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ENGL 290-01 Principles of Editing*

Dr. Teresa M. ReddCRN 10589

Associate Professor3 credits

Locke Hall, Room 112MWF 11:10-12

(202) 806-6770/6730Locke Hall, Room 118

pring 2003

Office Hours: MWF 10-11, 3-4Issued 1/8/03

(other hours by appointment)

COURSE DESCRIPTION
An advanced writing course, Principles of Editing will introduce you to stylistic principles from linguistics, rhetoric, and literature. Drawing upon linguistic theory and research, you will practice strategies for achieving greater clarity, conciseness, and coherence. At the same time, to achieve greater elegance and emphasis, you will experiment with techniques from the rhetorical and literary arts--including those of African Americans. Guided by these principles and equipped with professional copyediting tools, you will enhance your own drafts or the work of others, whether the writing is academic or creative. Note: This course is an elective for English majors and minors.

Prerequisite

All students must have passed Freshman English 003. However, the Department strongly recommends that students also complete College Grammar 114 or Language Foundation 110 before enrolling in this course.

Course Goals

  1. To develop an understanding of style from linguistic, rhetorical, and literary perspectives.
  2. To empower students to achieve correctness, clarity, conciseness, coherence, and control in their writing.
  3. To cultivate an appreciation for elegance and emphasis in the African American and Western rhetorical traditions.
  4. To equip students with professional tools for editing writing.

Course Objectives

By the end of the semester, you should be able to do the following:

  1. Reconstruct sentences according to psycholinguistic principles so that the language is not only correct but clear, coherent, and concise.
  1. Dissect and imitate figures of speech from both Western and African American traditions.

* subject to change

  1. Apply rules of transformational grammar to control and emphasize elements of a sentence.
  1. Identify and imitate the stylistic strategies of skilled writers.
  1. Employ common tools of the editor’s trade: copyediting symbols, the Microsoft Spelling-Grammar Checker, the Microsoft Word Reviewing Toolbar, and Blackboard’s groupware.

Instructional Methods

To fulfill the objectives of the course, you will engage in stylistic analysis, imitation, and experimentation. You will learn by participating in a wide range of activities, including those listed below:

  1. Portfolio: Editing four documents that you submitted at the beginning of the term.
  1. Style Journal: Copying, imitating, and presenting to the class the “Figure of Speech of the Day.”
  1. Oral Report: Presenting a stylistic analysis of your favorite passage from a published work.
  1. Erasmus Exercises: Generating multiple versions of a sentence to exercise your stylistic options and to assess the rhetorical effects.
  1. Editing Exercises: Rewriting sentences and paragraphs to eliminate a designated problem.
  1. Team-Editing Competitions: Collaborating with teammates to produce the best revision of a document.

TEXTBOOKS AND OTHER RESOURCES

Required

Darling’s Grammar. 5 January 2003

Kennedy, X.J., Dorothy M. Kennedy, and Sylvia A. Holladay. The Bedford Guide for College Writers. 6th ed. Boston and New York: Bedford/St. Martin’s, 2002.

Redd, Teresa. ENGL 290-01 Principles of Editing. 22 December 2002. 5 January 2003

Williams, Joseph. Style: Ten Lessons in Clarity and Grace. 7th ed. New York: Longman, 2003.

Supplementary

Donnelly, Colleen. Linguistics for Writers. Albany, NY: SUNY Press, 1994.

Gibson, W. Tough, Sweet, and Stuffy: An Essay on Modern American Prose Styles. BloomingtonLondon: Indiana UP, 1966.

Kolln, Martha. Rhetorical Grammar: Grammatical Choices, Rhetorical Effects. New York: Macmillan 1991.

Lanham, Richard A. Revising Prose. 3rd ed. New York: Macmillan, 1992.

Rice, Scott. Right Words, Right Places. Belmont, CA: Wadsworth, 1993.

Richardson, Peter. Style: A Pragmatic Approach. Needham Heights, MA: Allyn & Bacon, 1998.

Rickford, John R., and Russell J. Rickford. Spoken Soul: The Story of Black English. New York: John Wiley & Sons, 2000.

