20864_Editing_explanations_Years_5_and_6

Your partner in education
YEARS 5–6
EDITING
SKILLS
Editing explanations
Literacy
Australian Primary Publisher
of the Year 2015 and 2016

EDITING SKILLS (Ages 11 + )
Published by R.I.C. Publications ® 2005
Copyright © R.I.C. Publications ® 2005
RIC–20864
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Foreword
Editing skills consists of a selection of texts written in specific formats to provide punctuation,
spelling and grammatical practice. Detailed descriptions of concepts, such as specific
parts of speech and punctuation, are also included, as well as vocabulary enrichment and
aspects of writing.
The aim is to provide students with varied, structured experiences in proofreading and
editing written texts. A high level of proficiency in these skills is vital for accurate selfmonitoring
of written work.
Other titles in this series are:
• Editing skills 6–7
• Editing skills 8–9
• Editing skills 10–11
Contents
Teachers information
Teacher information................................................................................................................... iv – v
Curriculum links................................................................................................................................ v
Overview of activity content.....................................................................................................vi – vii
Punctuation, spelling, grammar, vocabulary and writing information.................................viii – xiii
Writing format information.....................................................................................................xiv – xv
Writing format checklists .................................................................................................... xvi – xxii
Student proofreading and editing checklist................................................................................ xxiii
Worksheets
Dear diary.................................................. 2–3
Piggy banks............................................... 4–5
Ancient Greek myth.................................. 6–7
Where is the king?..................................... 8–9
Revulsion................................................10–11
Chocolate...............................................12–13
How the woodpecker was born............14–15
Left-wing.................................................16–17
Violence on the news........................... 18–19
The St Bernard...................................... 20–21
Kelly’s holiday....................................... 22–23
How to be a successful note taker....... 24–25
The question mark................................ 26–27
The hothouse........................................ 28–29
A miraculous escape............................ 30–31
Michael McCoy...................................... 32–33
Mobile madness.................................... 34–35
Making a papier-mâché piggy bank..... 36–37
What is an urban myth?........................ 38–39
Travelling toad....................................... 40–41
Go and play!.......................................... 42–43
Constable Hector Plod’s report........... 44–45
The word ‘love’ in tennis...................... 46–47
Surface tension....................................... 48–49
We should earn regular pocket money.. 50–51
The runaways....................................... 52–53
The castle on the hill............................ 54–55
Mighty microbes.................................. 56–57
Princess Caraboo................................. 58–59
Making a tepee..................................... 60–61
Achilles’s heel....................................... 62–63
Impressionism...................................... 64–65
Tsunami!............................................... 66–67
Rowan Atkinson................................... 68–69
Special groups...................................... 70–71
Give me strength.................................. 72–73
The fleet awakens................................ 74–75
Taking better photos............................ 76–77
Cooking fish – the easy way................. 78–79
A night to remember............................ 80–81
Classical composers............................. 82–83
Music forever......................................... 84–85
R.I.C. Publications ® www.ricgroup.com.au Editing skills iii

Teacher information
The following is an explanation of how to use the pages in this book.
Teachers pages
A teachers page accompanies each student worksheet. It provides the following information:
The lesson focus indicates the focus for each
student page. This will include aspects from
the areas of punctuation, spelling, grammar,
vocabulary and writing. Some of these may involve
simple recognition of a concept, or use an alreadyknown
aspect. More detailed teacher information
about punctuation, spelling, grammar, vocabulary
and writing can be found on pages viii–xxiii.
Teacher information gives brief background
information about each text type. More detailed
information can be found on pages xiv– xv.
Answers to all worksheet activities are provided.
The corrected text is given with punctuation errors
in bold. Correct spelling is highlighted in italics, as
well as being provided in the answers section.
Proofreading and editing
marks
Editors use a number of consistent
symbols to indicate where changes
are to be made in a text.
Teachers may require students to use
these ‘professional’ proofreading and
editing marks to indicate errors in the
text on the student pages.
NOTE:
All spelling is taken from the
Macquarie Dictionary, Revised
Third Edition, while all punctuation
is according to the Style manual
for authors, editors and printers,
Sixth edition, Revised by Snooks &
Co. These are standard references
for contemporary professional
publishing.
= insert (something)
The weather hot
The boys hat
He went swiming.
= delete (something)
I went to to the shops.
The dog broke it’s collar.
+ lc = lower case
a
lc
I don’t like Maths.
+ cap. = capital letter
+ correction = spelling
‘
was
m
cap.
‘I’m telling mum.’
He wos playing football.
iv Editing skills R.I.C. Publications ® www.ricgroup.com.au

Student pages
Teacher information
• A specific text type is identified and presented for the students to read. The text has
punctuation, spelling and grammatical errors for the student to identify.
There are also opportunities presented for the students to work in the areas of grammar,
vocabulary and writing as specified by the worksheet or teacher.
• The texts are presented in two ways. One allows students to become familiar with
formats they may encounter in some standardised tests; both follow a similar format for
identifying and correcting proofreading and editing errors.
The student activities follow a common format.
Format 1
The title of the text is given.
The specific text type is
given and the text presented.
Format 2
Headings indicate which punctuation,
spelling, grammatical, vocabulary and
writing mistakes need to be identified and
corrected by the student. Extra practice is
given in particular areas.
Student instructions are written in a consistent format to encourage students to concentrate
on the activity.
Where an instruction requires students to ‘find capital letters etc.’, teachers should select
their own method for students to use; for example, circle, highlight with a coloured marker,
underline or write over the error. Some proofreading and editing marks may be used. (See
teachers notes page iv.)
Curriculum links
Year 5
Re-read and edit student’s own and others’ work
using agreed criteria for text structures and language
features (ACELY1705)
Year 6
Re-read and edit students’ own and others’ work
using agreed criteria and explaining editing choices
(ACELY1715)
R.I.C. Publications ® www.ricgroup.com.au Editing skills v

