for possession<br />
• Apostrophes in grammatical contractions<br />
• Quotation marks for direct speech<br />
Spelling<br />
• Confused words: source/sauce, to/too/two,<br />
See/Sea, one/won, there/their<br />
• Misspelt words<br />
Grammar<br />
• Subject-verb agreement<br />
Teacher information<br />
• A narrative which tells a story may also be written in poetry form.<br />
• Where pupils are required to add capital letters, apostrophes or quotation marks in a line, they may<br />
do so in the actual text <strong>and</strong> write the type of error on the line.<br />
Answers<br />
Young Michael McCoy<br />
Was a horrid little boy<br />
Did things he really shouldn’t ‘oughta’.<br />
Between playing the fool<br />
At home <strong>and</strong> at school<br />
He was rarely out of hot water.<br />
He painted the cat,<br />
(He was being a brat)<br />
Stirred salt in his dad’s cup of tea.<br />
Put hot sauce on the roast<br />
And twice burnt the toast<br />
Always said ‘no’—just to disagree.<br />
He teased his young sister<br />
He cheated at Twister<br />
He really wasn’t that nice.<br />
Made faces at Gran<br />
And thought of a plan<br />
To fill up her bed with ice.<br />
Took his sister to the vet<br />
To swap her for a pet<br />
Maybe a puppy or a bird.<br />
Wrote naughty words in his pad<br />
(See, I told you he was bad!)<br />
At least, that’s what I’ve heard.<br />
Then one day playing the fool<br />
In the school swimming pool<br />
He did a bombie—which is very unkind.<br />
When he climbed out we said, ‘Dear!’<br />
And there arose a mighty cheer<br />
‘Cause he’d left his trunks behind!<br />
Capital letters for proper nouns<br />
horrid<br />
Apostrohe for contraction<br />
Between<br />
school<br />
Verb agreement<br />
painted<br />
being<br />
Apostrophe for possession<br />
sauce<br />
burnt<br />
Quotation marks<br />
teased<br />
Capital letter for name<br />
Apostrophe for contraction<br />
Capital letter for proper noun<br />
thought<br />
To<br />
to<br />
swap<br />
Maybe<br />
Wrote<br />
See<br />
Apostrophe for contraction<br />
one<br />
school<br />
very<br />
Quotation marks<br />
there<br />
Apostrophe for contraction<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) Verb is underlined<br />
He was (line 6)<br />
3. (a) Spelling errors are in italic type.<br />
horrid, Between, school, painted, being, sauce, burnt, teased, thought, To, to, swap, Maybe,<br />
Wrote, See, one, school, very, there<br />
32 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Michael McCoy<br />
Read the narrative poem.<br />
cap.<br />
Young michael McCoy<br />
Was a horid little boy<br />
Did things he really shouldnt ‘oughta’.<br />
Beetween playing the fool<br />
At home <strong>and</strong> at scool<br />
He were rarely out of hot water.<br />
He paynted the cat<br />
(He was bein a brat)<br />
Stirred salt in his dads cup of tea.<br />
Put hot source on the roast<br />
And twice bernt the toast<br />
Always said no—just to disagree.<br />
He teesed his young sister<br />
He cheated at twister<br />
He really wasnt that nice.<br />
Made faces at gran<br />
And thort of a plan<br />
Too fill up her bed with ice.<br />
Took his sister two the vet<br />
To swop her for a pet<br />
Maibe a puppy or a bird.<br />
Rote naughty words in his pad<br />
(Sea, I told you he was bad!)<br />
At least, that’s what Ive heard.<br />
Then won day playing the fool<br />
In the scool swimming pool<br />
He did a bombie—which is verry unkind.<br />
When he climbed out we said, Dear!<br />
And their arose a mighty cheer<br />
‘Cause hed left his trunks behind!<br />
Viewing Samples<br />
<strong>Editing</strong> skills<br />
capital letter<br />
Use the lines to write or describe the corrections for all of the following. The first one has been done.<br />
1 Punctuation<br />
2 Grammar<br />
(a) 3 missing capital letters for proper nouns, (a) One verb does not agree with its subject.<br />
including 1 for a name, 4 apostrophes for<br />
contractions <strong>and</strong> 1 for possession <strong>and</strong> 2 sets 3 Spelling<br />
of quotation marks for direct speech.<br />
(a) 19 misspelt words.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 33
Mobile madness<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Exclamation marks<br />
• Question marks<br />
• Grammatical commas<br />
• Quotation marks<br />
• Hyphens<br />
Grammar<br />
Spelling<br />
• Confused words: been/bean, through/<br />
threw, presents/presence, their/there<br />
• Misspelt words<br />
Vocabulary<br />
• Pronouns<br />
Teacher information<br />
• Compound words<br />
• Synonyms<br />
• Antonyms<br />
A discussion is written to persuade others to think or do something. A discussion uses persuasive<br />
language.<br />
Answers<br />
Dear Editor,<br />
I am writing in reference to your article:<br />
‘Surgeon urges worldwide mobile ban’ The Westerner, 3/1/06<br />
I applaud the good sense of surgeon, Mr Tan, for finally exposing the truth about mobile phones. It has<br />
always been my belief that anything that is emitting radio waves should not be placed near our body<br />
at all, let alone near our brains! Every day I am dumbfounded to see hordes of people, young <strong>and</strong> old,<br />
with these minute machines attached to their heads! Have you not noticed that your ears are red <strong>and</strong><br />
warm after lengthy conversations? Could it be the electromagnetic radiation entering your body through<br />
your ears? The statistics are proving that the incidence of brain cancers in the young <strong>and</strong> old is rising.<br />
This alone should prevent people from reaching for their mobile phone (especially when a l<strong>and</strong>line<br />
phone is close by <strong>and</strong> considerably cheaper!).<br />
Not only are mobile phone menaces to our health, they are financial albatrosses! The trend of<br />
prepubescents being given mobile phones as presents from their parents is preposterous! Please<br />
explain what a nine-year-old has to say to his or her friend that is so important it is worth their parents<br />
spending a small fortune?<br />
I urge all mobile phone users to consider the repercussions of their next ‘quick’ mobile call.<br />
Nick Nunan<br />
Bedford<br />
Viewing Samples<br />
1. (a) Missing punctuation is in bold type.<br />
(b) ‘Surgeon urges worldwide mobile ban’ <strong>and</strong> ‘quick’ are underlined in bold.<br />
2. (a) Teacher check – Answers may include: ‘I’, ‘It’, ‘you’, ‘they’, ‘my’, ‘our’, ‘their’, ‘your’, ‘his’, ‘her’<br />
3. (a) Spelling errors are in italic type.<br />
been, emitting, through, statistics, incidence, menaces, presents, their<br />
4. (a) Teacher check. Answers may include:<br />
(i) preposterous – absurd, crazy, extreme (ii) applaud – acclaim, approve, cheer, clap<br />
(b) Teacher check. Answers may include:<br />
(i) warm – cool, cold, indifferent (ii) cheap – costly, expensive, superior<br />
(c) (i) Answers may include; worldwide, anything, dumbfounded, l<strong>and</strong>line, fortune, Bedford<br />
(ii) Teacher check<br />
34 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Mobile madness<br />
Read the discussion text.<br />
<strong>Editing</strong> skills<br />
Dear editor,<br />
I am writing in reference to your article:<br />
‘Surgeon urges worldwide mobile ban’ The westerner, 3/1/06<br />
I applaud the good sense of surgeon mr tan for finally exposing the truth about mobile phones. It has<br />
always bean my belief that anything that is emiting radio waves should not be placed near our body<br />
at all let alone near our brains Every day I am dumbfounded to see hordes of people young <strong>and</strong> old,<br />
with these minute machines attached to their heads Have you not noticed that your ears are red <strong>and</strong><br />
warm after lengthy conversations Could it be the electromagnetic radiation entering your body threw<br />
your ears The statistiks are proving that the incidents of brain cancers in the young <strong>and</strong> old is rising.<br />
This alone should prevent people from reaching for their mobile phone (especially when a l<strong>and</strong>line<br />
phone is close by <strong>and</strong> considerably cheaper).<br />
Not only are mobile phones menases to our health they are financial albatrosses The trend of<br />
prepubescents being given mobile phones as presence from their parents is preposterous Please<br />
explain what a nine year old has to say to his or her friend that is so important it is worth their parents<br />
spending a small fortune on it<br />
I urge all mobile phone users to consider the repercussions of there next ‘quick’ mobile call.<br />
Nick Nunan<br />
Bedford<br />
1 Punctuation<br />
(a) Write 5 exclamation marks, 3 question<br />
marks, 2 hyphens missing from a word<br />
group, 5 grammatical commas <strong>and</strong> 4 capital<br />
letters (for titles).<br />
(b) Underline the words within the 2 sets of<br />
quotation marks.<br />
2 Grammar<br />
(a) Underline 4 pronouns in the text.<br />
3 Spelling<br />
(a) Write the correct spelling of 8 misspelt words.<br />
Viewing Samples<br />
4 Vocabulary<br />
(a) Write synonyms for these words.<br />
(i) preposterous<br />
(ii) applaud<br />
(b) Write antonyms for these words.<br />
(i) warm<br />
(ii) cheap<br />
(c) Write: (i) 2 compound words from the text <strong>and</strong><br />
(ii) 2 more of your own.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 35
Making a papier-mâché piggy bank<br />
Teachers notes<br />
Lesson focus<br />
Punctuation<br />
• Apostrophes for possession<br />
• Question marks<br />
• Colons for offset lists<br />
Grammar<br />
• Adverbs<br />
• Adjectives<br />
Teacher information<br />
Spelling<br />
• Misspelt words<br />
Vocabulary<br />
• Shortened forms<br />
Writing<br />
• Repeated words<br />
This procedure describes the materials needed <strong>and</strong> the sequential steps to follow to make a papiermâché<br />
piggy bank.<br />
Answers<br />
Materials required:<br />
small, round balloon kitchen paper tube<br />
small yoghurt pot<br />
10 cm x 10 cm thin card<br />
white paper<br />
adhesive tape<br />
paper paste<br />
paint<br />
PVA glue<br />
black marker pen<br />
pipe-cleaner<br />
Method:<br />
1. Blow up balloon for pig’s body.<br />
2. Cut tube into quarters <strong>and</strong> tape in position on balloon<br />
for pig’s legs.<br />
3. Tape yoghurt pot in position for pig’s snout.<br />
4. Cut card in half diagonally <strong>and</strong> tape triangles in<br />
position for pig’s ears.<br />
5. Draw small rectangle on pig’s back for money slot.<br />
6. Cut paper into many small pieces –<br />
about 2 cm x 2 cm.<br />
7. Paste several layers of paper all over pig, leaving<br />
money slot clear.<br />
8. Allow each layer to dry a little before adding the<br />
next.<br />
9. Allow pig to dry out completely.<br />
10. Burst balloon through money slot.<br />
11. Paint pig. Allow paint to dry then paint with PVA glue<br />
to varnish.<br />
12. Curl pipe-cleaner around finger then tape to pig for<br />
its tail.<br />
13. Use marker pen to detail pig’s features.<br />
Evaluation:<br />
Does your piggy bank hold your money?<br />
Viewing Samples<br />
1. Missing punctuation is in bold<br />
type.<br />
2. (a) (i) adverb<br />
(ii) adjective<br />
(iii) adjective<br />
(iv) adverb<br />
(v) adjective<br />
(vi) adjective<br />
3. Spelling errors are in italic type.<br />
(a) Materials, quarters, yoghurt,<br />
diagonally, several, features<br />
4. (a) (i) cm<br />
(ii) PVA<br />
(b) (i) afternoon/post meridiem<br />
(ii) biology<br />
(iii) Absent without leave<br />
5. (a) The deleted words have been<br />
removed from:<br />
for (line 9), on (line 15),<br />
small (line 16), your (line 31).<br />
The remaining words are<br />
underlined.<br />
36 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Making a papier-mâché piggy bank<br />
Read this procedure.<br />
Materails required<br />
small, round balloon<br />
small yoghurt pot<br />
white paper<br />
paper paste<br />
PVA glue<br />
pipe-cleaner<br />
Method<br />
kitchen paper tube<br />
10 cm x 10 cm thin card<br />
adhesive tape<br />
paint<br />
black marker pen<br />
1. Blow up balloon for for pigs body.<br />
2. Cut tube into quaters <strong>and</strong> tape in position on balloon<br />
for pigs legs.<br />
3. Tape yoghert pot in position for pigs snout.<br />
4. Cut card in half diagonaly <strong>and</strong> tape triangles in<br />
position for pigs ears.<br />
5. Draw small rectangle on on pigs back for money slot.<br />
6. Cut paper into many small small pieces— about 2 cm<br />
x 2 cm.<br />
7. Paste sevaral layers of paper all over the pig, leaving<br />
money slot clear.<br />
8. Allow each layer to dry a little before adding the<br />
next.<br />
9. Allow pig to dry out completely.<br />
10. Burst balloon through money slot.<br />
11. Paint pig. Allow paint to dry then paint with PVA glue<br />
to varnish.<br />
1 Punctuation<br />
<strong>Editing</strong> skills<br />
(a) Write 6 apostrophes for possession,<br />
1 missing question mark <strong>and</strong> 3<br />
colons.<br />
2 Grammar<br />
Adjectives are words that describe<br />
nouns; for example, ‘a cute pig’,<br />
‘The pig is cute’.<br />
Adverbs are words that describe<br />
verbs. They can tell how (manner),<br />
when (time) or where (place); for<br />
example, ‘He ran quickly’, ‘She ran<br />
yesterday’, ‘I ran outside’.<br />
(a) Find <strong>and</strong> underline these words<br />
in the text <strong>and</strong> write ‘adverb’ or<br />
‘adjective’ after each.<br />
(i) diagonally<br />
(ii) white<br />
(iii) several<br />
(iv) completely<br />
(v) sticky<br />
(vi) small<br />
3 Spelling<br />
Viewing Samples<br />
(a) Write the correct spelling above each<br />
of the 6 misspelt words.<br />
4 Vocabulary<br />
(a) Write the shortened forms used in<br />
the text for:<br />
(i) centimetres<br />
(ii) polyvinyl acetate<br />
(b) Write these shortened forms in full.<br />
(i) p.m.<br />
12. Curl pipe-cleaner around finger then tape to pig for<br />
its tail.<br />
13. Use marker pen to detail pigs feetures.<br />
Evaluation<br />
Does your piggy bank hold your your money<br />
(ii) biol.<br />
(iii) AWOL<br />
5 Writing<br />
(a) Delete 4 words which have been<br />
repeated unnecessarily.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 37
What is an ‘urban myth’?<br />
Teachers notes<br />
Lesson focus<br />
Punctuation<br />
• Grammatical commas<br />
• Apostrophes in contractions<br />
• Apostrophes to show possession<br />
• Question marks<br />
• Exclamation marks<br />
• Dashes<br />
Spelling<br />
• Confused words: been/bean, desert/<br />
dessert, right/write<br />
• Misspelt words<br />
Grammar<br />
• Subject-verb agreement<br />
• Pronouns<br />
• Adjectives<br />
• Nouns<br />
Teacher information<br />
An explanation analyses how things came to be the way they are, how things work or why things<br />
happen.<br />
Answers<br />
An urban myth is one of those stories we all hear about, that<br />
Comma<br />
seems fantastic but true. You know the sort, usually told by<br />
Comma<br />
someone whose ‘brother’s best friend’s girlfriend’s mother’ told Apostrophe for possession (3)<br />
them about it, so ‘it must be true’. Or perhaps it’s one of the Apostrophe in contractions<br />
many email urban myths that circulate around the electronic<br />
many<br />
world. However, closer investigation nearly always shows the story<br />
Comma<br />
to be just that—a story made up by someone with a fabulous<br />
Dash<br />
imagination.<br />
One urban myth which has been around for nearly 40 years now<br />
been<br />
concerns the man who strapped a solid fuel rocket engine to his<br />
concerns<br />
car—just to see what it would do. He accelerated down a<br />
Dash<br />
road in the desert <strong>and</strong> then fired off the rocket. The car<br />
desert<br />
blasted up to almost 480 km/h! But when he tried to stop, the<br />
Exclamation mark<br />
car’s brakes melted <strong>and</strong> the tyres blew out. Unable to take a Apostrophe for possession<br />
bend in the road, the car became airborne, flying for more than Commas (2)<br />
a kilometre, before slamming into the side of a mountain. Great<br />
kilometre<br />
story, huh? What a shame it never happened.<br />
Question mark<br />
There are entire websites devoted to exposing urban myths. A<br />
are (verb)<br />
search engine will point you in the right direction.<br />
right<br />
Viewing Samples<br />
Answers<br />
1. (a) Missing punctuation is in bold type.<br />
2. (a) The correct verb has been underlined.<br />
There are<br />
(b) Answers will include we, you, them, his, he.<br />
(c) (i) solid fuel (ii) Great/fantastic (iii) closer<br />
(iv) electronic (v) fabulous (vi) right<br />
3. (a) Spelling errors are in italic type.<br />
many, been, concerns, desert, kilometre, right<br />
38 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
What is an ‘urban myth’?<br />
Read the explanation.<br />
<strong>Editing</strong> skills<br />
An urban myth is one of those stories we all hear about that<br />
seems fantastic but true. You know the sort usually told by<br />
someone whose ‘brothers best friends girlfriends mother’ told<br />
them about it, so ‘it must be true’. Or perhaps its one of the<br />
meny email urban myths that circulate around the electronic<br />
world. However closer investigation nearly always shows the story<br />
to be just that a story made up by someone with a fabulous<br />
imagination.<br />
One urban myth which has bean around for nearly 40 years now<br />
concirns the man who strapped a solid fuel rocket engine to his<br />
car just to see what it would do. He accelerated down a<br />
road in the dessert <strong>and</strong> then fired off the rocket. The car<br />
blasted up to almost 480 km/h But when he tried to stop, the<br />
cars brakes melted <strong>and</strong> the tyres blew out. Unable to take a<br />
bend in the road the car became airborne flying for more than<br />
a kilometer, before slamming into the side of a mountain. Great<br />
story, huh What a shame it never happened.<br />
There is entire websites devoted to exposing urban myths. A<br />
search engine will point you in the write direction.<br />
1 Punctuation<br />
(a) Write in 5 missing commas, 4 missing<br />
apostrophes for possession <strong>and</strong> 1 for a<br />
contraction, 1 missing question mark, 1<br />
exclamation mark <strong>and</strong> 2 dashes. In the space<br />
at the end of each line where punctuation<br />
is missing, write the name of the type of<br />
punctuation which you had to include.<br />
2 Grammar<br />
(a) Find the sentence which has a verb which<br />
does not agree with its subject.<br />
Circle the verb <strong>and</strong> write the correct verb in<br />
the space at the end of the line.<br />
(b) Write 3 personal pronouns from the text.<br />
Viewing Samples<br />
(c) Write adjectives from the text for the nouns<br />
given.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 39<br />
(i)<br />
(ii)<br />
(iii)<br />
(iv)<br />
(v)<br />
(vi)<br />
rocket<br />
story<br />
investigation<br />
world<br />
imagination<br />
direction<br />
3 Spelling<br />
(a) Circle 6 misspelt words <strong>and</strong> write the correct<br />
spelling in the space at the end of the line.