Smith, H. Wendell. Readable Writing: Revising for Style. Belmont, CA: Wadsworth, 1985.

Smitherman, Geneva. Talkin and Testifyin: The Language of Black America. Boston: Houghton Mifflin. Rpt. Detroit: WayneState UP, 1985.

Strunk, William, Jr., and E.B. White. The Elements of Style. 3rd ed. New York: Macmillan, 1979.

Waddell, Marie, Robert Esch, and Roberta Walker. The Art of Styling Sentences: 20 Patterns for Success. 2nd ed. Woodbury, NY: Barron’s Educational Series, 1983.

Weaver, Richard M. “Some Rhetorical Aspects of Grammatical Categories.” The Ethics of Rhetoric. Chicago: Henry Regnery Co., 1953. 115-142.

COURSE OUTLINE

Note: We will study a new figure of speech (see “Elegance” below) at the beginning of each class period. We will also use one or more copyediting tools in each unit (see “Tools of the Trade” below). See the “Course Schedule” (pp. 8 -15) for unit objectives and daily assignments.

Tools of the Trade

Copyediting Symbols

MS Word Editing Tools

Blackboard Groupware

  1. Correctness
  2. Standard vs. Nonstandard English
  3. Descriptive vs. Prescriptive Grammatical Rules
  4. Common Misspellings and Easily Confused Words
  5. Nonsexist Usage
  6. Clarity
  7. Nominalizations
  8. Expressive Verbs
  9. BE Patterns
  10. THERE and IT Openers
  11. Concrete and Specific Nouns
  12. Active Voice
  13. Ambiguous Pronouns
  14. Coherence
  15. Topics
  16. Passive Voice
  17. Inversion
  18. Adverbial Clauses
  19. Free Modifiers
  20. Emphasis
  21. Light vs. Heavy Words
  22. THERE Transformations
  23. WHAT and IT Shifts
  24. Conciseness
  25. Meaningless Words
  26. Prepositional Phrases
  27. Redundancy
  28. Ellipsis
VI.Control
  1. Long Introductions and Subjects
  2. Subject-Verb Interruptions
  3. Cumulative Sentences
  4. Excessive Subordination
  5. Misplaced and Dangling Modifiers
  6. Faulty Coordination
VII.Elegance
  1. Word Play
  2. Metaphor
  3. Word and Sound Repetition
  4. Length and Rhythm
  5. Coordination

COURSE REQUIREMENTS

To succeed in this course, strive to meet the following benchmarks:

  1. Submit a portfolio of your work for diagnosis at the beginning of the term and edit it at the end of the term to eliminate at least 80% of the problems listed on your diagnostic profile. Note: The portfolio is your final examination.
  1. Maintain an up-to-date journal that accurately imitates at least 80% of the assigned figures of speech. (See the attached sample.)
  1. Present a 10-minute oral report analyzing the style of your favorite passage of published prose. (See the attached evaluation form.)
  1. Complete homework assignments on time, earning an “S” average (see below).
  1. Achieve 80% or more for four quizzes on clarity, coherence, conciseness, and control.
  1. Participate in classroom and online activities, including five team competitions, earning an “S” average (see below).
Manuscript Conventions

Classwork and Homework. Always bring 8 ½” x 11” white, lined, LOOSELEAF paper and a BLACK or BLUE pen to class; you may not know when you will need them for classwork. As for homework, you will post some of those assignments electronically via Blackboard. However, if I request a hard copy of a Blackboard assignment, you must submit a printout for credit. When I request offline homework, you may write by hand if I provide a worksheet. Otherwise, TYPE the assignment, remembering to DOUBLE-SPACE. Use 12 point type and leave 1” margins on all sides. If you quote, paraphrase, or summarize other sources, document them according to the MLA guidelines (see The Bedford Guide).

Journal. Always bring your Style Journal to class. Buy a three-ringed binder that can hold 40 sheets of 8 ½” x 11” looseleaf paper. Copy my definition and example of each figure of speech on a SEPARATE sheet with the name (e.g., polysyndeton) and date on the first line. Then write your imitation below the example. (See the attached sample.)