Activity content overview
Activity content Page number
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
Full stops
• • • • • • • • • • • • • • •
Capital letters: begin. of sentences
• • • • • • • • • • • • • • • • •
proper nouns
• • • • • • • • • • • • • • • • • • • •
Question marks
• • • • • • • • • •
Exclamation marks
• • • • • • • • • •
Commas: in a list
• • • • • • • • • • • •
grammatical
• • • • • • • • • • • • • • • • • • • • • • • • • • • •
Apostrophes: contractions • • • • • • • • • • • • • • •
possession
• • • • • • • • • • • • • • • • • • • • • • • • • • •
Quotation marks
• • • • • • • • • • • • • • • •
Colons
• • • • • • • • •
Semicolons
• • • • • • • • •
Hyphens
• • • • • • • • • • •
Dashes
• • • • • •
Parentheses • • • • • • • • • •
SPELLING
Misspelt words
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Confused words
• • • • • • • • • • • • • • • • • • • • • • • • • •
Plurals: adding ‘s’ and ‘es’
• •
change ‘y’ to ‘i’ • •
Rec.
Expl.
TEXT TYPE
N
P
D
Rep.
N
Rec.
Expo.
Rep.
N
P
Expl.
Poet.
Rec.
Poet.
Expo.
P
Expl.
Rep.
Rec.
Rep.
Expl.
P
Expo.
N
D
Expl.
Rec.
P
N
Rep.
Expl.
Rec.
Expo.
Rep.
D
Expl.
P
Rec.
Rep.
N
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Activity content Page number
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
Nouns: common nouns
collective nouns
• • • • •
•
Pronouns
• • • • • • • • • • • • •
Adjectives
• • • • • •
Verbs: active/passive • • • • • •
tenses
• • • • • • • • • • •
infinitives
• •
Subject-verb agreement
• • • • • • • •
Adverbs
• • • • • • • •
Prepositions
• • • • • •
Conjunctions
Indefinite article: ‘a’ or ‘an’ • • •
• •
VOCABULARY
Enrichment
• • •
Synonyms
• • • • •
Antonyms
• • • • •
Compound words
• • • • •
Compound words: hyphenated
• •
Shortened forms
• • •
Similes • •
WRITING
Paragraphs
• • • • •
Double negatives
• • • • •
Tautology
• • • • • • • • •
Convoluted language
• •
Analogy
•
Repeated and omitted words
• • •
Errors of fact • • • • •
Rec.
Expl.
TEXT TYPE
N
P
D
Rep.
N
Rec.
Expo.
Rep.
N
P
Expl.
Poet.
Rec.
Poet.
Expo.
P
Expl.
Rep.
Rec.
Rep.
Expl.
P
Expo.
N
D
Expl.
Rec.
P
N
Rep.
Expl.
Rec.
Expo.
Rep.
D
Expl.
P
Rec.
Rep.
N
Narrative – N Explanation – Expl. Procedure – P Recount – Rec. Report – Rep. Exposition – Expo. Description – D Poetry – Poet.
R.I.C. Publications ® www.ricgroup.com.au Editing skills vii

Punctuation, spelling, grammar, vocabulary and
writing information
PUNCTUATION
Please note: In some cases, teachers will need to exercise their own judgment with regard to
punctuation, as certain aspects, particularly commas and exclamation marks, are to an extent
discretionary and depend on the individual writer’s intent.
Capital letters
Capital letters are needed for:
• sentence beginnings; e.g. My dog is very friendly. He welcomes everyone.
• proper nouns – people’s names (Chloe Parker), names of places (Indian Ocean), days of
the week (Saturday), months (December), holidays and festivals (Christmas ), countries
(America), nationalities (Russian), languages (Italian) and religions (Buddhism).
• titles; e.g. World Health Organisation
NOTE:
R.I.C. Publications employs minimal capitalisation for titles of books and other
publications as recommended by The Style manual for authors, editors and printers,
sixth edition 2002.
To kill a mockingbird
Snow White and the seven dwarfs
Exclamation marks
Exclamation marks are used to end exclamations and imperatives (commands) and for
emphasis at the end of a statement.
I love it!
Don’t touch!
She ate every bit of it!
Note: If overused, exclamation marks lose their effect.
Commas
Teacher information
Commas are used to separate items in a list or series.
I enjoy reading, playing squash, skiing and swimming.
Grammatical commas are used to:
• make the meaning of a sentence clear.
Jane said her mother is very busy.
Jane, said her mother, is very busy.
• indicate where a pause is needed in a sentence.
Many years ago, dinosaurs roamed the Earth.
Apostrophes for possession
(Jane’s mother is very busy.)
(Jane is very busy.)
Apostrophes are used to show that something belongs to someone or something.
The placement of the apostrophe can be challenging but the simple rule is that it is placed
after the owner or owners. (The ‘tail’ of the apostrophe ‘points’ to the owner(s).)
the boy’s shoes (one boy) ............... the boys’ shoes (more than one boy)
the lady’s hats (one lady)............... the ladies’ hats (more than one lady)
the son’s pets (one son)................... the sons’ pets (more than one son)
viii Editing skills R.I.C. Publications ® www.ricgroup.com.au

Grammatical contractions
Grammatical contractions are words that have been made by joining and shortening two
words. An apostrophe is used in place of the missing letters.
Quotation marks
would not..............wouldn’t
I would............................I’d
Quotation marks are used:
• to enclose quoted speech
will not......................won’t
they are.................. they’re
Single or double quotation marks are accepted but must be used consistently.
‘You’re late again’, my mother complained.
“I’m sorry”, I replied.
• To enclose quotes within quotes, one set is used outside and the other inside.
He reported, ‘My mother complained, “Late again, John”’
• To cite a title.
Colons
I read the book ‘Black Beauty’.
A colon is a marker of relationship and sequence.
Colons are used:
• before offset lists
You need to take:
warm socks,
sturdy walking shoes,
a raincoat.
• between a statement and an explanation.
I remember you: we went to the same school.
• with quotations.
Semicolons
Malcolm Fraser said: ‘Life wasn’t meant to be easy’.
A semicolon, despite its name, is not a half colon; it is much stronger than a comma, closer
to a full stop. It is generally used where a full stop is possible, but using one would separate
the sentences too strongly.
It can be used:
• when two sentences are closely connected.
The footballers are leaving the field; some are looking very dejected.
• before words and expressions such as, ‘therefore’, ‘for example’ and ‘however’.
Hyphens
There are many animals native to this area; for example, wallabies, kangaroos and
wombats.
Hyphens are short strokes (without a space on either side) used to join words or parts of
words.
ice-cream
Teacher information
pre-existing
Note: Students should be encouraged to refer to a modern dictionary to check for current
hyphenation, which changes over time in response to common use.
R.I.C. Publications ® www.ricgroup.com.au Editing skills ix