Travelling toad<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Full stops<br />
• Grammatical commas<br />
• Apostrophes to show possession<br />
• Quotation marks for direct speech<br />
Spelling<br />
• Misspelt words<br />
• Plural nouns<br />
Grammar<br />
• Adverbs<br />
• Verb tense<br />
• Pronouns<br />
Teacher information<br />
A report records factual information clearly without unnecessary information or opinions.<br />
Answers<br />
MEDIA STATEMENT<br />
AUSTRALIAN TEENAGER COMMENDED<br />
A Perth teenager is being commended for his quick actions after discovering a cane toad in his<br />
luggage following a holiday to Queensl<strong>and</strong>.<br />
The Department’s vertebrates pest officer, Robbie Robson, said the young person demonstrated quick<br />
thinking <strong>and</strong> concern for his community.<br />
‘While he was on holiday in Queensl<strong>and</strong>, a cane toad climbed into the young man’s trainer, which he<br />
had left outside after a game of cricket. Preparing to return to Perth, he placed his shoes in a plastic<br />
bag <strong>and</strong> added them to his suitcase. This action inadvertently brought the cane toad on the return trip<br />
with him. When he unpacked his luggage, he was surprised by the discovery of the toad, which jumped<br />
from his trainer <strong>and</strong> began hopping around his bedroom. The teenager was able to capture the toad<br />
<strong>and</strong>, subsequently, called the Department which confirmed its identity.’<br />
Mr Robson said that when toads are found in Western Australia, it is because they have hitched a ride in<br />
a vehicle, in camping gear or in packed luggage.<br />
‘In the case of cane toads, reporting is vital for preventing their spread.’<br />
Viewing Samples<br />
Answers<br />
1. Missing punctuation is in bold type.<br />
2. (a) Adverbs have been underlined.<br />
inadvertently, subsequently<br />
(b) The correct verbs have been underlined in bold.<br />
places – placed (line 8), jumps – jumped (line 10), calls – called (line 12)<br />
(c) The correct pronouns are highlighted grey.<br />
it – he (line 7), her – his (line 10), his – their (line 15)<br />
3. (a) Spelling errors are in italic type.<br />
Queensl<strong>and</strong>, officer, community, climbed, subsequently, confirmed, hitched<br />
(b) (i) communities (ii) suitcases<br />
(iii) identities<br />
(iv) luggage<br />
(v) discoveries<br />
40 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Travelling toad<br />
Read the report.<br />
<strong>Editing</strong> skills<br />
MEDIA STATEMENT<br />
AUSTRALIAN TEENAGER COMMENDED<br />
A perth teenager is being commended for his quick actions after discovering a cane toad in his<br />
luggage following a holiday to Qeensl<strong>and</strong><br />
The Departments vertebrates pest oficer Robbie Robson, said the young person demonstrated quick<br />
thinking <strong>and</strong> concern for his comunity.<br />
‘While he was on holiday in Queensl<strong>and</strong>, a cane toad climed into the young mans trainer, which it had<br />
left outside after a game of cricket. Preparing to return to perth, he places his shoes in a plastic bag<br />
<strong>and</strong> added them to his suitcase This action inadvertently brought the cane toad on the return trip with<br />
him. When he unpacked her luggage, he was surprised by the discovery of the toad which jumps from<br />
his trainer <strong>and</strong> began hopping around his bedroom. The teenager was able to capture the toad <strong>and</strong>,<br />
subseqently, calls the Department which confermed its identity<br />
Mr robson said that when toads are found in western Australia it is because they have hiched a ride in<br />
a vehicle, in camping gear or in packed luggage.<br />
‘In the case of cane toads reporting is vital for preventing his spread<br />
1 Punctuation<br />
(a) Find the 4 missing capital letters for proper<br />
nouns <strong>and</strong> 4 full stops.<br />
(b) Find 2 missing quotation marks, 4<br />
grammatical commas <strong>and</strong> 2 apostrophes for<br />
possession.<br />
2 Grammar<br />
(a) Underline 2 adverbs ending in ‘ly’.<br />
Viewing Samples<br />
3 Spelling<br />
(a) Write the correct spelling of the 7 misspelt<br />
words above the words in the text.<br />
We change the ‘tense’ of a verb to tell what<br />
happened in the past, what is happening in the<br />
present or what will happen in the future; for<br />
example, ‘He said it’ (past tense); ‘He says it’<br />
(present tense); ‘He will say it’ (future tense).<br />
(b) In this text, the wrong verb tense has been<br />
used 3 times. Find each of these <strong>and</strong> write<br />
the correct verb above the word.<br />
Pronouns are words that replace nouns;<br />
e.g. ‘she’, ‘him’, ‘them’.<br />
(c) Circle the incorrect pronouns used in the<br />
text. Write the correct pronoun above the<br />
word.<br />
Although the most common way to make the<br />
plural form of nouns is to add ‘s’ or ‘es’, there<br />
are many exceptions; for example, ‘library’ <strong>and</strong><br />
‘libraries’, ‘sheep’ <strong>and</strong> ‘sheep’.<br />
(b) Write the plural of these nouns from the text.<br />
(i) community<br />
(ii) suitcase<br />
(iii) identity<br />
(iv) luggage<br />
(v) discovery<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 41
Go <strong>and</strong> play!<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Apostrophes in grammatical contractions<br />
• Apostrophes to show possession<br />
• Question marks<br />
• Dashes to show additional thoughts added<br />
to a sentence<br />
• Grammatical commas<br />
Grammar<br />
Spelling<br />
• Misspelt words<br />
Vocabulary<br />
• Prepositions<br />
• Synonyms<br />
• Antonyms<br />
Teacher information<br />
A recount retells events as they happen, in time order. A recount may be in the form of a letter.<br />
Answers<br />
Hi Jenna<br />
Surprise! The caravan park has upgraded its resources <strong>and</strong> there is now a ‘cyber-bus’ full of computers<br />
for emailing! (Airconditioning was obviously beyond the budget but I shouldn’t complain as I can<br />
actually see the beach from here.)<br />
How are your holidays going? Mine are showing promise, especially compared to last year’s camping<br />
escapades where I spent the majority of my time writing in my diary or playing cards with Mum <strong>and</strong><br />
John.<br />
Never swaying from tradition, Mum gave the comm<strong>and</strong> of ‘Go <strong>and</strong> play!’ as soon as we arrived. Lachey had<br />
made friends <strong>and</strong> joined a cricket game before I had even managed to get through the hobbit-sized<br />
door of the caravan!<br />
After a quick surveillance of the grounds, I noticed a group of girls by the barbecues —cans of diet soda<br />
in one h<strong>and</strong> <strong>and</strong>, of course, their mobile phones in the other. Actually, their h<strong>and</strong>s were waving around<br />
above their heads <strong>and</strong> one girl was halfway up a tree, obviously trying to catch some reception.<br />
Now don’t laugh, but the only way I found the courage to walk over to the<br />
girls was by thinking about what Miss Taplin had said in health lessons. I<br />
kept repeating ‘positive thoughts’ about myself in my head, things like ...<br />
‘I’m nice. I’ve got a good sense of humour. I’m fun to be around’. It really<br />
worked! I walked up to the group, said hi, commiserated with them about the<br />
lack of mobile reception at the campsite <strong>and</strong> then sat down.<br />
We are meeting again tonight after tea by the fish cleaning station (ugh!).<br />
Will email again soon.<br />
Teisha:)<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) (i) of (ii) in (iii) with<br />
3. (a) Spelling errors are in italic type.<br />
resources, budget, especially, escapades, comm<strong>and</strong>, managed, surveillance, Actually, courage,<br />
humour, commiserated<br />
4. (a) Teacher check. Answers may include:<br />
(i) detect, distinguish (ii) bravery, daring<br />
(b) Teacher check. Answers may include:<br />
(i) depart, leave (ii) downgraded, degraded<br />
42 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Go <strong>and</strong> play!<br />
Read the recount.<br />
<strong>Editing</strong> skills<br />
Hi jenna<br />
Surprise! The caravan park has upgraded its resourses <strong>and</strong> there is now a ‘cyber-bus’ full of computers<br />
for emailing! (Airconditioning was obviously beyond the buget but I shouldnt complain as I can<br />
actually see the beach from here.)<br />
How are your holidays going Mine are showing promise especialy compared to last years camping<br />
eskapades where I spent the majority of my time writing in my diary or playing cards with mum <strong>and</strong><br />
john.<br />
Never swaying from tradition, Mum gave the com<strong>and</strong> of ‘Go <strong>and</strong> play!’ as soon as we arrived. lachey had<br />
made friends <strong>and</strong> joined a cricket game before I had even manajed to get through the hobbit-sized<br />
door of the caravan!<br />
After a quick surveillanse of the grounds I noticed a group of girls by the barbecues —cans of diet soda<br />
in one h<strong>and</strong> <strong>and</strong>, of course, their mobile phones in the other. Actualy, their h<strong>and</strong>s were waving around<br />
above their heads <strong>and</strong> one girl was halfway up a tree, obviously trying to catch some reception.<br />
Now dont laugh, but the only way I found the curage to walk over to the<br />
girls was by thinking about what Miss taplin had said in health lessons. I<br />
kept repeating ‘positive thoughts’ about myself in my head, things like...<br />
‘Im nice. Ive got a good sense of humur. Im fun to be around’. It really<br />
worked! I walked up to the group said hi comiserated with them about the<br />
lack of mobile reception at the campsite <strong>and</strong> then sat down.<br />
We are meeting again tonight after tea by the fish cleaning station (ugh!).<br />
Will email again soon.<br />
teisha:)<br />
1 Punctuation<br />
(a) Find 6 missing capital letters, 5 apostrophes<br />
in contractions <strong>and</strong> 1 for possession, 1<br />
question mark <strong>and</strong> 4 commas.<br />
(b) Circle the dash for additional information.<br />
2 Grammar<br />
Prepositions are positional words placed before<br />
nouns <strong>and</strong> pronouns to indicate their relation to<br />
other words; for example, ‘on’, ‘over’.<br />
(a) Choose a preposition from the text for each<br />
phrase.<br />
(i) full<br />
(ii) writing<br />
(iii) playing cards<br />
Viewing Samples<br />
computers<br />
my diary<br />
Mum<br />
3 Spelling<br />
(a) Write the correct spelling above each of the<br />
11 misspelt words in the text.<br />
4 Vocabulary<br />
(a) Write synonyms for these words.<br />
(i) notice<br />
(ii) courage<br />
(b) Write antonyms for these words.<br />
(i) arrive<br />
(ii) upgraded<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 43
Constable Hector Plod’s report<br />
Teachers notes<br />
Lesson focus<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Quotation marks – quotes within quotes<br />
• Colons introducing dialogue<br />
• Grammatical commas<br />
Grammar<br />
• Prepositions<br />
Teacher information<br />
Spelling<br />
• Misspelt words<br />
Writing<br />
• Convoluted writing<br />
• Tautology<br />
An eyewitness account is a form of report which records factual information.<br />
Answers<br />
‘Last Friday evening, 20 June, I was perambulating through my assigned patrol area. At about 8.00 p.m.<br />
in the evening, I did espy the defendant, Lionel ‘Lucky’ Logan, descending down a fire escape affixed to<br />
the premises at 223 Remington Lane. He was carrying a large bag over his shoulder with the word ‘Loot’<br />
painted on it. At that point in time, I believed his actions <strong>and</strong> demeanour to be of a suspicious nature.<br />
‘Reaching the second floor from the ground, Logan disappeared from sight behind a large sign<br />
advertising a ‘free gift’ with every Lenny Burger sold. Proceeding carefully with caution, I advanced<br />
towards the building. By the time Logan reached the ground, I was waiting for him. Quickly moving at<br />
speed, I was able to place my h<strong>and</strong>cuffs on the suspect, thereby rendering him innocuous.<br />
‘An examination of the previously referenced white bag revealed the contents inside to be stolen<br />
jewellery, the property of Miss Andrea Lisle, whose abode was at Flat 3, 223 Remington Lane. I then did<br />
place my h<strong>and</strong> on Logan’s shoulder <strong>and</strong> intone: “Lionel Logan, I hereby place you under arrest for<br />
the unlawful theft of property. I now require you to accompany me to Broadwater Police Station”.’<br />
1. Missing punctuation is in bold type.<br />
2. (a) Teacher check<br />
3. (a) Spelling errors are in italic type.<br />
defendant, demeanour, jewellery<br />
4. (a) Teacher check; answers could include: (i) spy, see, notice, detect (ii) home, residence (iii)<br />
behaviour, conduct, appearance (iv) walking (v) attached, fastened, joined (vi) harmless<br />
(b) Groups of words where tautology is used are underlined.<br />
8.00 p.m. in the evening, descending down, second floor from the ground, free gift, carefully<br />
with caution, advanced towards, Quickly moving at speed, unlawful theft<br />
Viewing Samples<br />
44 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Constable Hector Plod’s report<br />
Read the eyewitness report.<br />
<strong>Editing</strong> skills<br />
‘Last Friday evening 20 June I was perambulating through my assigned patrol area. At about 8.00 p.m.<br />
in the evening, I did espy the defendent Lionel Lucky Logan descending down a fire escape affixed to<br />
the premises at 223 remington lane. He was carrying a large bag over his shoulder with the word Loot<br />
painted on it. At that point in time, I believed his actions <strong>and</strong> demenor to be of a suspicious nature.<br />
‘Reaching the second floor from the ground, Logan disappeared from sight behind a large sign<br />
advertising a free gift with every Lenny Burger sold. Proceeding carefully with caution I advanced<br />
towards the building. By the time Logan reached the ground, I was waiting for him. Quickly moving at<br />
speed, I was able to place my h<strong>and</strong>cuffs on the suspect thereby rendering him innocuous.<br />
‘An examination of the previously referenced white bag revealed the contents inside to be stolen<br />
jewelery, the property of miss <strong>and</strong>rea lisle whose abode was at Flat 3, 223 remington lane. I then<br />
did place my h<strong>and</strong> on Logan’s shoulder <strong>and</strong> intone Lionel Logan, I hereby place you under arrest for<br />
the unlawful theft of property. I now require you to accompany me to Broadwater Police Station.’<br />
1 Punctuation<br />
(a) Find 7 missing capital letters for proper<br />
nouns, 1 colon, 7 commas <strong>and</strong> 4 sets of<br />
quotation marks.<br />
Whenever a quote is written within a quote,<br />
different quotation marks are used from those on<br />
the outside of the quote; i.e either ‘ or “.<br />
(b) Write the missing quotation marks for a<br />
quote within another quote.<br />
2 Grammar<br />
Prepositions are positional words placed before<br />
nouns <strong>and</strong> pronouns to indicate their relation to<br />
other words; for example; the girl with curly hair.<br />
(a) Write 1 sentence using these 2 prepositions.<br />
outside<br />
from<br />
4 Writing<br />
‘Convoluted’ writing often includes words which<br />
could be replaced by others that are easier<br />
to underst<strong>and</strong>.<br />
(a) Give more common, simpler words for these.<br />
Viewing Samples<br />
(i) espy<br />
(ii) abode<br />
(iii) demeanour<br />
(iv) perambulating<br />
(v) affixed<br />
3 Spelling<br />
(a) Write the correct spelling of 3 misspelt<br />
words above each word.<br />
(vi) innocuous<br />
(b) Underline 8 examples of tautology; i.e two<br />
words or a group of words meaning the<br />
same thing.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 45
The word ‘love’ in tennis<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Capital letters for proper nouns<br />
• Quotation marks<br />
• Colons in titles<br />
Grammar<br />
• Pronouns<br />
Spelling<br />
• Confused words: no/know, where/were,<br />
an/a, of/off<br />
• Misspelt words<br />
Writing<br />
• Double negatives<br />
• Errors of fact<br />
Teacher information<br />
An explanation outlines how something works, is made or how or why things happen.<br />
Answers<br />
Tennis: love at first sight<br />
If you have ever watched a game of tennis, you will<br />
know that the word ‘love’ is used to mean ‘no score’.<br />
This has been the case since at least the mid-1700s. How<br />
did this come about? Why would someone ‘love’ to play<br />
if he or she has scored no points?<br />
‘Love’, as it is used in tennis, is actually derived from a<br />
French word. Tennis originated in France where<br />