COURSE POLICIES

Computation of Final Course Grade

Journal……………………………………………………….1/8

Oral Report………………………………………………….1/8

Class/Homework……………………………………………1/4

Quizzes………………………………………………………1/4

Final Portfolio………………………………………………..1/4

Grading Criteria

The quizzes, oral report, and portfolio will be graded on a scale of A = 90-100, B = 80-89, C = 70-79, D = 60-69, F = below 60. All class/homework and journal entries will be graded pass/fail: Satisfactory = 1 point, Unsatisfactory = no credit. (A passing grade is equivalent to a C or better.) I will evaluate all writing according to how well it fulfills a particular assignment and achieves the clarity and grace that this course seeks to develop. Moreover, since proofreading is an essential editing skill, I will deduct points for grammatical, spelling, diction, and typographical errors. I will also assign grammar exercises to students who need practice.

Class Participation

I assign frequent and unannounced classwork to guide group activities, monitor students’ learning, obtain feedback on my teaching, and reward thoughtful and consistent class participation. Therefore, since students cannot make up exams or classwork (see below), students who are absent or tardy will miss not only valuable instruction but also credit.

Extra Credit

I will offer extra credit only during the term and only to the class as a whole (especially through team competitions). Therefore, you cannot improve your grades at the last minute by requesting additional work. Also, if you earn a borderline course average (i.e., 59, 69, 79, 89), you will not receive an additional point to capture the higher grade—unless you earn that grade (or higher) on your final portfolio. Example: If a student with a 79 course average earns a “B” or better on the final portfolio, that student will qualify for a “B” on the report card. Please note, though, that this policy applies only to course averages ending with “9.”

Incomplete Grades and Withdrawals

A grade of Incomplete (I) is given only if an emergency prevents you from submitting the final portfolio. Such an emergency must be documented by your dean or advisor. However, if you wish to withdraw from the course, please see me before the Registrar’s deadline.

Lateness

I cannot accept late journal entries or homework. However, if you cannot submit the work on time because of an emergency, you should submit a memo in which you document the emergency and ask to be excused from the assignment. (For instance, submit a doctor’s note with your memo.) If you experience computer-related problems, you should request a note from a technical assistant or, if Blackboard is not working, you must IMMEDIATELY e-mail and “cc” to document your problem.

Missed Exams or Classwork

There will be no make-up quizzes or make-up classwork. However, if you miss a quiz or other classwork because of an emergency, you should submit a documented excuse as explained above.

Academic Integrity

Please read the “Academic Code of Conduct,” which is published in the H-Bookor Directory of Classes. If you are suspected of cheating, you must submit your sources and/or make up the assignment in my office. If you are caught cheating, you will receive a “0” for the assignment.

SUPPORT SERVICES

American Disabilities Act (ADA)

HowardUniversity is committed to providing an educational environment that is accessible to all students. In accordance with this policy, students who need accommodations because of a disability should contact the Dean for Special Student Services (202-238-2420), as soon as possible after admission to the University or at the beginning of each semester. If you need a special accommodation required by the American Disabilities Act, please document and discuss your disability with me during the FIRST TWO WEEKS of classes.

WritingCenter

For additional assistance with your writing, visit HEC 1024 (M – TH 9-5) or Locke 100 (see the posted hours). Tutors from the Department of English can provide one-on-one or computer-assisted instruction.

Blackboard FAQs for Students

See if you need help navigating Blackboard.

COURSE SCHEDULE

Important Due Dates

January 13 / Diagnostic Portfolio
January 31 / Team Competition
February 14 / Quiz 1
February 26 / Team Competition
March 14 / Quiz 2
April 2 / Team Competition
April 7 / Quiz 3
April 18 / Team Competition
April 23 / Quiz 4
April 25 / Final Portfolio
(as assigned) / Oral Report

Note: Unless noted otherwise, all chapter, page, and exercise numbers refer to your textbook Style (7th ed.). Always bring your book to class.