Punctuation (continued)
Dashes
A dash is used to indicate a text break but should not be overused.
It can be used:
• to separate a word or group of words within a sentence.
Climbing mountains is fun—if you are young and fit.
• before a specific list.
Do you know the Wilsons—Peter and Jane?
• between numbers or words to mean ‘to’ or ‘until’.
Read chapters 1–4.
• in place of parentheses (round brackets)
The tsunami—2004—caused horrendous damage.
Parentheses (round brackets)
The main use of parentheses is to enclose explanations and asides.
Parentheses are used:
• to add explanatory words
Ian Thorpe (Australia) won his race.
• to express the same thing in a different way
He ran 6 km (kilometres).
• To set-off an aside
GRAMMAR
Nouns
He won the race in record (yet to be confirmed) time.
Nouns are naming words of people, places and things:
teacher, school, desk.
Proper nouns name individual people (Bill), places (Kings Park) and others (Christmas,
December, Sunday). Proper nouns are written with capital letters.
Common nouns are any other nouns.
Collective nouns are a subset of common nouns:
Pronouns
a team of players.
A pronoun is a word substituted for a noun:
They asked him to help them.
Personal pronouns refer to you, me and other people:
Adjectives
Teacher information
I, me, you, she, us, them.
Adjectives modify (enhance or change) the meaning of nouns and, less commonly,
pronouns:
parched land; green, fertile land; poor old me; lucky you
x Editing skills R.I.C. Publications ® www.ricgroup.com.au

Verbs
Verbs are ‘doing’ words:
swim, like, look.
Auxiliary verbs join other verbs to form verb groups:
have eaten, will be asleep.
Active and passive verbs
In English, verbs are classified as either active or passive.
Active verbs indicate that the subject ‘does’ or ‘is’ something. They are straightforward and
cause little difficulty.
We went to the shopping centre.
(subject) (verb)
The passive voice is often used when it is not necessary to tell who is responsible for the
action.
Cats should be fed regularly.
Students should be encouraged to use active verbs in preference to passive ones because
they make sentences more direct and positive.
Verb tense There are three basic tenses. Because there are so many irregular verbs in
English, tense can be complex.
Infinitives
regular
irregular
the past..................... the present.......................the future
played...............................play................................will play
has played.......................plays......................... should play
went.................................. go................................... will go
has gone.......................... goes............................should go
NOTE: The future and the past tenses often use auxiliary verbs.
The infinitive is the basic form of a verb and is usually introduced by ‘to’:
to work, to be, to eat
Subject-verb agreement
Verbs have to agree with their subjects:
The children cheer loudly.
(subject-plural) verb
The child cheers loudly
(subject-singular) verb
Many English verbs are irregular, which can cause problems, particularly for students from
non-English speaking backgrounds:
He is at school.
He was busy.
They are at school.
They were busy.
In some sentences the subject of a verb is separated from the verb and not easy to locate.
Students should be encouraged to ask themselves ‘who’ or ‘what’ before the verb.
Adverbs
‘The boy, although really late for school and likely to get into trouble, dawdled.’
‘dawdled’ is the verb.
‘The boy’ is the subject. (who dawdled?)
Adverbs are words that modify (enhance or change) the meaning of verbs:
He ran quickly.
There are adverbs of:
Teacher information
I’ve seen this before.
time........................e.g. yesterday
place......................e.g. downstairs
manner...................e.g. carefully
R.I.C. Publications ® www.ricgroup.com.au Editing skills xi

Prepositions
Prepositions show the relationship between nouns and/or pronouns in the same sentence.
Common prepositions include: across, about, between, by, during, for, from, in, of, since,
through, until, without, up.
Conjunctions
He disappeared during the night.
I’m afraid of spiders.
I enjoy reading books about travel.
Conjunctions are joining words. They can join different language units:
• One word with another .........................e.g. black or white
• One phrase with another........................e.g. on the beach and in the sand
• One clause with another........................e.g. He asked me if I could cook.
• One sentence with another....................e.g. I was hot so I went for a swim.
SPELLING
Singular and plural nouns
Adding ‘s’ and ‘es’
The most commonly used plural is made by adding ‘s’; e.g. books, games.
It is usually necessary to add ‘es’ to nouns ending in ‘ch’, ‘sh’, ‘s’, ‘x’ and ‘z’ to make the
plural easier to pronounce; e.g. washes, dishes, classes, foxes and waltzes.
Words ending in ‘o’ are also often made into a plural by adding ‘es’:
potatoes, tomatoes
There are many exceptions, including radios, merinos, silos, zeros, photos and sopranos.
Students should be encouraged to consult a dictionary if uncertain about the spelling of a
specific word.
Changing ‘y’ to ‘i’ and adding ‘es’
Many nouns and verbs ending with ‘y’, change the ‘y’ to ‘i’ before adding ‘es’:
lady (singular noun)
curry (singular noun)
I cry
VOCABULARY
Shortened forms
There are three categories of shortened forms:
• Shortened words:
ladies (plural noun)
curries (plural noun)
he cries (verbs)
– abbreviations (first letter, some other letters, but not the last letter):
Mon., Cont., Co.
(full stop needed)
– contractions (first letter and last letter and sometimes other letters):
Mr, dept, Qld
• Shortened phrases:
(no full stop)
– acronyms (strings of initial letters pronounced as a word):
• Symbols:
radar, Qantas, sonar
(no full stops)
Internationally recognised representations of units of measurement, words and concepts:
km, %, @
Teacher information
(no full stops)
xii Editing skills R.I.C. Publications ® www.ricgroup.com.au

Similes
A simile is a figure of speech in which one thing is likened to another in one particular
respect:
as fast as greased lightning
to run like the wind
Similes can enhance descriptions by helping to convey the writer’s intended meaning.
Writing
Tautology
Tautology is combining two or more words, which in effect say the same thing:
I followed after him.
He has never at any time smoked.
Examples of tautology include:
blend together, close proximity, combine together, cost the sum of, divide up, during
the course of, few in number, for a period of, grateful thanks, just recently, may
possibly, mutual cooperation, small in size, return back, repeat again.
Convoluted language
Convoluted language is unnecessarily complicated, complex language, often using passive
verbs, lengthy sentences and unnecessary words. Students should be encouraged to use
clear, concise language to express ideas:
Analogy
Teacher information
In the fullness of time, taking into account the exigencies of the existing situation,
and in complete recognition of the delicacy of this matter, your proposal will be
duly brought to the light of day, unpacked and addressed in a cooperative group
context.
(We will look at your proposal later.)
An analogy is usually used to explain something complex by using something familiar:
An atom is like our solar system. (The nucleus is the sun and the electrons are the
planets in orbit around it.)
Stones were to some ancient people as dollar notes are to modern people.
Analogies are helpful in pointing out relationships that may not at first be obvious, but they
have their limitations. It is said that an analogy ‘breaks down’; this means that it is only
suggestive and doesn’t hold true in every detail.
R.I.C. Publications ® www.ricgroup.com.au Editing skills xiii