people involved in the game decided that the numeral ‘0’<br />
looked like an egg. So, instead of calling ‘zero’ when<br />
a player had not scored any points, they used the French<br />
word for egg instead – ‘l’ouef’ (pronounced ‘lerf’).<br />
When the game of tennis become popular in<br />
Engl<strong>and</strong>, the English soon turned ‘l’ouef’ into a<br />
recognisable word to them – ‘love’. The word has been<br />
used during tennis games ever since.<br />
Viewing Samples<br />
watched<br />
know<br />
case<br />
about<br />
actually<br />
where<br />
numeral<br />
an<br />
they (pronoun)<br />
pronounced<br />
of<br />
turned<br />
them (pronoun)<br />
during<br />
1. Missing punctuation is in bold type.<br />
2. (a) The corrected pronouns are underlined.<br />
them – they (line 10), him – them (line 14)<br />
3. Spelling errors are in italic type.<br />
(a) know, where, an, of<br />
(b) watched, case, about, actually, numeral, pronounced, turned, during<br />
4. (a) One way of correcting the double negative statement is underlined in bold.<br />
‘if he or she has not scored no points’ should read ‘if he or she has scored no points’ or ‘if he or<br />
she has not scored any points’.<br />
(b) The word ‘l’ouef’ means ‘egg’ in French. When tennis arrived in Engl<strong>and</strong>, ‘l’ouef’ became<br />
‘love’ instead. The word has been used in tennis since at least the mid-1700s.<br />
46 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
The word ‘love’ in tennis<br />
Read the explanation.<br />
<strong>Editing</strong> skills<br />
1 Punctuation<br />
(a) Find the missing<br />
quotation marks, 7<br />
capital letters <strong>and</strong> the<br />
colon in the title.<br />
2 Grammar<br />
Pronouns are words that<br />
replace nouns; e.g. ‘I’, ‘he’,<br />
‘she’, ‘him’, ‘it’.<br />
Tennis love at first sight<br />
If you have ever wached a game of tennis, you will<br />
(no, know) that the word ‘love’ is used to mean ‘no score’.<br />
This has been the cayse since at least the mid-1700s. How<br />
did this come abbout? why would someone love’ to play<br />
if he or she has not scored no points?<br />
‘Love’, as it is used in tennis, is actualy derived from a<br />
french word. Tennis originated in france (where, were)<br />
people involved in the game decided that the numral ‘0<br />
looked like (an, a) egg. so, instead of calling ‘zero when<br />
a player had not scored any points, them used the French<br />
word for egg instead – ‘l’ouef’ (pronounsed ‘lerf’).<br />
When the game (of, off) tennis become popular in<br />
engl<strong>and</strong>, the english soon terned ‘l’ouef into a<br />
recognisable word to him – ‘love’. the word has been<br />
used duering tennis games ever since.<br />
(a) Circle the 2 incorrect pronouns used in the<br />
text. Write the correct pronoun in the space<br />
at the end of the line.<br />
4 Writing<br />
(a) Circle the line in the text containing a double<br />
negative. Write it correctly.<br />
Viewing Samples<br />
(b) Correct the errors of fact in these sentences.<br />
Draw a line through the error <strong>and</strong> write the<br />
correction above it.<br />
The word ‘l’ouef’ means ‘tennis’ in<br />
3 Spelling<br />
(a) Choose the correct spelling from each pair of<br />
words in brackets <strong>and</strong> write it in the space at<br />
the end of the line.<br />
(b) Write the correct spelling of the misspelt<br />
words in the space at the end of the line.<br />
German. When tennis arrived in France,<br />
‘l’ouef’ became ‘love’ instead. The word<br />
has been used in tennis since at least the<br />
early 1600s.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 47
Surface tension<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters at the beginning of a<br />
sentence<br />
• Full stops<br />
• Commas in a list<br />
• Grammatical commas<br />
• Colon<br />
• Question marks<br />
• Parentheses (round brackets)<br />
Grammar<br />
• Verb tenses<br />
Spelling<br />
• Confused words: practice/practise, great/<br />
grate, ensuring/assuring<br />
• Misspelt words<br />
Teacher information<br />
• A procedure shows how something is done. Instructions are usually written using comm<strong>and</strong> verbs.<br />
• Where pupils are required to add capital letters, commas, full stops, question marks, colons or<br />
parentheses in a line, they may do so in the actual text <strong>and</strong> write the type of error on the line.<br />
Answers<br />
Materials:<br />
• 1 x small coin<br />
• 1 x eye dropper or pipette<br />
• 1 x glass (or beaker) filled with tap water<br />
• 1 x toothpick, match or skewer<br />
• dishwashing detergent in a lid or beaker<br />
• paper towel or any other absorbent paper<br />
Method:<br />
• Fill the eye dropper with water. Practise dropping the water back<br />
into the beaker, one drop at a time.<br />
• Estimate how many individual drops of water will fit onto<br />
a small coin <strong>and</strong> record your estimate.<br />
• With great care <strong>and</strong> from a very low height, test your prediction<br />
using the eye dropper <strong>and</strong> the water from your beaker.<br />
Note: To be able to test your prediction, you will need to repeat the<br />
experiment a number of times, ensuring you count each drop.<br />
• When you have the maximum number of water droplets<br />
balancing on the coin (i.e. one drop before the water spills over the edge),<br />
record your results.<br />
• Dip one end of the toothpick into your dishwashing detergent <strong>and</strong><br />
very gently touch the ‘bubble’ of water. What happens?<br />
Repeat the experiment using water with a few drops of dishwashing<br />
detergent added. What difference do you think the detergent will<br />
make to your results?<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) The correct verbs are underlined.<br />
had – have (line 17), thought – think (line 23)<br />
3. (a) Spelling errors are in italic type.<br />
coin, dropper, detergent, absorbent, Practise, individual, great, ensuring<br />
Capital letter<br />
coin<br />
dropper<br />
Brackets<br />
Comma<br />
detergent<br />
absorbent<br />
Capital letter<br />
Practise<br />
Comma<br />
individual<br />
Full stop<br />
great<br />
Full stop<br />
Colon<br />
ensuring<br />
have (verb)<br />
Brackets<br />
Full stop<br />
Capital letter<br />
Question mark<br />
Capital letter<br />
think (verb)<br />
Question mark<br />
48 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Surface tension<br />
Read the experiment.<br />
<strong>Editing</strong> skills<br />
materials:<br />
• 1 x small coyn<br />
• 1 x eye droper or pipette<br />
• 1 x glass or beaker filled with tap water<br />
• 1 x toothpick match or skewer<br />
• dishwashing deterjent in a lid or beaker<br />
• paper towel or any other absorbant paper<br />
method:<br />
• Fill the eye dropper with water. Practice dropping the water back<br />
into the beaker one drop at a time.<br />
• Estimate how many individul drops of water will fit onto<br />
a small coin <strong>and</strong> record your estimate<br />
• With grate care <strong>and</strong> from a very low height, test your prediction<br />
using the eye dropper <strong>and</strong> the water from your beaker<br />
Note To be able to test your prediction, you will need to repeat the<br />
experiment a number of times, assuring you count each drop.<br />
• When you had the maximum number of water droplets<br />
balancing on the coin i.e. one drop before the water spills over the edge,<br />
record your results<br />
• dip one end of the toothpick into your dishwashing detergent <strong>and</strong><br />
very gently touch the ‘bubble’ of water. What happens<br />
Viewing Samples<br />
repeat the experiment using water with a few drops of dishwashing<br />
detergent added. What difference do you thought the detergent will<br />
make to your results<br />
1 Punctuation<br />
(a) Write the 4 missing capital<br />
letters <strong>and</strong> 3 full stops.<br />
(b) Find 2 missing commas, 2<br />
question marks <strong>and</strong> 1 colon.<br />
(c) Add 2 sets of brackets for<br />
additional information.<br />
In the space at the end of each<br />
line, state the punctuation you<br />
corrected.<br />
2 Grammar<br />
(a) Find the 2 incorrect verb<br />
tenses. Write the correct verb<br />
in the space at the end of each<br />
line.<br />
3 Spelling<br />
(a) Write the correct spelling for 8<br />
misspelt words in the space at<br />
the end of each line.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 49
We should earn regular pocket money<br />
Teachers notes<br />
Lesson focus<br />
Punctuation<br />
• Apostrophes in grammatical contractions<br />
• Grammatical commas<br />
• Full stops<br />
Grammar<br />
• Indefinite article – ‘a’ or ‘an’<br />
• Pronouns<br />
Spelling<br />
• Confused words: bought/brought<br />
• Confused words: words with ‘ie’ <strong>and</strong> ‘ei’<br />
• Misspelt words<br />
Writing<br />
• Repeated words<br />
Teacher information<br />
This discussion has been written to convince peers of the value of earning pocket money.<br />
Answers<br />
We should earn regular pocket money!<br />
There are a number of reasons why we should earn regular pocket money.<br />
It’s important that from an early age we learn how to h<strong>and</strong>le <strong>and</strong> underst<strong>and</strong> the value of money. By<br />
earning the money we receive, we will think more carefully about how we spend it. Having a regular<br />
income will help us plan for future purchases <strong>and</strong> encourage us to save a little money.<br />
By earning our money, we will be more appreciative of things bought for us by others, realising that<br />
money does not grow on trees. We will learn that it is not reasonable to expect to receive everything<br />
we want.<br />
We will appreciate items bought with money we have earnt<br />
because we will know the effort that was required to earn it.<br />
Learning how to h<strong>and</strong>le money is an important skill which must<br />
be taught from an early age.<br />
We should earn regular pocket money!<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) ‘a’ <strong>and</strong> ‘an’ have been underlined.<br />
an number – a number, a early age – an early age, an regular income – a regular income, a<br />
important skill – an important skill<br />
(b) (i) Sara is playing the piano with her h<strong>and</strong>s.<br />
(ii) John fell from the tree <strong>and</strong> broke his leg.<br />
(c) Pronouns are underlined bold.<br />
them – us (line 5), your – our (line 6), they – we (line 9)<br />
3. (a) Spelling errors are in italic type.<br />
receive, Having, expect, bought, h<strong>and</strong>le, taught<br />
(b) ‘ie’ – chief, thief, piece, shield<br />
‘ei’ – conceit, deceive, receive, seize (the exception)<br />
4. (a) The repeated words are; the (line 3), for (line 5), that (line 10), to (line 11)<br />
50 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
We should earn regular pocket money<br />
Read this discussion text.<br />
<strong>Editing</strong> skills<br />
We should earn regular pocket money!<br />
There are an number of reasons why we should earn regular pocket money<br />
Its important that from a early age we learn how to h<strong>and</strong>le <strong>and</strong> underst<strong>and</strong> the the value of money By<br />
earning the money we recieve, we will think more carefully about how we spend it. Havin an regular<br />
income will help us plan for for future purchases <strong>and</strong> encourage them to save a little money.<br />
By earning your money, we will be more appreciative of things bought for us by others realising that<br />
money does not grow on trees We will learn that it is not reasonable to exspect to receive everything<br />
we want.<br />
We will appreciate items brought with money they have earnt<br />
because we will know the effort that that was required to earn it.<br />
Learning how to to h<strong>and</strong>el money is a important skill which must<br />
be taugt from an early age.<br />
We should earn regular pocket money!<br />
1 Punctuation<br />
(a) Find 1 missing apostrophe in a contraction, 1<br />
comma <strong>and</strong> 3 full stops.<br />
2 Grammar<br />
‘An’ or ‘A’? ‘An’ is used before words<br />
beginning with a vowel sound; for example,<br />
an eagle, an hour.<br />
(a) Highlight 4 incorrect uses of ‘an’ <strong>and</strong> ‘a’ in the<br />
text.<br />
3 Spelling<br />
(a) Underline then write the correct spelling of 6<br />
misspelt words above each word.<br />
The letters ‘ei’ <strong>and</strong> ‘ie’ are often used<br />
incorrectly in spelling. The general rule is ‘i’<br />
before ‘e’ except after ‘c’.<br />
Viewing Samples<br />
(b) Using a dictionary, correct any errors <strong>and</strong><br />
arrange these words into lists of ‘ie’ <strong>and</strong> ‘ei’<br />
words. Beware there is one exception to the<br />
rule.<br />
(b) Cross out the incorrect pronouns used in the<br />
sentences below <strong>and</strong> write the correct ones<br />
on the lines.<br />
(i) Sara is playing the piano with their<br />
h<strong>and</strong>s.<br />
chief theif conceit decieve<br />
piece shield receive sieze<br />
‘ie’<br />
‘ei’<br />
(ii) John fell from a tree <strong>and</strong> broke your leg.<br />
(c) Highlight 3 incorrect pronouns used in the<br />
text.<br />
4 Writing<br />
(a) Find <strong>and</strong> cross out 4 words which have been<br />
repeated unnecessarily in the text.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 51
The runaways<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Grammatical commas<br />
• Commas in a list<br />
• Semicolons<br />
• Apostrophes to show possession<br />
• Apostrophes to show contraction<br />
• Quotation marks<br />
Grammar<br />
• Subject-verb agreement<br />
Spelling<br />
• Misspelt words<br />
Writing<br />
• Tautology<br />
Teacher information<br />
A narrative tells a story <strong>and</strong> is written in sequential events.<br />
Answers<br />
Jason peered out from behind the pillar. People were<br />
scuttling across the grimy, tiled floors of the train<br />
station all around him. He felt a tug on his sleeve<br />
<strong>and</strong> he turned to look at his twin.<br />
‘Do you really think this is going to work?’ Andrew’s<br />
face was white.<br />
‘Sure’, said Jason. ‘The plan’s simple. We just have to get to<br />
the toilets without anyone seeing us. Then we can get<br />
changed. No-one will notice us if we’re not in the uniform.’<br />
He cautiously looked around the pillar again; the other<br />
boys dressed in the St Francis uniform were still<br />
in a huddle. He was glad he wasn’t with<br />
them. He <strong>and</strong> Andrew had always dreaded the day they<br />
would have to go away to boarding school in the city. But<br />
their parents refused to let them go to the local country<br />
high school. So a few days ago, Jason had decided he<br />
would run away. Andrew had taken some convincing, but<br />
had finally agreed he would come too.<br />
Jason saw a smartly-dressed man with a clipboard walk<br />
up to the group of boys.<br />
‘He must be the teacher’, whispered Andrew.<br />
Jason nodded. ‘It’s now or never. We have to go.’<br />
Viewing Samples<br />
were (verb)<br />
grimy<br />
sleeve<br />
really<br />
pale/white<br />
have<br />
toilets<br />
uniform<br />
cautiously<br />
were (verb)<br />
huddle/group<br />
dreaded<br />
boarding<br />
refused<br />
decided<br />
convincing<br />
finally<br />
smartly<br />
boys<br />
whispered<br />
never<br />
1. Missing punctuation is in bold type.<br />
2. (a) Verbs are underlined.<br />
was – were (line 1), was – were (line 11)<br />
3. (a) Spelling errors are in italic type.<br />
grimy, sleeve, really, have, toilets, uniform, cautiously, dreaded, boarding, refused, decided,<br />
convincing, finally, smartly, boys, whispered, never<br />
4. (a) One way of correcting the tautology is underlined in bold.<br />
The two phrases are ‘… white <strong>and</strong> pale …’ (could be replaced by ‘white’ or ‘pale’) <strong>and</strong> ‘…<br />
huddle in a group …’ (could be replaced by ‘huddle’ or ‘group’).<br />
52 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
The runaways<br />
Read the narrative.<br />
<strong>Editing</strong> skills<br />
Jason peered out from behind the pillar. People was<br />
scuttling across the grimey tiled floors of the train<br />
station all around him. He felt a tug on his sleave<br />
<strong>and</strong> he turned to look at his twin.<br />
Do you reelly think this is going to work?’ Andrews<br />
face was white <strong>and</strong> pale.<br />
‘Sure’ said Jason. The plans simple. We just hav to get to<br />
the toillets without anyone seeing us. Then we can get<br />
changed. No-one will notice us if we’re not in the uniforme.<br />
He cautioussley looked around the pillar again the other<br />
boys dressed in the St Francis uniform was still<br />
in a huddle in a group. He was glad he wasn’t with<br />
them. He <strong>and</strong> Andrew had always dredded the day they<br />