Teacher information
Writing format information
Exposition
– is a framework which argues for
a particular position and attempts
to persuade the audience to share
this view.
– includes:
• Introduction:
statement of the problem and
the writer’s position
• Arguments:
presented in a logical manner
with supporting detail, usually
from the strongest to the
weakest
• Conclusion:
– uses:
an evaluation restating the
writer’s position.
• persuasive language
• paragraphs to state and
elaborate on each point.
An exposition may be written in
the form of an essay, a letter, a
policy statement, a critical review,
an advertisement, an editorial or a
speech.
Explanation
– is a framework which outlines how or why something
occurs, works or is made.
– includes:
• Statement:
precisely what is to be explained
• Explanation:
a clear account in logical sequence of how and
why the phenomenon occurs
• Conclusion:
OR
an evaluation and comment about what has been
explained.
• a definition
• a description of the components or parts
• the operation—how it works or is made
• the application—where and when it works or is
applied
• special features—interesting comments
• evaluation or comment.
– uses:
• subject–specific terms and technical vocabulary
where appropriate
• simple present tense
• linking words to show cause and effect.
An explanation may be written in the form of an essay, or
a handbook—for example, how a kite works—a science
text, a health text or a social studies text.
Description
– is a framework which describes the characteristics, components or function of specific living
or non-living things.
Physical characteristics of living things are described or the components of non-living things
and their functions. Special features are also discussed. This type of writing can be used to
describe, for example, a specific breed of animal, object or picture.
– includes:
• Introduction: what it is
• Description: its appearance: colour, shape, size etc.
• Interesting details/special features
• Concluding statement.
– uses:
• adjectives extensively
• conjunctions.
A description may be written in poetic form and may describe a person, place, animal, thing
or emotion.
R.I.C. Publications ® www.ricgroup.com.au Editing skills xv

Student explanation checklist
Title:
Definition:
A precise statement or definition is provided.
Description:
There is a clear account of how and why the
phenomenon occurs.
Information is relevant and correct.
Information is provided in a logical order.
Explanations are clearly and simply stated.
Concluding statement:
The conclusion includes an evaluation or comment.
Writing skills:
• Linking words are used to show cause and effect.
• The simple present tense is used.
• Technical vocabulary and subject-specific
terms are used.
• Spelling and punctuation have been checked.
Name: Date:
R.I.C. Publications ® www.ricgroup.com.au Editing skills
Writing format checklists
Student explanation checklist
Title:
Definition:
A precise statement or definition is provided.
Description:
There is a clear account of how and why the
phenomenon occurs.
Information is relevant and correct.
Information is provided in a logical order.
Explanations are clearly and simply stated.
Concluding statement:
The conclusion includes an evaluation or comment.
Writing skills:
• Linking words are used to show cause and effect.
• The simple present tense is used.
• Technical vocabulary and subject-specific
terms are used.
• Spelling and punctuation have been checked.
Name: Date:
R.I.C. Publications ® www.ricgroup.com.au Editing skills xix

Student proofreading and editing checklist
Use this page to check your work. You will not need to tick all of the boxes.
Name:
Date:
Title:
Punctuation:
I have included:
• full stops
• capital letters for:
• question marks
• exclamation marks
• commas:
beginning sentences
proper nouns
in lists
for pauses
to make meaning clear
• apostrophes: in contractions
• quotation marks
• colons
• semicolons
• hyphens
• dashes
• brackets
Spelling:
I have:
to show ownership
• checked the spelling of any unknown words
Grammar:
I have included:
• a variety of different verbs
• correct verb tenses
• correct verb-subject agreement
• appropriate adverbs to describe verbs
• interesting adjectives to describe nouns and pronouns
• suitable conjunctions
• a variety of prepositions
Writing:
I have read through my writing to check that:
• it makes sense
• it is easy to understand
• there are no repeated or omitted words
• paragraphing is appropriate
• there are no double negatives or tautologies
• there are no errors of fact
R.I.C. Publications ® www.ricgroup.com.au Editing skills xxiii

Piggy banks
Lesson focus
Teachers notes
Punctuation
• Commas in lists
• Grammatical commas
• Apostrophes to show possession
• Quotation marks
• Hyphens
Grammar
• Verb tenses
Teacher information
Spelling
• Confused words: their/there, be/bee,
too/to/two, been/bean
• Misspelt words
• Plurals (‘s’ and ‘es’)
Writing
• Errors of fact
An explanation outlines how something works, is made or how or why things happen.
Answers
Ever wonder why some people keep their savings in a
moneybox shaped like a pig? It is all due to the incorrect
meaning of a word!
The origin of the piggy bank can be found in the Middle
Ages, when most pots, dishes, jars and other containers
used in people’s homes were made of a cheap clay
known as ‘pygg’. Metal was rarely used as it was too
expensive. A pot made from pygg was kept by many
households for storing the family’s savings. This money pot
became known as the ‘pyggy bank’.
But when potters in 19th century England were asked by
customers to make pyggy banks, they misunderstood
and produced pig-shaped containers. Instead of
correcting the mistake, people took to the idea and,
ever since, the piggy bank has been a well-loved
type of moneybox.
their
due
of
be
dishes
were (verb)
too
was (verb)
households
known
were (verb)
customers
produced
to
been
type
1. (a) Missing punctuation is in bold type.
(b) (i) Hyphenated words are underlined.
well-loved, pig-shaped
(ii) Teacher check
2. (a) Correct verbs are underlined in bold.
are – were (line 6), is – was (line 8), will be – were (line 11)
3. Spelling errors are in italic type.
(a) dishes, households, customers
(b) their, due, of, be, too, known, produced, to, been, type
4. In the 19th century in England, potters made pig-shaped moneyboxes and people took to the idea.
4 Editing skills R.I.C. Publications ® www.ricgroup.com.au