would have to go away to bording school in the city. But<br />
their parents refuesed to let them go to the local country<br />
high school. So a few days ago Jason had descided he<br />
would run away. Andrew had taken some connvincing, but<br />
had finaly agreed he would come too.<br />
Jason saw a smartley-dressed man with a clipboard walk<br />
up to the group of boyes.<br />
He must be the teacher wisppered Andrew.<br />
Jason nodded. Its now or neverre. We have to go.<br />
1 Punctuation<br />
(a) Find the 4 missing commas,<br />
1 semicolon, 1 apostrophe for<br />
possession <strong>and</strong> 2 in contractions.<br />
Add the missing quotation marks<br />
to show direct speech.<br />
2 Grammar<br />
In any sentence, the subject <strong>and</strong> the<br />
verb have to agree in person <strong>and</strong> in<br />
number; for example, ‘He has’ but<br />
‘They have’.<br />
(a) Two verbs in the text do not<br />
agree with their subjects. Write<br />
the correct form of each verb in<br />
the space at the end of the line.<br />
Viewing Samples<br />
3 Spelling<br />
(a) Write the correct spelling of the<br />
17 misspelt words in the space at<br />
the end of the line.<br />
4 Writing<br />
A tautology is the unnecessary<br />
repetition of an idea in a phrase or<br />
sentence; for example, ‘descend<br />
down’, ‘repeat again’, ‘join together’.<br />
(a) Find 2 examples of phrases<br />
containing tautology in the text.<br />
Cross out the unnecessary<br />
words. Choose one word to write<br />
in the space at the end of the<br />
line.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 53
The castle on the hill<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Full stops<br />
• Grammatical commas<br />
• Commas in lists<br />
• Apostrophes to show possession<br />
Grammar<br />
• Conjunctions<br />
Spelling<br />
• Misspelt words<br />
Vocabulary<br />
• Hyphenated compound words<br />
Writing<br />
• Tautology<br />
Teacher information<br />
A description describes a specific living or non-living thing.<br />
Answers<br />
The castle could be seen from almost anywhere in<br />
almost<br />
the village. Perched on top of the hill, it<br />
top (tautology)<br />
cast a menacing eye over its people. It was now over<br />
menacing<br />
500 years old <strong>and</strong> its grey stones were crumbling. crumbling<br />
Visitors to the castle walked straight into the main hall,<br />
Visitors<br />
with its amazingly high ceilings <strong>and</strong> gr<strong>and</strong> staircase. Faded<br />
ceilings<br />
wall-hangings <strong>and</strong> deer antlers lined the walls. Tours left<br />
antlers<br />
from here to explore the castle’s many twisting<br />
explore<br />
passageways <strong>and</strong> towers. The most popular tour was of<br />
popular<br />
the torture chamber. This small, stuffy room in the<br />
stuffy<br />
south-east corner of the castle contained a display of<br />
display<br />
horrifying instruments of torture. Most people did not<br />
instruments<br />
linger in here—the chamber’s<br />
linger (tautology)<br />
atmosphere was dismal. More cheerful were the state<br />
atmosphere<br />
rooms upstairs, filled with opulent carpets <strong>and</strong> furniture<br />
carpets<br />
from the 18th century. The view of the village from the<br />
century<br />
narrow windows of these rooms was awe-inspiring.<br />
windows<br />
Viewing Samples<br />
Answers<br />
1. Missing punctuation is in bold type.<br />
2. (a) (i) Before (ii) but (iii) Because<br />
3. Spelling errors are in italic type.<br />
(a) almost, menacing, crumbling, Visitors, ceilings, antlers, explore, popular, stuffy, display,<br />
instruments, atmosphere, carpets, century, windows<br />
4. (a) Hyphened words are underlined.<br />
wall-hangings, south-east, awe-inspiring<br />
(b) Teacher check<br />
5. One way of correcting the tautology is underlined in bold.<br />
(a) top, linger<br />
54 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
The castle on the hill<br />
Read the description.<br />
<strong>Editing</strong> skills<br />
The castle could be seen from allmost anywhere in<br />
the village. Perched on top of the summit of the hill it<br />
cast a menassing eye over its people. It was now over<br />
500 years old <strong>and</strong> its grey stones were crumbelling.<br />
Visitters to the castle walked straight into the main hall,<br />
with its amazingly high seelings <strong>and</strong> gr<strong>and</strong> staircase faded<br />
wall-hangings <strong>and</strong> deer antleres lined the walls. Tours left<br />
from here to explor the castles many twisting<br />
passageways <strong>and</strong> towers. The most populer tour was of<br />
the torture chamber this small stufy room in the<br />
south-east corner of the castle contained a dissplay of<br />
horrifying instrumments of torture most people did not<br />
linger or stay too long in here—the chambers<br />
atmosfere was dismal. More cheerful were the state<br />
rooms upstairs filled with opulent carpetes <strong>and</strong> furniture<br />
from the 18th centiary the view of the village from the<br />
narrow windowes of these rooms was awe-inspiring.<br />
1 Punctuation<br />
(a) Find 4 missing capital letters, 4 full stops, 3<br />
commas <strong>and</strong> 2 apostrophes for possession.<br />
2 Grammar<br />
Conjunctions are words that join single words or<br />
groups of words to make a sentence longer.<br />
(a) Underline the conjunction in each sentence.<br />
(i) Before it was dark, I made my way up<br />
the hill.<br />
(ii) People visited the castle but didn’t stay<br />
long.<br />
(iii) Because the castle was over 500 years<br />
old, its grey stones were crumbling.<br />
3 Spelling<br />
(a) Write the correct<br />
spelling for the 15<br />
misspelt words in the<br />
space at the end of<br />
each line.<br />
4 Vocabulary<br />
A hyphen (-) is used in some words to connect<br />
smaller words together to form a compound<br />
word; for example self-pity, able-bodied.<br />
(a) Circle the 3 words in this text that contain<br />
hyphens.<br />
Viewing Samples<br />
(b) Choose 1 of the words. Find 3 hyphenated<br />
words using one of the smaller words from<br />
your chosen word. Use a dictionary.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 55<br />
(i)<br />
(ii)<br />
(iii)<br />
5 Writing<br />
Tautology is the unnecessary repetition of an idea<br />
in a phrase or sentence; for example, ‘descend<br />
down’, ‘repeat again’.<br />
(a) Find 2 examples of tautology in the text.<br />
Choose one word to replace the phrase. It<br />
may be one of the words used in the phrase.<br />
Write it in the space at the end of the line.
Mighty microbes<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Full stops<br />
• Apostrophes to show contractions<br />
• Grammatical commas<br />
• Commas in a list<br />
• Parentheses (round brackets)<br />
• Semicolons<br />
Grammar<br />
Spelling<br />
• Misspelt words<br />
Writing<br />
• Verb tense<br />
• Tautology<br />
Teacher information<br />
Explanations analyse how or why things happen or how they work.<br />
Answers<br />
It would be ideal to eat all of our food fresh, but this is not possible for many reasons: some foods<br />
are seasonal but we still like to eat them all year round; some foods are imported (brought in) from<br />
other countries because we do not grow them here; <strong>and</strong> other foods just don’t last very long at all.<br />
These foods change because micro-organisms digest them, making them rot or ‘go off’.<br />
Micro-organisms (or microbes) are microscopic <strong>and</strong> found everywhere, all over the place. They are<br />
in the air, on tables <strong>and</strong> even on our skin. When food is left unprotected or touched by fingers,<br />
these micro-organisms grow <strong>and</strong> multiply rapidly, at a fast rate. They like warm, damp conditions<br />
which allow them to break down <strong>and</strong> rot food <strong>and</strong> other materials like leaves <strong>and</strong> paper. Food will<br />
keep longer if we deprive the micro-organisms of the conditions they like. We preserve foods so that<br />
they last longer. Preserving generally means keeping food away from water <strong>and</strong> air.<br />
Although microbes can be harmful, they can also be useful. They<br />
produce the bacteria that makes cheese <strong>and</strong> yoghurt. They help rot<br />
dead organisms <strong>and</strong> put nutrients back into the soil. Yeast is also a<br />
micro-organism. Without yeast we could not have bread, cakes or beer!<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. Correct tense is underlined.<br />
(a) grew – grow (line 3), liked – like (line 7), had – have (line 14)<br />
3. (a) Spelling errors are in italic type.<br />
reasons, digest, conditions, bacteria, yoghurt<br />
4. (a) Examples of tautology are underlined in bold.<br />
‘found everywhere, all over the place’ <strong>and</strong> ‘multiply rapidly, at a fast rate’<br />
56 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Mighty microbes<br />
Read the explanation.<br />
<strong>Editing</strong> skills<br />
It would be ideal to eat all of our food fresh, but this is not possible for many reesons: some foods<br />
are seasonal but we still like to eat them all year round, some foods are imported (brought in) from<br />
other countries because we do not grew them here, <strong>and</strong> other foods just dont last very long at all.<br />
these foods change because micro-organisms dijest them making them rot or ‘go off’<br />
Micro-organisms (or microbes) are microscopic <strong>and</strong> found everywhere, all over the place. They are<br />
in the air on tables <strong>and</strong> even on our skin. When food is left unprotected or touched by fingers,<br />
these micro-organisms grow <strong>and</strong> multiply rapidly, at a fast rate. They liked warm damp condishuns<br />
which allow them to break down <strong>and</strong> rot food <strong>and</strong> other materials like leaves <strong>and</strong> paper. Food will<br />
keep longer if we deprive the micro-organisms of the conditions they like. we preserve foods so that<br />
they last longer. Preserving generally means keeping food away from water <strong>and</strong> air.<br />
Although microbes can be harmful they can also be useful They<br />
produce the bacterea that makes cheese <strong>and</strong> yoghert. They help rot<br />
dead organisms <strong>and</strong> put nutrients back into the soil. Yeast is also a<br />
micro-organism. Without yeast we could not had bread cakes or beer!<br />
1 Punctuation<br />
(a) Write in the missing commas (3 in a list <strong>and</strong><br />
2 grammatical), 2 full stops, 2 capital letters<br />
<strong>and</strong> 1 apostrophe in a contraction.<br />
Brackets are used where additional<br />
information is given.<br />
(b) Underline the brackets used in the text for<br />
this purpose.<br />
3 Spelling<br />
(a) Write the correct spelling for the 5 misspelt<br />
words below.<br />
Viewing Samples<br />
A semicolon is used to separate clauses or<br />
phrases in a sentence. It indicates a pause—not as<br />
strong a pause as a full stop or colon, but stronger<br />
than a comma; for example, ‘He wouldn’t stop<br />
talking; he was being annoying’, ‘You may go;<br />
however, pack up first’.<br />
(c) Change two commas in the first paragraph into<br />
the semicolons they should be.<br />
2 Grammar<br />
(a) In this text, incorrect tense has been used<br />
3 times. Find each of these <strong>and</strong> write the<br />
correct tense above the words.<br />
4 Writing<br />
Tautology is the unnecessary repetition of an idea<br />
in a phrase or sentence; for example, ‘descend<br />
down’, ‘repeat again’.<br />
(a) Circle two examples of tautology.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 57
Princess Caraboo<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Apostrophes to show possession<br />
• Colons in titles<br />
• Semicolons<br />
• Hyphens<br />
Spelling<br />
• Misspelt words<br />
Grammar<br />
• Adverbs<br />
• Active <strong>and</strong> passive verbs<br />
Teacher information<br />
A recount retells events as they happen, in time order. Recounts are usually written using verbs in the<br />
past tense.<br />
Answers<br />
Princess Caraboo: the true story of the famous hoax<br />
In 1817, a young woman was found w<strong>and</strong>ering in Almondsbury, Engl<strong>and</strong>. She did not appear to speak<br />
English. She was sent to the home of magistrate Samuel Worrall <strong>and</strong> his wife. The Worralls discovered<br />
that she spoke <strong>and</strong> wrote in a strange language. The only thing they understood was the woman’s<br />
name, Caraboo. The Worralls were visited by many well-educated people but they couldn’t determine<br />
Caraboo’s language or where she was from. Eventually, a sailor claimed he understood her. He said<br />
she was a princess from an isl<strong>and</strong> in the Indian Ocean. She had been kidnapped by sailors but had<br />
escaped from their ship.<br />
Soon, Princess Caraboo’s story was in all the English newspapers <strong>and</strong> the Worralls received many<br />
wealthy visitors who wanted to meet with royalty. Caraboo led a luxurious life for many weeks;<br />
however, this ended abruptly when a woman identified Caraboo as an English girl named Mary Baker<br />
who had worked as her servant. Mary had entertained the woman’s children by<br />
cleverly speaking a made-up language.<br />
Caraboo reluctantly admitted she was a fake <strong>and</strong> soon afterwards<br />
sailed to America to live. Seven years later, she returned to Engl<strong>and</strong><br />
<strong>and</strong> occasionally performed in public as the princess. She died in<br />
1865 <strong>and</strong> was buried in an anonymous grave. Mary’s reasons for the<br />
pretence remain a mystery—she never told anyone why she did it.<br />
Viewing Samples<br />
1. (a) Missing punctuation is in bold type.<br />
(b) ‘well-educated’ <strong>and</strong> ‘made-up’ should be circled<br />
(c) Teacher check<br />
2. (a) Adverbs are underlined.<br />
abruptly, cleverly, reluctantly<br />
(b) The sentence that uses a passive verb is underlined in bold.<br />
‘The Worralls were visited by many well-educated people …’<br />
3. (a) Spelling errors are in italic type.<br />
appear, determine, kidnapped, escaped, received, luxurious, identified, admitted, occasionally,<br />
mystery<br />
58 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Princess Caraboo<br />
Read the historical recount.<br />
<strong>Editing</strong> skills<br />
1 Punctuation<br />
(a) Write the colon missing from the title, 1<br />
semicolon, 7 capital letters for proper nouns<br />
<strong>and</strong> 5 apostrophes for possession.<br />
A hyphen (-) is used in some words to connect<br />
smaller words together; for example,<br />
happy-go-lucky, self-pity, able-bodied.<br />
(b) Circle the 2 words in this text with hyphens.<br />
(c) Choose one of the words. Use a dictionary<br />
to find three hyphenated words that contain<br />
one of the smaller words from your chosen<br />
word.<br />
(i)<br />
(ii)<br />
(iii)<br />
2 Grammar<br />
Adverbs are words that describe verbs. They often<br />
end in ‘ly’; for example, ‘happily’.<br />
Princess caraboo the true story of the famous hoax<br />
In 1817, a young woman was found w<strong>and</strong>ering in almondsbury, Engl<strong>and</strong>. She did not appere to speak<br />
English. She was sent to the home of magistrate Samuel Worrall <strong>and</strong> his wife. The worralls discovered<br />
that she spoke <strong>and</strong> wrote in a strange language. The only thing they understood was the womans<br />
name, Caraboo. The Worralls were visited by many well-educated people but they couldn’t determin<br />
Caraboos language or where she was from. Eventually, a sailor claimed he understood her. He said<br />
she was a princess from an isl<strong>and</strong> in the indian Ocean. She had been kidnaped by sailors but had<br />
esckapped from their ship.<br />
Soon, Princess Caraboos story was in all the English newspapers <strong>and</strong> the Worralls recieved many<br />
wealthy visitors who wanted to meet with royalty. Caraboo led a lucksurious life for many weeks<br />
however, this ended abrupt when a woman identiffied Caraboo as an english girl named Mary baker<br />
who had worked as her servant. Mary had entertained the womans children by<br />
clever speaking a made-up language.<br />
Caraboo reluctant addmited she was a fake <strong>and</strong> soon afterwards<br />
sailed to america to live. Seven years later, she returned to Engl<strong>and</strong><br />
<strong>and</strong> occassionally performed in public as the princess. She died in<br />
1865 <strong>and</strong> was buried in an anonymous grave. Marys reasons for the<br />
pretence remain a mistery—she never told anyone why she did it.<br />
(a) Three adverbs from the text are missing the<br />
‘ly’ ending. Write them correctly below.<br />
Viewing Samples<br />
Verbs can be either active or passive. An active<br />
verb is used in a sentence with this word order:<br />
subject, verb, object; for example, ‘The cat sat<br />
on the mat.’ A passive verb is used in a sentence<br />
with this word order: object, verb, subject; for<br />
example, ‘The mat was sat on by the cat.’ In most<br />
cases, it is better to use active verbs in writing.<br />
(b) Underline the sentence in the text that uses a<br />
passive verb.<br />
3 Spelling<br />
(a) Circle the 10 misspelt words. Write each<br />
correctly above the text.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 59
Making a tepee<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Grammatical commas<br />
• Colons for offset lists<br />
• Hyphens<br />
Grammar<br />
• Verb infinitive<br />
• Prepositions<br />
Spelling<br />
• Confused words: holes/wholes,<br />
place/plaice<br />
• Misspelt words<br />
Writing<br />
• Convoluted language<br />
Teacher information<br />
This procedure describes the materials required <strong>and</strong> the sequential steps to follow to make a tepee.<br />
Answers<br />
Materials required:<br />
6 x 2 m bamboo canes<br />
large, thick, strong elastic b<strong>and</strong>s<br />
5 x 60 cm bamboo canes<br />
ball of string<br />
5 m x 2 m plain material<br />
selection of coloured paint<br />
Method:<br />
Use elastic b<strong>and</strong>s to secure canes about 50 cm<br />
from one end.<br />
Separate canes at the other end until they are far<br />
apart.<br />
With some string, tie a shorter cane, at right angles,<br />
between each longer cane at its halfway point. The<br />
space left is the entrance to the tepee.<br />
Now wrap your material all around the canes,<br />
leaving the entrance you have made uncovered.<br />
Use some more string to tie the bunch of material<br />
in place at the top of the tepee.<br />
At the base of each cane, make two small holes<br />
in the material. Thread string through the holes <strong>and</strong><br />
secure. Repeat all halfway up each cane.<br />
Use brightly coloured paints to decorate your tepee.<br />
Evaluation:<br />
Can you <strong>and</strong> a friend sit comfortably in your tepee?<br />
Viewing Samples<br />
1. (a) Missing punctuation is in<br />
bold type.<br />
(b) ‘right angles’, ‘halfway’<br />
2. (a) Comm<strong>and</strong> verbs are<br />
underlined.<br />
Use, Separate, tie, wrap,<br />
Use, make, Thread,<br />
secure, Repeat, Use<br />
(b) Answers will include:<br />
to separate, to tie, to<br />
wrap, to use, to make,<br />
to thread, to secure, to<br />
repeat<br />
(c) (i) at<br />
(ii) to<br />
(iii) at<br />
(iv) in<br />
3. Spelling errors are in italic<br />
type.<br />
Separate, until, place, holes,<br />
Thread, coloured<br />
4. (a) Teacher check. Possible<br />
answers include:<br />
Wrap material around<br />
canes, leaving entrance<br />
uncovered.<br />
Use string to tie material<br />
in place at top of tepee.<br />
60 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Making a tepee<br />
Read this procedure.<br />
<strong>Editing</strong> skills<br />
Materials required<br />
6 x 2 m bamboo canes<br />
large, thick, strong elastic b<strong>and</strong>s<br />
5 x 60 cm bamboo canes<br />
ball of string<br />
5 m x 2 m plain material<br />
selection of coloured paint<br />
Method<br />
Use elastic b<strong>and</strong>s to secure canes about 50 cm<br />
from one end.<br />
Seperate canes at the other end untill they are far<br />
apart.<br />
With some string tie a shorter cane at right-angles<br />
between each longer cane at its half-way point. The<br />
space left is the entrance to the tepee.<br />
Now wrap your material all around the canes<br />
leaving the entrance you have made uncovered.<br />
Use some more string to tie the bunch of material<br />
in plaice at the top of the tepee.<br />
At the base of each cane make two small wholes<br />
in the material. Tread string through the holes <strong>and</strong><br />
secure. Repeat all half-way up each cane.<br />
Use brightly colored paints to decorate your tepee.<br />
Evaluation<br />
Can you <strong>and</strong> a friend sit comfortably in your tepee?<br />
1 Punctuation<br />
(a) Write 5 missing commas <strong>and</strong> 3 colons.<br />
2 Grammar<br />
(a) Underline the comm<strong>and</strong> verbs used in the<br />
text; e.g. ‘Use’.<br />
The infinitive form of a verb characteristically has<br />
the word ‘to’ in front of it; for example, ‘to use’.<br />
(b) Write the infinitive form of 6 comm<strong>and</strong><br />
verbs from the text.<br />
(i)<br />
(ii)<br />
(iii)<br />
(iv)<br />
(v)<br />
(vi)<br />
Prepositions are positional words placed before<br />
nouns <strong>and</strong> pronouns to indicate their relation to<br />
other words; for example, ‘a tepee for Indians’,<br />
‘tie the ends with string’.<br />
(c) Choose a preposition from the text for each<br />
sentence.<br />
(i) Tie a shorter cane<br />
(ii) It becomes the entrance<br />
tepee.<br />
(iii) Place it<br />
(iv) Make holes<br />
Viewing Samples<br />
(b) Some words in the text are hyphenated. Use<br />
your dictionary to check if they are correct. If<br />
not, underline them <strong>and</strong> write the corrections.<br />
3 Spelling<br />
right angles.<br />
the<br />
the top of the tepee.<br />
the material.<br />
(a) Underline the 6 spelling errors <strong>and</strong> write<br />
the corrections above.<br />
4 Writing<br />
Procedural text should be clear <strong>and</strong> concise.<br />
(a) Read the sentences beginning with ‘Now’<br />
<strong>and</strong> ‘Use some more’ carefully. Write each<br />
sentence deleting all words which are<br />
unnecessary for this text type.<br />
(i)<br />
(ii)<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 61
Achilles’s heel<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Apostrophes for possession<br />
• Grammatical commas<br />
Grammar<br />
• Verb tense<br />
Teacher information<br />
Spelling<br />
• Misspelt words<br />
Vocabulary<br />
• Synonyms<br />
Writing<br />
• Paragraphs<br />
• A narrative tells a story <strong>and</strong> is written in sequential events.<br />
• Where pupils are required to add commas, capital letters or apostrophes in a line, they may do so in<br />
the actual text <strong>and</strong> write the type of error on the line.<br />
Note: The Style manual recommends adding ‘s to any name ending in ‘s’. Hence, Achilles’s heel,<br />
Jesus’s teachings, Burns’s poems.<br />
Answers<br />
During the Trojan War, Achilles was the best of all the Greek warriors<br />
besieging Troy. He had slain the Trojan hero, Hector, in single combat.<br />
Hector’s brother, Paris, was only able to avenge his brother’s death<br />
<strong>and</strong> kill Achilles because the god Apollo helped him.<br />
Apollo revealed that the only vulnerable spot on Achilles’s body was his heel.<br />
Achilles was the son of a sea goddess, Thetis, who tried to protect Achilles<br />
by dipping him in the sacred waters of the river Styx. This made his skin so<br />
strong that it could not be pierced by an arrow. However, she forgot that<br />
she was holding him by the heel during the dipping process. This left his<br />
heel unprotected <strong>and</strong> vulnerable. Paris was able to shoot an arrow into his heel.<br />
After Achilles’s death it was decided to award his armour to the bravest<br />
of the Greeks. Each man had to make a speech explaining why he thought<br />
he deserved the honour. Odysseus won.<br />
Viewing Samples<br />
1. (a) Missing punctuation is in bold type.<br />
(b) Teacher check<br />
2. (a) Verbs are underlined.<br />
has – had (line 2), is – was (line 9), is – was (line 11), has – had (line 12)<br />
3. Spelling errors are in italic type.<br />
(a) because, tried, sacred, vulnerable, deserved<br />
4. (a) Synonyms are underlined in bold.<br />
(i) helped (ii) slain (iii) revealed<br />
(iv) vulnerable (v) combat<br />
5. (a) See paragraphs in the text above.<br />
(b) Teacher check. Possible answers include:<br />
‘What happened after Achilles died?’<br />
‘What happened to Achilles’s armour?<br />
‘What did Odysseus win <strong>and</strong> why?’<br />
Capital letter<br />
had (tense)<br />
Apostrophe<br />
because<br />
Apostrophe<br />
tried<br />
sacred<br />
Comma<br />
was (tense)<br />
vulnerable<br />
was (tense)<br />
had (tense)<br />
deserved<br />
62 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Achilles’s heel<br />
Read the following myth.<br />
<strong>Editing</strong> skills<br />
During the Trojan War, Achilles was the best of all the greek warriors<br />
besieging Troy. He has slain the Trojan hero, Hector, in single combat.<br />
Hector’s brother, Paris, was only able to avenge his brothers death<br />
<strong>and</strong> kill Achilles becuase the god Apollo helped him.<br />
Apollo revealed that the only vulnerable spot on Achilless body was his heel.<br />
Achilles was the son of a sea goddess, Thetis, who tryed to protect Achilles<br />
by dipping him in the scared waters of the river Styx. This made his skin so<br />
strong that it could not be pierced by an arrow. However she forgot that<br />
she is holding him by the heel during the dipping process. This left his<br />
heel unprotected <strong>and</strong> vunerable. Paris was able to shoot an arrow into his heel. .<br />
After Achilles’s death it is decided to award his armour to the bravest<br />
of the Greeks. Each man has to make a speech explaining why he thought<br />
he desreved the honour. Odysseus won.<br />
1 Punctuation<br />
(a) Find the proper noun missing a capital letter,<br />
1 comma <strong>and</strong> 2 apostrophes for possession.<br />
Where punctuation is missing, write the type<br />
of punctuation you had to include on the line<br />
at the end.<br />
An apostrophe for possession goes after the<br />
owner; for example, ‘ This is Jane’s cat.’,<br />
‘Achilles’s heel’.<br />
(b) Think of 2 more examples where an<br />
apostrophe needs to be added to show<br />
possession. Write them below.<br />
4 Vocabulary<br />
(a) Find words in the text that are synonyms for<br />
the following words.<br />
Viewing Samples<br />
(i) assisted<br />
(ii) killed<br />
(iii) disclosed<br />
(iv) weak<br />
(v) fight<br />
5 Writing<br />
2 Grammar<br />
(a) In this text, the incorrect tense has been used<br />
4 times. Find each of these <strong>and</strong> write the<br />
correct verb in the space at the end of the line.<br />
(a) Draw lines to show where the 3 paragraphs<br />
should be in the text.<br />
(b) Write a question that is answered by the<br />
information provided in paragraph 3.<br />
3 Spelling<br />
(a) Write the correct spelling for 5 misspelt<br />
words in the space at the end of the line.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 63
Impressionism<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Parentheses separating dates from text<br />
• Apostrophes for possession<br />
Spelling<br />
• Misspelt words<br />
• Plurals (‘y’ to ‘i’ <strong>and</strong> add ‘es’)<br />
Grammar<br />
• Nouns<br />
• Verbs<br />
• Verb tense<br />
• Prepositions<br />
Teacher information<br />
This report briefly explains Impressionism, naming two of its most famous artists <strong>and</strong> examples of their<br />
work.<br />
Answers<br />
Impressionism is a style of painting in which artists use light <strong>and</strong> colour in different ways to produce<br />
a particular effect. There are no sharp lines between the colours <strong>and</strong> objects in an Impressionist<br />
painting but we can clearly identify them. Such is the skill of the artist with brushes <strong>and</strong> paints.<br />
The Impressionist movement was developed mainly in France, in the late 19th century. It included<br />
many famous artists such as Claude Oscar Monet (1840–1926) <strong>and</strong> Pierre Auguste Renoir<br />
(1841–1919).<br />
Like many of their contemporaries, Monet <strong>and</strong> Renoir loved to paint<br />
scenes from nature, particularly gardens <strong>and</strong> stretches of the River<br />
Seine, which flows through Paris, the capital city of France. Among<br />
their most famous paintings are Monet’s ‘Sunrise’ (1872) <strong>and</strong> Renoir’s<br />
‘Luncheon of the Boating Party’ (1881).<br />
Although a lot of their original paintings are scattered worldwide,<br />
many are displayed in the magnificent Louvre art gallery in Paris.<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) Verbs are underlined.<br />
use, are, was, loved, flows, are<br />
(b) (i) between (ii) of (iii) with<br />
(iv) from (v) in<br />
3. (a) Spelling errors are in italic type.<br />
colour, brushes, mainly, scenes, displayed, magnificent<br />
(b) (i) apply – applies – verb (ii) dairy – dairies – noun<br />
(iii) cry – cries – noun – verb<br />
(iv) identify – identifies – verb<br />
(v) diary – diaries – noun<br />
(vi) fly – flies – noun – verb<br />
64 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Impressionism<br />
Read the report.<br />
<strong>Editing</strong> skills<br />
Impressionism is a style of painting in which artists used light <strong>and</strong> color in different ways to produce<br />
a particular effect. There were no sharp lines between the colours <strong>and</strong> objects in an Impressionist<br />
painting but we can clearly identify them. Such is the skill of the artist with brushies <strong>and</strong> paints.<br />
The Impressionist movement is developed manely in france, in the late 19th century. It included<br />
many famous artists such as Claude Oscar Monet (1840–1926) <strong>and</strong> pierre Auguste Renoir<br />
(1841–1919.<br />
1 Punctuation<br />
(a) Write 5 missing capital letters for proper<br />
nouns <strong>and</strong> 2 apostrophes for possession.<br />
Parentheses (brackets) are used to separate<br />
additional information in the text.<br />
(b) Add the missing parentheses needed for<br />
dates in the text.<br />
2 Grammar<br />
The tense of all verbs must be correct for a<br />
sentence to convey the intended meaning.<br />
(a) In the text there are 6 examples where the<br />
incorrect tense has been used. Underline<br />
them <strong>and</strong> write the correction above each.<br />
Like many of their contemporaries, Monet <strong>and</strong> Renoir love to paint<br />
seens from nature, particularly gardens <strong>and</strong> stretches of the River<br />
seine, which flowed through Paris, the capital city of France. Among<br />
their most famous paintings are monets ‘Sunrise’ 1872) <strong>and</strong> Renoirs<br />
‘Luncheon of the Boating Party’ 1881.<br />
Although a lot of their original paintings are scattered worldwide,<br />
many were displade in the magnifiscent Louvre art gallery in paris.<br />
(iv) scenes from nature<br />
(v) displayed in the magnificent Louvre<br />
3 Spelling<br />
(a) There are 6 spelling errors in the text.<br />
Underline them <strong>and</strong> write the correction<br />
above each.<br />
Viewing Samples<br />
‘Change the “y” to “i” <strong>and</strong> add “es”‘ is a useful<br />
rule to follow when changing the tense of some<br />
verbs; for example, ‘We identify’ – ‘She identifies’.<br />
The same rule applies for changing nouns from<br />
singular to plural; for example, ‘lady’ – ‘ladies’.<br />
(b) Change these words to the ‘ies’ form <strong>and</strong><br />
indicate if they can be nouns, verbs or both.<br />
Prepositions are positional words placed before<br />
nouns <strong>and</strong> pronouns to indicate their relation to<br />
other words.<br />
(i) apply<br />
(ii) dairy<br />
noun<br />
noun<br />
verb<br />
verb<br />
(b) Circle the prepositions.<br />
(iii) cry<br />
noun<br />
verb<br />
(i) sharp lines between the colours<br />
(iv) identify<br />
noun<br />
verb<br />
(ii) the skill of the artist<br />
(v) diary<br />
noun<br />
verb<br />
(iii) with his brushes <strong>and</strong> paints<br />
(vi) fly<br />
noun<br />
verb<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 65
Tsunami!<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Parentheses (round brackets)<br />
• Grammatical commas<br />
• Apostrophes to show possession<br />
Grammar<br />
• Prepositions<br />
Spelling<br />
• Confused words: sea/see, two/too<br />
• Misspelt words<br />
Vocabulary<br />
• Compound words<br />
Writing<br />
• Errors of fact<br />
Teacher information<br />
Explanations analyse how things work or why things happen.<br />
Answers<br />
Tsunami is a Japanese word for a long, low sea wave. Tsunamis<br />
are often called tidal waves, but in fact they have nothing to do with<br />
the tides. They are caused by volcanic eruptions, undersea l<strong>and</strong>slides<br />
or coastal earthquakes. The plates which make up the Earth’s<br />
surface (tectonic plates) suddenly move against each other, causing<br />
an earthquake.<br />
Tsunamis occur all the time, usually in the Pacific Ocean, but most of<br />
these are too small to notice. Every few years however, large tsunamis<br />
kill hundreds or thous<strong>and</strong>s of people.<br />
Before a tsunami strikes, the coastal waters can retreat hundreds of<br />