Piggy banks
Read the explanation.
Editing skills
Ever wonder why some people keep there savings in a
moneybox shaped like a pig? It is all dew to the incorrect
meaning off a word!
The origin of the piggy bank can bee found in the Middle
Ages, when most pots dishs jars and other containers
used in peoples homes are made of a cheap clay
known as ‘pygg’. Metal was rarely used as it was to
expensive. A pot made from pygg is kept by many
householdes for storing the familys savings. This money pot
became nown as the ‘pyggy bank’.
But when potters in 19th century England will be asked by
customeres to make pyggy banks they misunderstood
and prodused pig-shaped containers. Instead of
correcting the mistake people took two the idea and
ever since, the piggy bank has bean a well-loved
tipe of moneybox.
1 Punctuation
(a) Write the 5 missing commas and 2
apostrophes Circle the quotation marks.
A hyphen (-) is used in some words to connect
smaller words together; for example,
‘happy-go-lucky’, ‘self-pity’, ‘able-bodied’.
(b) (i) Circle the 2 words in this text that
contain hyphens.
(ii) Choose one of the words. Use a
dictionary to find three hyphenated words
that contain one of the smaller words.
3 Spelling
(a) In this text, the wrong verb tense has
been used 3 times. Find each of these
and write the correct verb tense in the
space at the end of the line.
(a) Three plural words from the text are
misspelt. Write the correct spelling on the
line at the end of the row.
(b) Write the correct spelling of 10 misspelt
words in the space at the end of the line.
4 Writing
(a) Correct the errors of fact in this sentence.
In the 19th century in England, metal workers
made pig-shaped moneyboxes, but people
did not take to the idea.
2 Grammar
We can change the ‘tense’ of a verb to tell what
happened in the past, what is happening in the
present or what will happen in the future; for
example, ‘He said it’ (past tense); ‘He says it
(present tense); ‘He will say it’ (future tense).
R.I.C. Publications ® www.ricgroup.com.au Editing skills 5

The question mark
Lesson focus
Teachers notes
Punctuation
• Grammatical commas
• Question marks
• Quotation marks
• Apostrophes in grammatical contractions
Grammar
Spelling
• Confused words: be/bee, peace/piece, see/
sea
• Misspelt words
Writing
• Prepositions
• Double negatives
• Tautology
Teacher information
An explanation outlines how things work, or how or why things happen.
Answers
The question mark is an important part of punctuation.
It would be difficult to recognise questions in a piece of
writing without them. But how did the symbol ‘?’come
to be used?
Long ago, people who wrote in Latin, the language of
ancient Rome, had to write the word ‘questio’ (question)
at the end of each question in a piece of text. But this was
clumsy and took up a lot of room on the page. So
‘questio’ began to be shortened
to ‘QO’. However, this created a new problem—‘QO’
could be confused for part of a word.
The next development was for writers to write the ‘Q’
on top of the ‘O’. Over time, the ‘Q’ turned into a
curly scribble that doesn’t have any meaning and the ‘O’
became a dot. And that’s how the humble question
mark was born. Will you think about this the
next time you see one?
important
recognise
symbol
be
language
ancient
piece
clumsy
shortened/abbreviated
created
confused/mistaken
development
turned
scribble
humble
born
see
Answers
1. Missing punctuation is in bold type.
2. (a) (i) on (ii) in (iii) of
(iv) about
(v) into
3. (a) Spelling errors are in italic type.
important, recognise, symbol, be, language, ancient, piece, clumsy, created, development,
turned, scribble, humble, see
4. (a) One way of correcting the double negative has been underlined.
(b)
‘…that don’t have no meaning…’ should read ‘… that doesn’t have any meaning… ‘ or ‘… has
no meaning …’
Examples of tautology are underlined in bold type.
The three phrases are ‘shortened and abbreviated’ (could be replace by ‘shortened’ or
‘abbreviated’), ‘confused or mistaken’ (could be replaced by ‘confused’ or ‘mistaken’) and ‘born
and came to be’ (could be replaced by ‘born’).
26 Editing skills R.I.C. Publications ® www.ricgroup.com.au

The question mark
Read the explanation.
Editing skills
The question mark is an importtant part of punctuation.
It would be difficult to recognisze questions in a piece of
writing without them. But how did the cymbel ‘?’ come
to bee used
Long ago people who wrote in Latin, the languge of
anchient Rome had to write the word questio’ (question)
at the end of each question in a peace of text. But this was
clummsey and took up a lot of room on the page. So
‘questio began to be shortened and abbreviated
to ‘QO’. However this creatted a new problem—‘QO
could be confused or mistaken for part of a word.
The next developement was for writers to write the ‘Q’
on top of the ‘O’. Over time the ‘Q’ turend into a
curly scribbel that don’t have no meaning and the O
became a dot. And thats how the hummble question
mark was born and came to be. Will you think about this
the next time you sea one
1 Punctuation
(a) Find the 4 missing commas, 2 question
marks, 5 quotation marks and 1 apostrophe
for a contraction.
2 Grammar
Prepositions are positional words placed before
nouns and pronouns to indicate their relation to other
words: for example, He swam between the flags.
(a) Write the missing prepositions from the text.
4 Writing
A double negative statement
incorrectly uses two negative
words; for example, ‘I haven’t
got no more,’ should be ‘I
haven’t any more’ or ‘I have
no more’.
(a) Circle the line in the text containing a double
negative. Write it correctly.
(i) room the page
(ii) questions
a piece of writing
(iii) the language
(iv) think
(v) turned
3 Spelling
this
ancient Rome
a curly scribble
(a) Write the 14 misspelt words in the space at
the end of the line.
A tautology is the unnecessary repetition of
an idea in a phrase or sentence; for example,
‘descend down’, ‘repeat again’.
(b) Underline 3 examples of tautology in the
text. Choose one word to replace each of the
phrases. It may be one of the words used in
the phrase. Write it in the space at the end of
the line.
R.I.C. Publications ® www.ricgroup.com.au Editing skills 27