metres, exposing the beach <strong>and</strong> seabed. Tsunamis can reach speeds<br />
of 800 to 960 kilometres per hour. Out deep, the waves are small, but<br />
as they move away from the epicentre, approaching the coastline,<br />
they can increase to a height of 100 metres or more.<br />
The biggest earthquake for 40 years occurred between the Australasian<br />
<strong>and</strong> Eurasian plates, in the Indian Ocean, on Boxing Day 2004. The quake<br />
caused a tsunami that travelled as far as one kilometre inl<strong>and</strong>, causing<br />
widespread destruction <strong>and</strong> devastation across many Asian countries.<br />
Viewing Samples<br />
sea<br />
Comma<br />
volcanic<br />
Apostrophe<br />
Brackets<br />
earthquake<br />
Proper nouns<br />
too<br />
thous<strong>and</strong>s<br />
Comma<br />
reach<br />
Comma<br />
epicentre<br />
height<br />
Proper noun<br />
Proper nouns<br />
Comma<br />
Proper noun<br />
1. Missing punctuation is in bold type.<br />
2. (a) (i) with (ii) of (iii) across<br />
3. (a) Spelling errors are in italic type.<br />
sea, volcanic, earthquake, too, thous<strong>and</strong>s, reach, epicentre, height<br />
4. Compound words are underlined.<br />
nothing, undersea, l<strong>and</strong>slides, earthquakes, earthquake, however, seabed, kilometre, kilometres,<br />
coastline, inl<strong>and</strong>, widespread<br />
5. After an earthquake, the waves travel away from the epicentre, increasing in height as they<br />
approach the coast.<br />
66 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Tsunami!<br />
Read the explanation.<br />
<strong>Editing</strong> skills<br />
Tsunami is a Japanese word for a long, low see wave. Tsunamis<br />
are often called tidal waves but in fact they have nothing to do with<br />
the tides. They are caused by volcanik eruptions, undersea l<strong>and</strong>slides<br />
or coastal earthquakes. The plates which make up the Earths<br />
surface tectonic plates suddenly move against each other, causing<br />
an earthquacke.<br />
Tsunamis occur all the time, usually in the pacific ocean, but most of<br />
these are two small to notice. Every few years however, large tsunamis<br />
kill hundreds or thousends of people.<br />
Before a tsunami strikes the coastal waters can retreat hundreds of<br />
metres, exposing the beach <strong>and</strong> seabed. Tsunamis can reech speeds<br />
of 800 to 960 kilometres per hour. Out deep the waves are small but<br />
as they move away from the episentre, approaching the coastline,<br />
they can increase to a heigt of 100 metres or more.<br />
The biggest earthquake for 40 years occurred between the australasian<br />
<strong>and</strong> eurasian plates, in the indian ocean, on boxing day 2004. The quake<br />
caused a tsunami that travelled as far as one kilometre inl<strong>and</strong> causing<br />
widespread destruction <strong>and</strong> devastation across many asian countries.<br />
1 Punctuation<br />
(a) Find 9 capital letters for proper nouns, 5<br />
grammatical commas, 1 missing apostrophe<br />
for possession <strong>and</strong> 1 set of brackets to show<br />
additional information has been added.<br />
On the line at the end, state the punctuation<br />
you corrected.<br />
2 Grammar<br />
Prepositions are positional words that show<br />
relationships; for example, ‘the eye of the storm’.<br />
(a) Choose a preposition from the text to<br />
complete these.<br />
(i) nothing to do<br />
(ii) thous<strong>and</strong>s<br />
(iii) causing devastation<br />
many countries<br />
the tides<br />
people<br />
3 Spelling<br />
(a) Write the correct spelling of the misspelt<br />
words in the space at the end of the line.<br />
Viewing Samples<br />
4 Vocabulary<br />
(a) Underline the 12 compound words in the<br />
text.<br />
5 Writing<br />
(a) Correct the errors of fact in this sentence.<br />
Write it below.<br />
After an earthquake, the waves move<br />
towards the epicentre, decreasing in<br />
height as they approach the coast.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 67
Rowan Atkinson<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Capital letters for proper nouns<br />
• Full stops<br />
• Colons in offset lists<br />
• Hyphens<br />
Grammar<br />
• Active <strong>and</strong> passive verbs<br />
• Pronouns<br />
Spelling<br />
• Confused words: stared/starred, been/bean<br />
• Misspelt words<br />
Vocabulary<br />
• Shortened forms<br />
Teacher information<br />
A recount retells events as they happen in time order. Recounts are usually written using verbs in the<br />
past tense.<br />
Answers<br />
Rowan Atkinson is the actor well-known as the comedy<br />
character, Mr Bean. He was born on 6 January 1955, in<br />
Newcastle-upon-Tyne in the UK. After finishing school, he<br />
attended university where he completed a degree in<br />
engineering. Here he met screenwriter Richard Curtis with<br />
whom he wrote <strong>and</strong> performed in comedy sketches.<br />
After graduating from university, Atkinson acted in <strong>and</strong><br />
co-wrote for two BBC TV comedy serials: ‘Not the nine<br />
o’clock news’ <strong>and</strong> ’Blackadder’. But his fame really took off<br />
when, in 1989, he starred in the TV comedy series ‘Mr Bean’.<br />
This series has been popular with viewers around the world.<br />
As well as his numerous theatre <strong>and</strong> TV appearances,<br />
many films have been acted in by Atkinson, including:<br />
‘The tall guy’,<br />
‘Four weddings <strong>and</strong> a funeral’, <strong>and</strong><br />
‘Scooby Doo’.<br />
Viewing Samples<br />
actor<br />
character<br />
Newcastle-upon-Tyne<br />
he<br />
engineering<br />
whom<br />
graduating<br />
co-wrote<br />
his<br />
starred<br />
viewers<br />
theatre<br />
been<br />
1. (a) Missing punctuation is in bold type.<br />
(b) Newcastle-upon-Tyne, co-wrote,<br />
2. (a) ‘… many films have been acted in by Atkinson …’ should be underlined.<br />
(b) Pronouns are underlined.<br />
it – he (line 4); her – his (line 9)<br />
3. (a) Spelling errors are in italic type.<br />
actor, character, engineering, whom, graduating, starred, viewers, theatre, been<br />
4. (a) • UK – United Kingdom<br />
• BBC – British Broadcasting Corporation<br />
• TV – television<br />
68 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Rowan Atkinson<br />
Read the biography.<br />
<strong>Editing</strong> skills<br />
Rowan Atkinson is the acter well-known as the comedy<br />
charackter, mr Bean. He was born on 6 January 1955, in<br />
NewcastleuponTyne in the UK after finishing school, he<br />
attended university where it completed a degree in<br />
enginering here he met screenwriter richard curtis with<br />
hoom he wrote <strong>and</strong> performed in comedy sketches.<br />
After gradduatting from university, Atkinson acted in <strong>and</strong><br />
cowrote for two BBC TV comedy serials: ‘Not the nine<br />
o’clock news’ <strong>and</strong> ‘blackadder’. But her fame really took off<br />
when, in 1989, he stared in the TV comedy series ‘Mr Bean’<br />
this series has been popular with vuewers around the world.<br />
As well as his numerous theater <strong>and</strong> TV appearances,<br />
many films have bean acted in by Atkinson, including<br />
‘The tall guy’,<br />
‘Four weddings <strong>and</strong> a funeral’, <strong>and</strong><br />
‘Scooby doo’.<br />
1 Punctuation<br />
(a) Write the missing 8 capital letters, 3 full<br />
stops <strong>and</strong> the colon from the offset list.<br />
A hyphen (-) is used in some words to connect<br />
smaller words together; for example,<br />
happy-go-lucky, self-pity, able-bodied.<br />
(b) 1 proper noun <strong>and</strong> 1 verb in the text have<br />
been incorrectly written, without hyphens.<br />
Write these words correctly, with their<br />
hyphens, on the line at the end of the row.<br />
2 Grammar<br />
Verbs can be either active or passive. An active<br />
verb is used in a sentence with this word order:<br />
subject, verb, object; for example, ‘The cat sat<br />
on the mat.’ A passive verb is used in a sentence<br />
with this word order: object, verb, subject; for<br />
example, ‘The mat was sat on by the cat.’ In most<br />
cases, it is better to use active verbs in writing.<br />
(a) Underline the sentence in the text that uses a<br />
passive verb.<br />
Pronouns are words<br />
that replace nouns;<br />
for example, ‘I’, ‘he’,<br />
‘she’, ‘him’, ‘it’.<br />
Viewing Samples<br />
(b) Circle the 2 incorrect<br />
pronouns used in the<br />
text. Write the pronoun that should have<br />
been used in the space at the end of the line.<br />
3 Spelling<br />
(a) Write the correct spelling of the misspelt<br />
words in the space at the end of the line.<br />
4 Vocabulary<br />
(a) Circle 3 shortened forms in the text. Write<br />
what each st<strong>and</strong>s for.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 69<br />
(i)<br />
(ii)<br />
(iii)
Special groups<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Apostrophes to show possession<br />
• Exclamation marks<br />
• Commas in a list<br />
• Grammatical commas<br />
• Quotation marks<br />
• Parentheses (round brackets)<br />
• Hyphens<br />
Grammar<br />
Spelling<br />
• Misspelt words<br />
Writing<br />
• Adjectives<br />
• Paragraphs<br />
• Tautology<br />
• Analogies<br />
Teacher information<br />
A discussion is written to persuade others of a particular point of view.<br />
Answers<br />
There is a disturbing tendency lately for this newspaper (<strong>and</strong> others) to give too much space to the often<br />
biased views of special interest groups. These groups, generally representing a vocal minority, realise<br />
they can gain more attention by appealing to readers’ emotions, rather than simply presenting facts.<br />
Even a casual glance through the news pages over the past week will show an abundance of<br />
evidence to support my case. For instance, in that time there have been:<br />
• loud dem<strong>and</strong>s for a ban on four-wheel drive vehicles in all ‘urban’ areas,<br />
• constant calls for home driveways to be fenced off, to prevent ‘reversing’ accidents,<br />
• repeated letters dem<strong>and</strong>ing an end to all fast food advertising in the media,<br />
• violent scenes outside restaurants by activists crusading for<br />
us to be declared a ‘vegetarian’ nation.<br />
Enough! I call on the newspapers to stop giving these fools <strong>and</strong><br />
charlatans a bogus legitimacy! Ignore their rantings in favour of<br />
reasoned judgments, <strong>and</strong> watch them wither (deservedly so!) on the<br />
vine of their own ignorance!<br />
Viewing Samples<br />
1. (a) Missing punctuation is in bold type.<br />
(b) urban, reversing, vegetarian<br />
2. (a) Adjectives are underlined.<br />
(i) disturbing (ii) vocal (iii) casual (iv) plentiful<br />
(v) loud (vi) constant (vii) repeated (viii) violent<br />
3. (a) Spelling errors are in italic type.<br />
realise, constant, vegetarian, ignorance<br />
4. (a) Teacher check. See above.<br />
(b) One way of correcting each of the examples of tautology has been underlined in bold.<br />
an abundance of evidence, urban areas<br />
(c) (i) Ignore their rantings in favour of reasoned judgments, <strong>and</strong> watch them wither (deservedly<br />
so!) on the vine of their own ignorance!<br />
(ii) The fools <strong>and</strong> charlatans are being likened to grapes growing on a vine.<br />
70 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Special groups<br />
Read the discussion in the form of a letter to the editor.<br />
<strong>Editing</strong> skills<br />
There is a disturbing tendency lately for this newspaper <strong>and</strong> others to give too much space to the often<br />
biased views of special interest groups. These groups generally representing a vocal minority realize<br />
they can gain more attention by appealing to readers emotions rather than simply presenting facts.<br />
Even a casual glance through the news pages over the past week will show an abundance of plentiful<br />
evidence to support my case. For instance in that time there have been<br />
• loud dem<strong>and</strong>s for a ban on four wheel drive vehicles in all ‘urban’ city areas<br />
• constant calls for home driveways to be fenced off, to prevent ‘reversing’ accidents<br />
• repeated letters dem<strong>and</strong>ing an end to all fast food advertising in the media<br />
• violent scenes outside restaurants by activists crusading for us to<br />
be declared a ‘vegatarian’ nation.<br />
Enough I call on the newspapers to stop giving these fools <strong>and</strong><br />
charlatans a bogus legitimacy Ignore their rantings in favour of<br />
reasoned judgments <strong>and</strong> watch them wither deservedly so on the<br />
vine of their own ignorence<br />
1 Punctuation<br />
(a) Write 2 missing sets of brackets, 4<br />
exclamation marks, 3 commas in a list, 4<br />
grammatical commas, 1 apostrophe for<br />
possession, 1 hyphen missing in a compound<br />
word <strong>and</strong> 1 colon for an offset list.<br />
(b) Underline 3 words which have quotation<br />
marks.<br />
2 Grammar<br />
(a) Write adjectives from the text for these<br />
common nouns:<br />
(i)<br />
(ii)<br />
tendency<br />
minority<br />
3 Spelling<br />
(a) Write the correct spelling of the 4 misspelt<br />
words above each word.<br />
4 Writing<br />
(a) Draw a line to indicate where the paragraph<br />
breaks should be.<br />
Viewing Samples<br />
Tautology is unnecessary repetition of an idea<br />
in a phrase or sentence.<br />
(b) (i) Find <strong>and</strong> correct 2 examples of<br />
tautology in the text by crossing out the<br />
unnecessary words.<br />
(ii) Write each phrase without the tautology.<br />
(iii)<br />
(iv)<br />
(v)<br />
(vi)<br />
(vii)<br />
(viii)<br />
glance<br />
evidence<br />
dem<strong>and</strong>s<br />
calls<br />
letters<br />
scenes<br />
An analogy is used in writing to liken one thing<br />
to another.<br />
(c) (i) Highlight a sentence where an analogy<br />
has been used.<br />
(ii) What is being likened to what?<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 71
Give me strength<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Commas in lists<br />
• Apostrophes to show possession<br />
• Hyphens<br />
• Parentheses (round brackets)<br />
• Semicolons<br />
• Exclamation marks<br />
• Quotation marks<br />
• Dashes<br />
Grammar<br />
• Verb tenses<br />
• Active <strong>and</strong> passive verb<br />
Spelling<br />
• Confused words: pour/poor, buy/by,<br />
reel/real, so/sew, threw/through, grate/<br />
great<br />
Teacher information<br />
A book review is a form of report. A report organises <strong>and</strong> records factual information to classify or<br />
describe something.<br />
Answers<br />
‘Give me strength’ is the latest children’s novel in the series by Apostrophe for possession<br />
British author, PT Bailey. As in the previous titles—‘Better the devil<br />
Dash<br />
you know’ <strong>and</strong> ‘Off with the fairies’ —it is concerned with the<br />
Dash<br />
adventures of the main character, Angela True (Angela—get it?),<br />
Bracket<br />
an angel str<strong>and</strong>ed on Earth, who must fight the forces of evil to str<strong>and</strong>ed (verb tense)<br />
save poor humanity from a fate worse than death. This time, the<br />
poor<br />
villain is one KC Olraw (try saying it backwards—not very subtle),<br />
Bracket<br />
whose dastardly plan is to enslave the world by destroying the<br />
by<br />
environment, thus starting the next big Ice Age. What it is he Capitals for proper nouns<br />
exactly plans to do with a frozen Earth-popsicle is never actually<br />
Hyphen<br />
explained, which is just one of many weaknesses in the story-line.<br />
Hyphen<br />
But the main problem with this book—<strong>and</strong> the previous two—is<br />
Dash<br />
that the author simply lacks the real talent <strong>and</strong> skills necessary to<br />
real<br />
make it work. The plot is full of holes, the characters are<br />
Comma in a list<br />
cardboard cut-outs <strong>and</strong> the dialogue is so awkward <strong>and</strong> unreal<br />
so<br />
it makes one cringe to read it! Bailey obviously learnt her<br />
Exclamation mark<br />
vocabulary from reading Enid Blyton books; words like ‘super!’<br />
Semicolon<br />
<strong>and</strong> ‘spiffing!’, <strong>and</strong> phrases like ‘I say—what a jolly idea!’ drip<br />
Exclamation mark<br />
tragically from the characters’ mouths.<br />
Apostrophe for possession<br />
‘Give me strength’ is, however, a great title for the book. Strength<br />
great<br />
is indeed what any reader needs to plough through this waste of trees. through<br />
Viewing Samples<br />
1. (a) Missing punctuation is in bold type.<br />
(b) Quotes are underlined.<br />
‘super!’, ‘spiffing!’, ‘I say—what a jolly idea!’<br />
2. (a) The verb is underlined in bold.<br />
str<strong>and</strong>ing – str<strong>and</strong>ed (line 5)<br />