What is an ‘urban myth’?
Teachers notes
Lesson focus
Punctuation
• Commas grammatical
• Apostrophes in contractions
• Apostrophes to show possession
• Question marks
• Exclamation marks
• Dashes
Spelling
• Confused words: been/bean, desert/
dessert, right/write
• Misspelt words
Grammar
• Subject-verb agreement
• Pronouns
• Adjectives
• Nouns
Teacher information
An explanation analyses how things came to be the way they are, how things work or why things
happen.
Answers
An urban myth is one of those stories we all hear about, that
Comma
seems fantastic but true. You know the sort, usually told by
Comma
someone whose ‘brother’s best friend’s girlfriend’s mother’ told Apostrophe for possession (3)
them about it, so ‘it must be true’. Or perhaps it’s one of the Apostrophe in contractions
many email urban myths that circulate around the electronic
many
world. However, closer investigation nearly always shows the story
Comma
to be just that—a story made up by someone with a fabulous
Dash
imagination.
One urban myth which has been around for nearly 40 years now
been
concerns the man who strapped a solid fuel rocket engine to his
concerns
car—just to see what it would do. He accelerated down a
Dash
highway in the desert and then fired off the rocket. The car
desert
blasted up to almost 480 km/h! But when he tried to stop, the
Exclamation mark
car’s brakes melted and the tyres blew out. Unable to take a Apostrophe for possession
bend in the road, the car became airborne, flying for more than Commas (2)
a kilometre, before slamming into the side of a mountain. Great
kilometre
story, huh? What a shame it never happened.
Question mark
There are entire websites devoted to exposing urban myths. A
are (verb)
search engine will point you in the right direction.
right
Answers
1. (a) Missing punctuation is in bold type.
2. (a) The correct verb has been underlined.
There are
(b) Answers will include we, you, them, he.
(c) (i) solid fuel (ii) Great/fantastic (iii) closer
(iv) electronic (v) fabulous (vi) right
3. (a) Spelling errors are in italic type.
many, been, concerns, desert, kilometre, right
38 Editing skills R.I.C. Publications ® www.ricgroup.com.au

What is an ‘urban myth’?
Read the explanation.
Editing skills
An urban myth is one of those stories we all hear about that
seems fantastic but true. You know the sort usually told by
someone whose ‘brothers best friends girlfriends mother’ told
them about it, so ‘it must be true’. Or perhaps its one of the
meny email urban myths that circulate around the electronic
world. However closer investigation nearly always shows the story
to be just that a story made up by someone with a fabulous
imagination.
One urban myth which has bean around for nearly 40 years now
concirns the man who strapped a solid fuel rocket engine to his
car just to see what it would do. He accelerated down a
highway in the dessert and then fired off the rocket. The car
blasted up to almost 480 km/h But when he tried to stop, the
cars brakes melted and the tyres blew out. Unable to take a
bend in the road the car became airborne flying for more than
a kilometer, before slamming into the side of a mountain. Great
story, huh What a shame it never happened.
There is entire websites devoted to exposing urban myths. A
search engine will point you in the write direction.
1 Punctuation
(a) Write in 5 missing commas, 4 missing
apostrophes for possession and 1 for a
contraction, 1 missing question mark, 1
exclamation mark and 2 dashes. In the space
at the end of each line where punctuation
is missing, write the name of the type of
punctuation which you had to include.
2 Grammar
(a) Find the sentence which has a verb which
does not agree with its subject.
Circle the verb and write the correct verb in
the space at the end of the line.
(b) Write 3 personal pronouns from the text.
(c) Write adjectives from the text for the nouns
given.
(i)
(ii)
(iii)
(iv)
(v)
(vi)
3 Spelling
rocket
story
investigation
world
imagination
direction
(a) Circle 6 misspelt words and write the correct
spelling in the space at the end of the line.
R.I.C. Publications ® www.ricgroup.com.au Editing skills 39

The word ‘love’ in tennis
Lesson focus
Teachers notes
Punctuation
• Capital letters for sentence beginnings
• Capital letters for proper nouns
• Quotation marks
• Colons in titles
Grammar
• Pronouns
Spelling
• Confused words: no/know, where/were,
an/a, of/off
• Misspelt words
Writing
• Double negatives
• Errors of fact
Teacher information
An explanation outlines how something works, is made or how or why things happen.
Answers
Tennis: love at first sight
If you have ever watched a game of tennis, you will
know that the word ‘love’ is used to mean ‘no score’.
This has been the case since at least the mid-1700s. How
did this come about? Why would someone ‘love’ to play
if he or she has scored no points?
‘Love’, as it is used in tennis, is actually derived from a
French word. Tennis originated in France where
people involved in the game decided that the numeral ‘0’
looked like an egg. So, instead of calling ‘zero’ when
a player had not scored any points, they used the French
word for egg instead – ‘l’ouef’ (pronounced ‘lerf’).
When the game of tennis become popular in
England, the English soon turned ‘l’ouef’ into a
recognisable word to them – ‘love’. The word has been
used during tennis games ever since.
watched
know
case
about
actually
where
numeral
an
they (pronoun)
pronounced
of
turned
them (pronoun)
during
1. Missing punctuation is in bold type.
2. (a) The corrected pronouns are underlined.
them – they (line 10), him – them (line 14)
3. Spelling errors are in italic type.
(a)
(b)
know, where, an, of
watched, case, about, actually, numeral, pronounced, turned, during
4. (a) One way of correcting the double negative statement is underlined in bold.
(b)
‘if he or she has not scored no points’ should read ‘if he or she has scored no points’ or ‘if he or
she has not scored any points’.
The word ‘l’ouef’ means ‘egg’ in French. When tennis arrived in England, ‘l’ouef’ became ‘love’
instead. The word has been used in tennis since at least the mid-1700s.
46 Editing skills R.I.C. Publications ® www.ricgroup.com.au

The word ‘love’ in tennis
Read the explanation.
Editing skills
Tennis love at first sight
If you have ever wached a game of tennis, you will
(no, know) that the word ‘love’ is used to mean ‘no score’.
This has been the cayse since at least the mid-1700s. How
did this come abbout? why would someone love’ to play
if he or she has not scored no points?
‘Love’, as it is used in tennis, is actualy derived from a
french word. Tennis originated in france (where, were)
people involved in the game decided that the numral ‘0
looked like (an, a) egg. so, instead of calling ‘zero when
a player had not scored any points, them used the French
word for egg instead – ‘l’ouef’ (pronounsed ‘lerf’).
When the game (of, off) tennis become popular in
england, the english soon terned ‘l’ouef into a
recognisable word to him – ‘love’. the word has been
used duering tennis games ever since.
1 Punctuation
(a) Find the missing
quotation marks, 7
capital letters and the
colon in the title.
4 Writing
(a) Circle the line in the text containing a double
negative. Write it correctly.
2 Grammar
Pronouns are words that
replace nouns; e.g. ‘I’, ‘he’,
‘she’, ‘him’, ‘it’.
(a) Circle the 2 incorrect pronouns used in the
text. Write the correct pronoun in the space
at the end of the line.
3 Spelling
(a) Choose the correct spelling from each pair of
words in brackets and write it in the space at
the end of the line.
(b) Write the correct spelling of the misspelt
words in the space at the end of the line.
(b) Correct the errors of fact in these sentences.
Draw a line through the error and write the
correction above it.
The word ‘l’ouef’ means ‘tennis’ in
German. When tennis arrived in France,
‘l’ouef’ became ‘love’ instead. The word
has been used in tennis since at least the
early 1600s.
R.I.C. Publications ® www.ricgroup.com.au Editing skills 47

Mighty microbes
Teachers notes
Lesson focus
Punctuation
• Capital letters for sentence beginnings
• Full stops
• Apostrophes to show contractions
• Grammatical commas
• Commas in a list
• Parentheses (round brackets)
• Semicolons
Grammar
• Verb tense
Spelling
• Misspelt words
Writing
• Tautology
Teacher information
Explanations analyse how or why things happen or how they work.
Answers
It would be ideal to eat all of our food fresh, but this is not possible for many reasons: some foods
are seasonal but we still like to eat them all year round; some foods are imported (brought in) from
other countries because we do not grow them here; and other foods just don’t last very long at all.
These foods change because micro-organisms digest them, making them rot or ‘go off’.
Micro-organisms (or microbes) are microscopic and found everywhere, all over the place. They are
in the air, on tables and even on our skin. When food is left unprotected or touched by fingers,
these micro-organisms grow and multiply rapidly, at a fast rate. They like warm, damp conditions
which allow them to break down and rot food and other materials like leaves and paper. Food will
keep longer if we deprive the micro-organisms of the conditions they like. We preserve foods so that
they last longer. Preserving generally means keeping food away from water and air.
Although microbes can be harmful, they can also be useful. They
produce the bacteria that makes cheese and yoghurt. They help rot
dead organisms and put nutrients back into the soil. Yeast is also a
micro-organism. Without yeast we could not have bread, cakes or beer!
1. Missing punctuation is in bold type.
2. Correct tense is underlined.
(a) grew – grow (line 3), liked – like (line 7), had – have (line 14)
3. (a) Spelling errors are in italic type.
reasons, digest, conditions, bacteria, yoghurt
4. (a) Examples of tautology are underlined in bold.
‘found everywhere, all over the place’ and ‘multiply rapidly, at a fast rate’
56 Editing skills R.I.C. Publications ® www.ricgroup.com.au

Mighty microbes
Read the explanation.
Editing skills
It would be ideal to eat all of our food fresh, but this is not possible for many reesons: some foods
are seasonal but we still like to eat them all year round, some foods are imported (brought in) from
other countries because we do not grew them here, and other foods just dont last very long at all.
these foods change because micro-organisms dijest them making them rot or ‘go off’
Micro-organisms (or microbes) are microscopic and found everywhere, all over the place. They are
in the air on tables and even on our skin. When food is left unprotected or touched by fingers,
these micro-organisms grow and multiply rapidly, at a fast rate. They liked warm damp condishuns
which allow them to break down and rot food and other materials like leaves and paper. Food will
keep longer if we deprive the micro-organisms of the conditions they like. we preserve foods so that
they last longer. Preserving generally means keeping food away from water and air.
Although microbes can be harmful they can also be useful They
produce the bacterea that makes cheese and yoghert. They help rot
dead organisms and put nutrients back into the soil. Yeast is also a
micro-organism. Without yeast we could not had bread cakes or beer!
1 Punctuation
(a) Write in the missing commas (3 in a list and
2 grammatical), 2 full stops, 2 capital letters
and 1 apostrophe in a contraction.
Brackets are used where additional
information is given.
(b) Underline the brackets used in the text for
this purpose.
3 Spelling
(a) Write the correct spelling for the 5 misspelt
words below.
A semicolon is used to separate clauses or
phrases in a sentence. It indicates a pause—not as
strong a pause as a full stop or colon, but stronger
than a comma; for example, ‘He wouldn’t stop
talking; he was being annoying’, ‘You may go;
however, pack up first’.
(c) Change two commas in the first paragraph into
the semicolons they should be.
2 Grammar
(a) In this text, incorrect tense has been used
3 times. Find each of these and write the
correct tense above the words.
4 Writing
Tautology is the unnecessary repetition of an idea
in a phrase or sentence; for example, ‘descend
down’, ‘repeat again’.
(a) Circle two examples of tautology.
R.I.C. Publications ® www.ricgroup.com.au Editing skills 57

Tsunami!
Lesson focus
Teachers notes
Punctuation
• Capital letters for proper nouns
• Parentheses (round brackets)
• Grammatical commas
• Apostrophes to show possession
Grammar
• Prepositions
Spelling
• Confused words: sea/see, two/too
• Misspelt words
Vocabulary
• Compound words
Writing
• Errors of fact
Teacher information
Explanations analyse how things work or why things happen.
Answers
Tsunami is a Japanese word for a long, low sea wave. Tsunamis
are often called tidal waves, but in fact they have nothing to do with
the tides. They are caused by volcanic eruptions, undersea landslides
or coastal earthquakes. The plates which make up the Earth’s
surface (tectonic plates) suddenly move against each other, causing
an earthquake.
Tsunamis occur all the time, usually in the Pacific Ocean, but most of
these are too small to notice. Every few years, however, large tsunamis
kill hundreds or thousands of people.
Before a tsunami strikes, the coastal waters can retreat hundreds of
metres, exposing the beach and seabed. Tsunamis can reach speeds
of 800 to 960 kilometres per hour. Out deep, the waves are small, but
as they move away from the epicentre, approaching the coastline,
they can increase to a height of 100 metres or more.
The biggest earthquake for 40 years occurred between the Australasian
and Eurasian plates, in the Indian Ocean, on Boxing Day 2004. The quake
caused a tsunami that travelled as far as one kilometre inland, causing
widespread destruction and devastation across many Asian countries.
sea
Comma
volcanic
Apostrophe
Brackets
earthquake
Proper nouns
too
thousands
Comma
reach
Comma
epicentre
height
Proper noun
Proper nouns
Comma
Proper noun
1. Missing punctuation is in bold type.
2. (a) (i) with (ii) of (iii) across
3. (a) Spelling errors are in italic type.
sea, volcanic, earthquake, too, thousands, reach, epicentre, height
4. Compound words are underlined.
nothing, undersea, landslides, earthquakes, earthquake, however, seabed, coastline, inland,
widespread
5. After an earthquake, the waves travel away from the epicentre, increasing in height as they
approach the coast.
66 Editing skills R.I.C. Publications ® www.ricgroup.com.au