(b) Teacher check. Possible answer; Bailey’s vocabulary was obviously learnt by reading Enid<br />
Blyton.<br />
3. (a) Spelling errors are in italic type.<br />
poor, by, real, so, great, through<br />
72 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Read the book review.<br />
Give me strength<br />
<strong>Editing</strong> skills<br />
‘Give me strength’ is the latest childrens novel in the series by<br />
British author, PT Bailey. As in the previous titles ‘Better the devil<br />
you know’ <strong>and</strong> ‘Off with the fairies’ it is concerned with the<br />
adventures of the main character, Angela True (Angela—get it?,<br />
an angel str<strong>and</strong>ing on Earth, who must fight the forces of evil to<br />
save pour humanity from a fate worse than death. This time, the<br />
villain is one KC Olraw try saying it backwards—not very subtle,<br />
whose dastardly plan is to enslave the world buy destroying the<br />
environment, thus starting the next big ice age. What it is he<br />
exactly plans to do with a frozen Earth popsicle is never actually<br />
explained, which is just one of many weaknesses in the story line.<br />
But the main problem with this book <strong>and</strong> the previous two—is<br />
that the author simply lacks the reel talent <strong>and</strong> skills necessary to<br />
make it work. The plot is full of holes the characters are<br />
cardboard cut-outs <strong>and</strong> the dialogue is sew awkward <strong>and</strong> unreal<br />
it makes one cringe to read it Bailey obviously learnt her<br />
vocabulary from reading Enid Blyton books words like ‘super!’<br />
<strong>and</strong> ‘spiffing!’, <strong>and</strong> phrases like ‘I say—what a jolly idea’ drip<br />
tragically from the characters mouths.<br />
‘Give me strength’ is, however, a grate title for the book. Strength<br />
is indeed what any reader needs to plough threw this waste of trees.<br />
1 Punctuation<br />
(a) Write in 2 missing capital letters for proper<br />
nouns, 3 dashes, 2 apostrophes for possession,<br />
2 hyphens, 1 comma, 1 semicolon, 2<br />
exclamation marks <strong>and</strong> complete 2 sets of<br />
brackets.<br />
On the line at the end, state the<br />
type of punctuation corrected.<br />
(b) Underline 3 quotes which have<br />
been written in quotation marks.<br />
2 Grammar<br />
(a) One verb is written in the incorrect tense.<br />
Underline it <strong>and</strong> write the correct verb in the<br />
space at the end of the line.<br />
Viewing Samples<br />
(b) In the sentence starting ‘Bailey obviously<br />
learnt her vocabulary from reading Enid<br />
Blyton books ...’ the verb ‘learnt’ is active<br />
because Bailey is doing the learning. Rewrite<br />
the sentence so that the verb is passive i.e.<br />
‘something is being learnt’.<br />
3 Spelling<br />
(a) Write the correct spelling of 6 misspelt<br />
words in the space at the end of the line.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 73
The fleet awakens<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Full stops<br />
• Grammatical commas<br />
• Commas in a list<br />
• Apostrophes to show possession<br />
• Semicolons<br />
• Dashes<br />
Grammar<br />
Spelling<br />
• Misspelt words<br />
Vocabulary<br />
• Adverbs<br />
• Adjectives<br />
Teacher information<br />
A description describes a specific living or non-living thing.<br />
Answers<br />
Darkness was in no hurry to leave; it lingered like<br />
an unwelcome guest at a party. The first light<br />
was pale, cold <strong>and</strong> unwarming, as it streaked<br />
the eastern sky. A breeze had sprung up too,<br />
driving off the l<strong>and</strong>, carrying with it the cool<br />
dryness of the desert at night. As the stars faded,<br />
disappearing one by one, the boats became<br />
visible in the bay, nodding gently at their<br />
moorings. Their bows faced the coast as they<br />
swung on their lines at the wind’s urging. The<br />
water was black, impenetrable, almost sullen.<br />
Tiny whitecaps slapped against the boats’ sides<br />
—the eternal murmur of the sea. Huddled in their<br />
jackets, men coughed <strong>and</strong> spoke quietly, still<br />
shaking off the sleep they had just risen from.<br />
One by one, marine diesel engines ground over <strong>and</strong><br />
then rumbled into life, burbling throatily<br />
from exhausts that rose <strong>and</strong> dipped, above<br />
<strong>and</strong> below the water, with the ceaseless swell.<br />
Mooring lines were released <strong>and</strong> water foamed<br />
at the boats’ sterns as they pirouetted, like ballet<br />
dancers, <strong>and</strong> moved out to sea, towards the still<br />
invisible horizon.<br />
• Similes<br />
• Antonyms<br />
• Enrichment<br />
1. (a) Missing punctuation is in bold type.<br />
2. (a) (i) black, impenetrable, sullen<br />
(ii) pale, cold, unwarming<br />
(iii) tiny<br />
(iv) cool dryness<br />
(b) (i) gently (ii) quietly (iii) throatily<br />
3. (a) Spelling errors are in italic type.<br />
impenetrable, throatily, pirouetted<br />
4. (a) like an unwelcome guest at a party;<br />
like ballet dancers<br />
(b) Possible answers may include:<br />
(i) light (ii) warm<br />
(iii) happy (iv) invisible<br />
(v) loudly (vi) fell<br />
(c) Possible answers may include:<br />
rumbled, murmur, burbling, coughed,<br />
slapped, spoke, ground over<br />
Viewing Samples<br />
74 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Read the description.<br />
The fleet awakens<br />
Darkness was in no hurry to leave it lingered like<br />
an unwelcome guest at a party. The first light<br />
was pale cold <strong>and</strong> unwarming, as it streaked<br />
the eastern sky. A breeze had sprung up too,<br />
driving off the l<strong>and</strong>, carrying with it the cool<br />
dryness of the desert at night. As the stars faded<br />
disappearing one by one the boats became<br />
visible in the bay, nodding gently at their<br />
moorings. Their bows faced the coast as they<br />
swung on their lines at the winds urging. The<br />
water was black impenitrable, almost sullen.<br />
Tiny whitecaps slapped against the boats sides<br />
the eternal murmur of the sea. Huddled in their<br />
jackets, men coughed <strong>and</strong> spoke quietly, still<br />
shaking off the sleep they had just risen from.<br />
One by one marine diesel engines ground over<br />
<strong>and</strong> then rumbled into life, burbling throatilly<br />
from exhausts that rose <strong>and</strong> dipped, above<br />
<strong>and</strong> below the water, with the ceaseless swell<br />
mooring lines were released <strong>and</strong> water foamed<br />
at the boats sterns as they piroetted like ballet<br />
dancers, <strong>and</strong> moved out to sea, towards the still<br />
invisible horizon.<br />
1 Punctuation<br />
<strong>Editing</strong> skills<br />
(a) Find 1 missing semicolon, 4 grammatical<br />
commas, 2 commas in a list, 3 missing<br />
apostrophes for possession, 1 dash, 1 full<br />
stop <strong>and</strong> 1 capital letter.<br />
2 Grammar<br />
(a) Find adjectives from the text to match these<br />
nouns.<br />
(i) the water<br />
(ii) the first light<br />
(iii) whitecaps<br />
(iv) night desert<br />
(b) Find adverbs from the text to match these<br />
verbs.<br />
(i) nodding<br />
(ii) spoke<br />
(iii) burbling<br />
3 Spelling<br />
(a) Write the correct spelling of 3 misspelt<br />
words.<br />
4 Vocabulary<br />
A simile uses ‘like’ or ‘as’ to compare one thing<br />
to another.<br />
(a) Underline 2 groups of words in the text<br />
which are similes.<br />
Viewing Samples<br />
(b) Write antonyms for:<br />
(i) darkness<br />
(ii) cool<br />
(iii) sullen<br />
(iv) visible<br />
(v) quietly<br />
(vi) rose<br />
(c) Write 5 ‘noise’ words from the text.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 75
Taking better photos<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Full stops<br />
• Apostrophes in grammatical contractions<br />
• Apostrophes to show possession<br />
Grammar<br />
• Pronouns<br />
• Adjectives<br />
Spelling<br />
• Misspelt words<br />
• Confused words: lose/loose, be/bee,<br />
to/too, sun/son<br />
Vocabulary<br />
• Compound words<br />
Teacher information<br />
An explanation outlines how something works, is made or how or why things happen.<br />
Answers<br />
• Fill the viewfinder with the main subject. Use a telephoto lens or get closer. Tiny subjects lose<br />
their sense of importance. You may even be able to take just part of the main subject to illustrate<br />
the whole. For example, for a ship, you might only want to take the bow <strong>and</strong> front half.<br />
• Don’t cut important bits off. Make sure the subject’s important parts fit inside the crop marks in the<br />
viewfinder. Be especially careful about cutting people’s heads off!<br />
• Balance your photograph. In your mind, divide your planned photograph into thirds horizontally<br />
<strong>and</strong> vertically. Where those thirds intersect is where you should place the parts of the subject you want to<br />
emphasise, because a human eye is naturally drawn to those intersections.<br />
• Don’t shoot into the sun. Unless you’re doing it for a special effect, keep the sun behind you or off to<br />
one side. Shooting into the sun will cause silhouettes <strong>and</strong> lens ‘flares’.<br />
• Keep the camera still. A simple rule, but one that’s too often forgotten. Movement<br />
equals blurred photos.<br />
• Watch the background, especially when taking portraits. People look funny when<br />
they appear to have tree branches or chimneys growing out of their heads!<br />
• Shoot upwards from a low position to make the subject appear more important.<br />
Shoot downwards from a high position to make the subject appear less<br />
important.<br />
Viewing Samples<br />
1. (a) Missing punctuation is in bold type.<br />
2. (a) Pronouns are underlined.<br />
Answers will include: their, you, your, it, they<br />
(b) Adjectives are underlined bold.<br />
main, telephoto, important, crop, people’s, planned, human<br />
3. (a) Spelling errors are in italic type.<br />
lose, be, illustrate, vertically, naturally, special, sun, too, portraits, chimneys<br />
4. (a) viewfinder, photograph, background, Teacher check<br />
76 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Taking better photos<br />
Read the explanation which gives a few hints for taking better photographs.<br />
<strong>Editing</strong> skills<br />
• Fill the viewfinder with the main subject. Use a telephoto lens or get closer. Tiny subjects loose<br />
their sense of importance. You may even bee able to take just part of the main subject to illistrate<br />
the whole for example, for a ship, you might only want to take the bow <strong>and</strong> front half.<br />
• Dont cut important bits off. Make sure the subjects important parts fit inside the crop marks in the<br />
viewfinder be especially careful about cutting peoples heads off!<br />
• Balance your photograph. In your mind, divide your planned photograph into thirds horizontally <strong>and</strong><br />
verticaly where those thirds intersect is where you should place the parts of the subject you want to<br />
emphasise, because a human eye is naturaly drawn to those intersections.<br />
• Dont shoot into the sun. Unless youre doing it for a spesial effect, keep the son behind you or off to<br />
one side shooting into the sun will cause silhouettes <strong>and</strong> lens ‘flares’.<br />
• Keep the camera still. A simple rule, but one thats to often forgotten movement<br />
equals blurred photos.<br />
• Watch the background, especially when taking portrates. People look funny when<br />
they appear to have tree branches or chimnies growing out of their heads!<br />
• Shoot upwards from a low position to make the subject appear more important.<br />
Shoot downwards from a high position to make the subject appear less<br />
important.<br />
1 Punctuation<br />
(a) Write in 4 apostrophes in contractions <strong>and</strong> 2<br />
which show possession.<br />
(b) Write in the 5 missing capital letters <strong>and</strong> 5<br />
full stops.<br />
Viewing Samples<br />
(v)<br />
(vi)<br />
(vii)<br />
heads<br />
photograph<br />
eye<br />
2 Grammar<br />
(a) Underline 4 different pronouns in the text.<br />
(b) Write the adjectives from the text which<br />
modify these nouns:<br />
(i)<br />
(ii)<br />
subject<br />
lens<br />
3 Spelling<br />
(a) Write the correct spelling of the 10 misspelt<br />
words above each incorrect word.<br />
4 Vocabulary<br />
(a) Write 2 compound words from the text <strong>and</strong><br />
two more of your own.<br />
(iii)<br />
(iv)<br />
bits<br />
marks<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 77
Cooking fish—the easy way<br />
Teachers notes<br />
Lesson focus<br />
Punctuation<br />
• Capital letters for sentence beginnings<br />
• Full stops<br />
• Grammatical commas<br />
• Parentheses (round brackets)<br />
• Semicolons<br />
Grammar<br />
• Subject-verb agreement<br />
• Adverbs<br />
Spelling<br />
• Confused words: source/sauce, to/too/two,<br />
four/for<br />
• Misspelt words<br />
Teacher information<br />
• A procedure shows how something is done. Instructions are usually written using a comm<strong>and</strong> verb.<br />
• Where pupils are required to correct punctuation, they may do so in the actual text <strong>and</strong> write the<br />
type of error on the line; e.g. comma.<br />
Answers<br />
Ingredients:<br />
1 x whole, firm-fleshed fish, such as snapper, or one fillet per person Comma<br />
2 x lemons, one juiced, one sliced thinly Comma<br />
1 x tomato, sliced thickly Comma<br />
1 tablespoon grated fresh ginger grated<br />
1<br />
/ 2<br />
cup spring onions, sliced Comma<br />
good quality olive oil or a small knob of margarine<br />
knob<br />
light soy sauce<br />
sauce<br />
dried dill<br />
dried<br />
ground black pepper <strong>and</strong> salt to taste<br />
to<br />
aluminium cooking foil<br />
cooking<br />
Method:<br />
• Wash <strong>and</strong> dry the fish. Stuff the inside with the sliced tomato, a<br />
Capital letter<br />
good pinch of dill, half the sliced lemons <strong>and</strong> half the sliced onions.<br />
half<br />
• Using a sharp knife, score the flesh on each side of the fish. Rub<br />
Full stop<br />
the fish lightly with olive oil or margarine. Spread the ginger evenly<br />
lightly<br />
over both sides, pressing it into the scores you have made.<br />
have (subject-verb)<br />
• Make a foil ‘packet’ large enough to hold the fish. Leave the top<br />
enough<br />
open <strong>and</strong> put the fish inside. Top generously with dill <strong>and</strong> add salt Full stop/Capital letter<br />
<strong>and</strong> pepper to taste. Sprinkle liberally with lemon juice <strong>and</strong> soy<br />
liberally<br />
sauce. Layer the remaining lemon slices over the top <strong>and</strong> finish with sauce<br />
the spring onions.<br />
onions<br />
• Close the foil packet tightly.<br />
tightly (adverb)<br />
Note: The method for fillets is identical, except that tomato, onion<br />
for<br />
<strong>and</strong> lemon are added on top of the fillet. The fish is not scored; the Semicolon<br />
ginger is pressed into the surface evenly.<br />
is (subject-verb)<br />
Cooking:<br />
Bake the fish in a moderate oven (160 °C – 180 °C) for about 30 to<br />
Brackets<br />
35 minutes, depending on size. minutes<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) Verbs are underlined, the adverb is underlined in bold.<br />
has – have, are – is (subject-verb agreement), tightly (adverb)<br />
3. (a) Spelling errors are in italic type.<br />
grated, knob, sauce, dried, to, cooking, half, lightly, enough, liberally, sauce, onions, for, minutes<br />
78 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Cooking fish—the easy way<br />
<strong>Editing</strong> skills<br />
Read the procedure.<br />
Ingredients:<br />
1 x whole, firm-fleshed fish, such as snapper or one fillet per person<br />
2 x lemons one juiced, one sliced thinly<br />
1 x tomato sliced thickly<br />
1 tablespoon graited fresh ginger<br />
1<br />
/ 2<br />
cup spring onions sliced<br />
good quality olive oil or a small nob of margarine<br />
light soy source<br />
dryed dill<br />
ground black pepper <strong>and</strong> salt too taste<br />
aluminium cookin foil<br />
Method:<br />
• wash <strong>and</strong> dry the fish. Stuff the inside with the sliced tomato, a<br />
good pinch of dill, harf the sliced lemons <strong>and</strong> harf the sliced onions.<br />
• Using a sharp knife, score the flesh on each side of the fish Rub<br />
the fish litely with olive oil or margarine. Spread the ginger evenly<br />
over both sides, pressing it into the scores you has made.<br />
• Make a foil ‘packet’ large enuff to hold the fish. Leave the top<br />
open <strong>and</strong> put the fish inside top generously with dill <strong>and</strong> add salt<br />
<strong>and</strong> pepper to taste. Sprinkle librally with lemon juice <strong>and</strong> soy<br />