Tsunami!
Read the explanation.
Editing skills
Tsunami is a Japanese word for a long, low see wave. Tsunamis
are often called tidal waves but in fact they have nothing to do with
the tides. They are caused by volcanik eruptions, undersea landslides
or coastal earthquakes. The plates which make up the Earths
surface tectonic plates suddenly move against each other, causing
an earthquacke.
Tsunamis occur all the time, usually in the pacific ocean, but most of
these are two small to notice. Every few years, however, large tsunamis
kill hundreds or thousends of people.
Before a tsunami strikes the coastal waters can retreat hundreds of
metres, exposing the beach and seabed. Tsunamis can reech speeds
of 800 to 960 kilometres per hour. Out deep the waves are small but
as they move away from the episentre, approaching the coastline,
they can increase to a heigt of 100 metres or more.
The biggest earthquake for 40 years occurred between the australasian
and eurasian plates, in the indian ocean, on boxing day 2004. The quake
caused a tsunami that travelled as far as one kilometre inland causing
widespread destruction and devastation across many asian countries.
1 Punctuation
(a) Find 9 capital letters for proper nouns, 5
grammatical commas, 1 missing apostrophe
for possession and 1 set of brackets to show
additional information has been added.
On the line at the end, state the punctuation
you corrected.
2 Grammar
Prepositions are positional words that show
relationships; for example, ‘the eye of the storm’.
(a) Choose a preposition from the text to
complete these.
(i) nothing to do
(ii) thousands
the tides
people
4 Vocabulary
(a) Underline the 10 compound words in the text.
5 Writing
(a) Correct the errors of fact in this sentence.
Write it below.
After an earthquake, the waves move
towards the epicentre, decreasing in
height as they approach the coast.
(iii) causing devastation
many countries
3 Spelling
(a) Write the correct spelling of the misspelt
words in the space at the end of the line.
R.I.C. Publications ® www.ricgroup.com.au Editing skills 67

Taking better photos
Teachers notes
Lesson focus
Punctuation
• Capital letters for sentence beginnings
• Full stops
• Apostrophes in grammatical contractions
• Apostrophes to show possession
Grammar
• Pronouns
• Adjectives
Spelling
• Misspelt words
• Confused words: lose/loose, be/bee,
to/too, sun/son
Vocabulary
• Compound words
Teacher information
An explanation outlines how something works, is made or how or why things happen.
Answers
• Fill the viewfinder with the main subject. Use a telephoto lens or get closer. Tiny subjects lose
their sense of importance. You may even be able to take just part of the main subject to illustrate
the whole. For example, for a ship, you might only want to take the bow and front half.
• Don’t cut important bits off. Make sure the subject’s important parts fit inside the crop marks in the
viewfinder. Be especially careful about cutting people’s heads off!
• Balance your photograph. In your mind, divide your planned photograph into thirds horizontally
and vertically. Where those thirds intersect is where you should place the parts of the subject you want to
emphasise, because a human eye is naturally drawn to those intersections.
• Don’t shoot into the sun. Unless you’re doing it for a special effect, keep the sun behind you or off to
one side if possible. Shooting into the sun will cause silhouettes and lens ‘flares’.
• Keep the camera still. A simple rule, but one that’s too often forgotten. Movement
equals blurred photos.
• Watch the background, especially when taking portraits. People look funny when
they appear to have tree branches or chimneys growing out of their heads!
• Shoot upwards from a low position to make the subject appear more important.
Shoot downwards from a high position to make the subject appear less
important.
1. (a) Missing punctuation is in bold type.
2. (a) Pronouns are underlined.
Answers will include: their, you, your, it, they
(b) Adjectives are underlined bold.
main, telephoto, important, crop, people’s, planned, human
3. (a) Spelling errors are in italic type.
lose, be, illustrate, vertically, naturally, special, sun, too, portraits, chimneys
4. (a) viewfinder, background, Teacher check
76 Editing skills R.I.C. Publications ® www.ricgroup.com.au

Taking better photos
Read the explanation which gives a few hints for taking better photographs.
Editing skills
• Fill the viewfinder with the main subject. Use a telephoto lens or get closer. Tiny subjects loose
their sense of importance. You may even bee able to take just part of the main subject to illistrate
the whole for example, for a ship, you might only want to take the bow and front half.
• Dont cut important bits off. Make sure the subjects important parts fit inside the crop marks in the
viewfinder be especially careful about cutting peoples heads off!
• Balance your photograph. In your mind, divide your planned photograph into thirds horizontally and
verticaly where those thirds intersect is where you should place the parts of the subject you want to
emphasise, because a human eye is naturaly drawn to those intersections.
• Dont shoot into the sun. Unless youre doing it for a spesial effect, keep the son behind you or off to
one side if possible shooting into the sun will cause silhouettes and lens ‘flares’.
• Keep the camera still. A simple rule, but one thats to often forgotten movement
equals blurred photos.
• Watch the background, especially when taking portrates. People look funny when
they appear to have tree branches or chimnies growing out of their heads!
• Shoot upwards from a low position to make the subject appear more important.
Shoot downwards from a high position to make the subject appear less
important.
1 Punctuation
(a) Write in 4 apostrophes in contractions and 2
which show possession.
(b) Write in the 5 missing capital letters and 5
full stops.
(v)
(vi)
(vii)
heads
photograph
eye
2 Grammar
(a) Underline 4 different pronouns in the text.
(b) Write the adjectives from the text which
modify these nouns:
(i)
(ii)
subject
lens
3 Spelling
(a) Write the correct spelling of the 10 misspelt
words above each incorrect word.
4 Vocabulary
(a) Write 2 compound words from the text and
two more of your own.
(iii)
(iv)
bits
marks
R.I.C. Publications ® www.ricgroup.com.au Editing skills 77