source. Layer the remaining lemon slices over the top <strong>and</strong> finish with<br />
the spring unions.<br />
• Close the foil packet tight.<br />
Viewing Samples<br />
Note: The method four fillets is identical, except that tomato, onion<br />
<strong>and</strong> lemon are added on top of the fillet. The fish is not scored the<br />
ginger are pressed into the surface evenly.<br />
Cooking:<br />
Bake the fish in a moderate oven 160 °C – 180 °C for about 30 to<br />
35 minites, depending on size.<br />
1 Punctuation<br />
2 Grammar<br />
(a) Find 4 commas missing in the ‘Ingredients’<br />
section, 2 full stops <strong>and</strong> 2 capital letters in<br />
the ‘Method’ section <strong>and</strong> 1 semicolon in the<br />
‘Note’ section.<br />
(b) Find 1 set of missing brackets.<br />
In the space at the end of each line, state the<br />
punctuation you corrected.<br />
(a) Find 2 verbs that do not match their subjects<br />
<strong>and</strong> 1 incorrectly written adverb. Write them<br />
correctly in the space at the end of the line.<br />
3 Spelling<br />
(a) Find 14 misspelt words <strong>and</strong> write them<br />
correctly in the space at the end of the line.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 79
A night to remember<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters<br />
• Full stops<br />
• Apostrophes for possession<br />
Grammar<br />
• Subject–verb agreement<br />
Spelling<br />
• Misspelt words<br />
Vocabulary<br />
• Hyphenated words<br />
Writing<br />
• Paragraphs<br />
Teacher information<br />
This recount tells, in time order, the events of a match night as experienced by the writer.<br />
Answers<br />
Throngs of people of all ages descended upon the inner city suburb of<br />
Subiaco last Saturday evening. The purpose of their pilgrimage from<br />
the far flung reaches of Perth’s metropolitan areas was to witness, with<br />
mounting anticipation, the year’s final match of rugby union’s Tri-nations<br />
series between Australia <strong>and</strong> South Africa.<br />
As the twilight faded <strong>and</strong> the floodlights bathed the pitch with their<br />
intense light, the stadium filled to a capacity crowd. After display<br />
performances from local school teams, the participants of the night’s<br />
main event took to the pitch for a pre-match warm-up to the tumultuous<br />
roar of the match hungry spectators.<br />
With the preliminaries over, the anthems were sung with great pride by the people in the st<strong>and</strong>s <strong>and</strong><br />
on the pitch. One last jog to the sidelines to remove tracksuits <strong>and</strong> the players were ready. The whistle<br />
blew <strong>and</strong> the clock began its countdown.<br />
The pressure from the Wallabies was relentless, giving<br />
them a substantial advantage by half-time. The task now for the Springboks seemed herculean but<br />
pride <strong>and</strong> self-belief helped them to claw back enough points to give them hope. The final ten minutes<br />
were tense. The attacks were fast <strong>and</strong> furious as both sides strengthened their resolve to gain possession<br />
<strong>and</strong> score. With one minute to go, a try was scored for the Springboks, leaving only one point<br />
separating the teams. An eerie silence filled the stadium as the conversion was taken. A successful kick<br />
would give a one point victory to South Africa, a miss would give victory to Australia …<br />
Viewing Samples<br />
1. Missing punctuation is in bold type.<br />
2. (a) The subjects <strong>and</strong> their verbs are underlined.<br />
The purpose...was (line 3).<br />
The pressure...was (line 13).<br />
3. (a) Spelling errors are in italic type.<br />
descended, anticipation, intense, participants, substantial, furious<br />
4. (a) Tri-nations, pre-match, warm-up, half-time, self-belief<br />
(b) Teacher check<br />
5. (a) See above. Paragraph 4 begins ‘The pressure …’<br />
(b) Paragraph 2<br />
80 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Read this recount.<br />
A night to remember<br />
<strong>Editing</strong> skills<br />
Throngs of people of all ages desended upon the inner city suburb of<br />
Subiaco last Saturday evening. The purpose of their pilgrimage from<br />
the far flung reaches of Perths metropolitan areas were to witness, with<br />
mounting antisipation, the years final match of rugby unions Tri-nations<br />
series between Australia <strong>and</strong> South Africa.<br />
As the twilight faded <strong>and</strong> the floodlights bathed the pitch with their<br />
intents light, the stadium filled to a capacity crowd. After display<br />
performances from local school teams, the partisipants of the nights<br />
main event took to the pitch for a pre-match warm-up to the tumultuous<br />
roar of the match hungry spectators.<br />
with the preliminaries over, the anthems were sung with great pride by the people in the st<strong>and</strong>s <strong>and</strong><br />
on the pitch one last jog to the sidelines to remove tracksuits <strong>and</strong> the players were ready the whistle<br />
blew <strong>and</strong> the clock began its countdown the pressure from the Wallabies were relentless, giving<br />
them a substansial advantage by half-time the task now for the Springboks seemed herculean but<br />
pride <strong>and</strong> self-belief helped them to claw back enough points to give them hope the final ten minutes<br />
were tense the attacks were fast <strong>and</strong> furius as both sides strengthened their resolve to gain possession<br />
<strong>and</strong> score with one minute to go, a try was scored for the Springboks, leaving only one point<br />
separating the teams an eerie silence filled the stadium as the conversion was taken a successful kick<br />
would give a one point victory to South Africa, a miss would give victory to Australia ...<br />
1 Punctuation<br />
(a) Write in 4 apostrophes for possession.<br />
(b) The 3rd <strong>and</strong> 4th paragraphs of the text have<br />
been joined. Punctuate their 10 sentences<br />
with capital letters <strong>and</strong> full stops.<br />
4 Vocabulary<br />
(a) (i) Write 5 hyphenated words from the text.<br />
Viewing Samples<br />
2 Grammar<br />
(a) (i) Highlight 2 verbs in the text which do not<br />
agree with their subjects.<br />
(ii) Use a dictionary to find 5 more<br />
hyphenated words, each using 1 of the<br />
smaller words.<br />
(ii) Write each subject <strong>and</strong> its correct verb.<br />
Subject<br />
Verb<br />
3 Spelling<br />
(a) There are 6 errors in the text. Underline them<br />
<strong>and</strong> write the correction above each.<br />
5 Writing<br />
(a) Mark where you think paragraph 3 ends <strong>and</strong><br />
4 begins.<br />
(b) Which paragraph describes<br />
the preliminaries?<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 81
Classical composers<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for sentence beginnings <strong>and</strong><br />
proper nouns<br />
• Full stops<br />
• Parentheses (round brackets)<br />
Grammar<br />
Spelling<br />
• Misspelt words<br />
Writing<br />
• Adjectives<br />
• Errors of fact<br />
• Paragraphs<br />
Teacher information<br />
This report provides information on the three key composers of a classical music period.<br />
Answers<br />
The classical music period of 1750–1825 produced three of the world’s most famous composers,<br />
the Austrians, Franz Joseph Haydn (1732–1809) <strong>and</strong> Wolfgang Amadeus Mozart (1756–1791), <strong>and</strong> the<br />
German, Ludwig van Beethoven (1770–1827).<br />
Haydn is known as the father of classical music. He was a friend to Mozart <strong>and</strong> a tutor to Beethoven.<br />
A talented musician <strong>and</strong> prolific composer, Haydn produced several works which became popular<br />
during his lifetime. As a result, he died a famous <strong>and</strong> very wealthy man.<br />
By the age of six, Mozart was already performing his own compositions. Despite his incredible<br />
talent, he did not enjoy the successful career he craved.<br />
He composed many works including the opera, ‘The magic flute’.<br />
By the age of 30, Beethoven was profoundly deaf yet he still<br />
managed to compose brilliant music. Examples of these works are<br />
the symphonies, ‘Eroica’ <strong>and</strong> ‘Pastoral’.<br />
The works of the classical composers, Haydn, Mozart <strong>and</strong><br />
Beethoven, have been appreciated by lovers of classical<br />
music for three hundred years.<br />
Viewing Samples<br />
1. (a) Missing punctuation is in bold type.<br />
2. (a) Teacher check. Answers may include:<br />
classical, music, most, famous, talented, prolific, several, popular, famous, very, wealthy,<br />
incredible, successful, many, magic, profoundly, brilliant<br />
3. (a) Spelling errors are in italic type.<br />
friend, musician, wealthy, compositions, incredible, profoundly<br />
4. (a) Errors of fact are underlined.<br />
Haydn (1732 – 1809), Beethoven was German, Mozart (1756 – 1791)<br />
(b) Teacher check. Possible answers include:<br />
‘How long have the works of Hayden, Mozart <strong>and</strong> Beethoven been appreciated?’<br />
82 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Read this report.<br />
Classical composers<br />
<strong>Editing</strong> skills<br />
The classical music period of 1750–1825 produced three of the world’s most famous composers,<br />
the Austrians, franz Joseph Haydn 1723–1809 <strong>and</strong> Wolfgang Amadeus mozart 1756–1799, <strong>and</strong> the<br />
Hungarian, Ludwig van Beethoven (1770–1827).<br />
Haydn is known as the father of classical music he was a frend to Mozart <strong>and</strong> a tutor to Beethoven.<br />
A talented musiscian <strong>and</strong> prolific composer, haydn produced several works which became popular<br />
during his lifetime as a result, he died a famous <strong>and</strong> very welthy man<br />
By the age of six, Mozart was already performing his own compersitions. Despite his incredable<br />
talent, he did not enjoy the successful career he craved.<br />
He composed many works including the opera, ‘The magic flute’.<br />
By the age of 30, Beethoven was profowndly deaf yet he still<br />
managed to compose brilliant music examples of these works are<br />
the symphonies, ‘Eroica’ <strong>and</strong> ‘Pastoral’.<br />
The works of the classical composers, Haydn, mozart <strong>and</strong><br />
Beethoven, have been appreciated by lovers of classical<br />
music for three hundred years<br />
1 Punctuation<br />
(a) Find 3 capital letters for the beginning of<br />
sentences, 4 for proper nouns <strong>and</strong> 5 missing<br />
full stops.<br />
Parentheses (curved brackets), are used to<br />
separate additional information, such as dates,<br />
from the text.<br />
(b) Two sets of brackets are missing in the text.<br />
Add them.<br />
2 Grammar<br />
(a) Write 6 adjectives from the text.<br />
3 Spelling<br />
(a) Write the correct spelling of the 6 misspelt<br />
words.<br />
Viewing Samples<br />
4 Writing<br />
(a) In the first paragraph of the text, there are 3<br />
errors of fact; one is an incorrect nationality,<br />
the others are incorrect dates. Use resources<br />
available to you to check all the facts about<br />
the composers. Underline the errors <strong>and</strong><br />
write the corrections above.<br />
(b) Write the question answered by the<br />
information provided in paragraph 7.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 83
Music forever<br />
Lesson focus<br />
Teachers notes<br />
Punctuation<br />
• Capital letters for proper nouns<br />
• Exclamation marks<br />
• Apostrophes to show grammatical<br />
contractions<br />
• Apostrophes to show possession<br />
• Question marks<br />
• Quotation marks for direct speech<br />
• Dashes to show additional thoughts added<br />
to a sentence<br />
Spelling<br />
• Misspelt words<br />
Grammar<br />
• Pronouns<br />
• Collective nouns<br />
• Conjunctions<br />
Teacher information<br />
A narrative tells a story with events in sequential order.<br />
Answers<br />
Nikki was halfway across the road when the taxi<br />
horn blared. She nearly jumped out of her skin as it<br />
screeched past her with just millimetres to spare.<br />
But nothing was going to slow Nikki down tonight.<br />
Eternal Dimension were starting their concert tour,<br />
<strong>and</strong> they were simply the hottest group in the world.<br />
Nikki took her place in the line for tickets. She kept<br />
herself amused by reading some of the old posters<br />
behind glass, on the wall. The man in front of her<br />
was doing the same. Something about him was<br />
familiar. Then she saw the old poster he was reading.<br />
It was him! The man on the poster was the man in<br />
front of her—John Lennon, <strong>and</strong> he’d been dead for<br />
years <strong>and</strong> years! Nikki’s mum had some of his CDs.<br />
Nikki turned to tell the person behind her to look.<br />
She found herself staring into the famous bulging<br />
eyes of one of her dad’s favourite comedians, Rodney<br />
Dangerfield. The trouble was, she knew he was dead,<br />
too.<br />
‘Whassamatter, kid?’ the comedian asked in that<br />
famous raspy voice of his. ‘Haven’t you worked it out<br />
yet?’<br />
Nikki suddenly felt cold. She couldn’t keep her eyes<br />
from drifting back out to the road—<strong>and</strong> the yellow<br />
taxi stopped there—with all the people crowded<br />
around it. Then the crowd moved a little—<strong>and</strong> Nikki<br />
was just able to see, beneath the taxi, the bottom of<br />
one leg of a pair of jeans <strong>and</strong> a foot in a trainer.<br />
Her trainer.<br />
1. (a) Missing punctuation is in bold type.<br />
2. (a) Teacher check: pronouns include<br />
she, her, their, they, him, he, his, you<br />
(b) (i) group (ii) crowd or line<br />
(c) (i) when, as<br />
(ii) Nikki was halfway across the<br />
road.<br />
The taxi horn blared.<br />
Or<br />
She nearly jumped out of her<br />
skin.<br />
It screeched past her with just<br />
millimetres to spare.<br />
3. (a) Spelling errors are in italic type.<br />
screeched, millimetres, familiar,<br />
favourite<br />
Viewing Samples<br />
84 <strong>Proofreading</strong> <strong>and</strong> editing skills Prim-Ed Publishing www.prim-ed.com
Read the narrative.<br />
Music forever<br />
<strong>Editing</strong> skills<br />
nikki was halfway across the road when the taxi<br />
horn blared. She nearly jumped out of her skin as it<br />
screached past her with just milimeters to spare.<br />
But nothing was going to slow nikki down tonight.<br />
eternal dimension were starting their concert tour,<br />
<strong>and</strong> they were simply the hottest group in the world.<br />
nikki took her place in the line for tickets. She kept<br />
herself amused by reading some of the old posters<br />
behind glass, on the wall. The man in front of her<br />
was doing the same. Something about him was<br />
familar. Then she saw the old poster he was reading.<br />
It was him The man on the poster was the man in<br />
front of her—john lennon, <strong>and</strong> hed been dead for<br />
years <strong>and</strong> years nikkis mum had some of his CDs.<br />
nikki turned to tell the person behind her to look.<br />
She found herself staring into the famous bulging<br />
eyes of one of her dads favorite comedians, rodney<br />
dangerfield. The trouble was, she knew he was dead,<br />
too.<br />
Whassamatter, kid the comedian asked in that<br />
famous raspy voice of his. Havent you worked it out<br />
yet<br />
1 Punctuation<br />
(a) Find 13 missing capital letters for proper<br />
nouns, 3 apostrophes in contractions <strong>and</strong><br />
2 showing possession, 2 question marks<br />
<strong>and</strong> 2 exclamation marks.<br />
(b) Include the missing quotation marks for<br />
direct speech.<br />
(c) Circle the dashes which show that an<br />
additional thought has been added to a<br />
sentence.<br />
2 Grammar<br />
(a) Underline the personal pronouns in the<br />
text.<br />
(b) Write the collective nouns from the text to<br />
complete these phrases.<br />
(i) a<br />
(ii) a<br />
of musicians<br />
of people<br />
Conjunctions join words or groups of words to<br />
make a sentence longer.<br />
(c) (i) Write the 2 conjunctions used in the<br />
first paragraph of the text.<br />
Viewing Samples<br />
(ii) Choose 1 of the conjunctions <strong>and</strong><br />
write the 2 sentences it joins.<br />
nikki suddenly felt cold. She couldnt keep her eyes<br />
from drifting back out to the road—<strong>and</strong> the yellow<br />
taxi stopped there—with all the people crowded<br />
around it. Then the crowd moved a little—<strong>and</strong> nikki<br />
was just able to see, beneath the taxi, the bottom of<br />
one leg of a pair of jeans <strong>and</strong> a foot in a trainer.<br />
3 Spelling<br />
(a) Write the correct spelling of the 4 misspelt<br />
words.<br />
Her trainer.<br />
Prim-Ed Publishing www.prim-ed.com <strong>Proofreading</strong> <strong>and</strong> editing skills 85