UNIT I Correctness: Applying and Defying the Rules

  • Diagnose your stylistic strengths and weaknesses.
  • Define “correctness” from the Prescriptivists’ and Descriptivists’ perspectives.
  • Correct the most commonly misspelled words.
  • Use the most commonly confused words in the appropriate context.
  • Recognize and avoid sexist word usage.
  • Interpret and employ copyediting symbols.
  • Evaluate feedback from Microsoft Word’s grammar/spell-checker.
  • Dissect and imitate tropes involving “word play.”

Wednesday, January 8

Lesson:Introductions

Overview of the Course

Introduction to Blackboard

Homework:Using the handout, log into our Blackboard course site ( ). Once you have logged in, update your e-mail address (if necessary) on the TOOLS menu under PERSONAL INFORMATION. If you encounter technical difficulties, e-mail for help and “cc” to document the difficulty.

Also, begin assembling a portfolio of your work so that I can diagnose your stylistic strengths and weaknesses. Photocopy four pages of your writing, each page from a different document. At least three of the documents should be graded academic papers; however, if you wish, you may include one example of your creative writing. Portfolio due: Monday, January 13.

Friday, January 10

Lesson:Figure of Speech: Equivoque

Standard vs. Nonstandard English (AAE vs. SWE, surveys)

Descriptive vs. Prescriptive Grammatical Rules (students’ examples)

Homework:Read Lesson 2 (“Correctness”) in Style. Then take all three diagnostic tests on our Blackboard course sites. Be sure to read my feedback when you view your scores. Warning: Once you begin a test, you must complete it, so allot 20 minutes for each test.

Remember to submit your Diagnostic Portfolio at the beginning of Monday’s class.

Monday, January 13

Lesson:Figure of Speech: Anatanaclasis

Common Misspellings (students’ examples)

Easily Confused Words (students’ examples)

Homework:Study “Commonly Misspelled Words” ( )

and “Notorious Confusables” ( )

on Darling’s Grammar site or see the External Links on Blackboard. Then complete “Notorious Confusables” Quizzes I through V and “Spelling Quizzes” I and II (

Submit the pages showing your scores.

Wednesday, January 15

Lesson:Figure of Speech: Paranomasia

Nonsexist Usage (class exercise)

Copyediting Symbols

Homework:Read NCTE’s “Guidelines for Gender-Fair Use of Language” at

or see the External Links on Blackboard. Then complete the “Gender Neutral Language” quiz on Darling’s quiz site ( and print out your responses. Also, study the copyediting handout in preparation for an in-class competition.

Friday, January 16

Lesson:Team Competition

MS Word Grammar-Spell Checker

Homework:Read Lesson 1 (“Understanding Style”) and Lesson 3 (“Actions”).

Monday, January 20

MARTIN LUTHER KING, JR. HOLIDAY

Note: From now on, click ASSIGNMENTS to retrieve your assignments via Blackboard. If you print out a unit assignment sheet, remember to check ANNOUNCEMENTS regularly to see whether I have revised it.

UNIT II Clarity: Telling Stories

  • Identify unnecessary nominalizations and convert them into action verbs.
  • Replace vague or static verbs with expressive ones.
  • Turn lifeless BE, THERE, and IT patterns into action-verb patterns.
  • Shift characters into the subject slot and actions into the verb slot to explain “Who did what?” or “What did what?”
  • Substitute concrete or specific nouns for uninformative nouns or ambiguous pronouns.
  • Turn passive constructions into active ones when appropriate.
  • Employ Microsoft Word’s FIND command, thesaurus, and style checker judiciously.
  • Dissect and imitate tropes of imagery and sound.
  • Analyze the style of your favorite author, applying at least three principles from our lessons to explain the effectiveness of a passage.

Wednesday, January 22

Lesson:Figure of Speech: Metaphor

Actions as Verbs

Nominalizations

Homework:Read “Metaphor” in Lesson 9. Also, complete Exercise 3.6 (EVEN numbers only).

Friday, January 24

Lesson:Figure of Speech: Simile

Nominalizations

Homework:Complete Ex. 3.7 (EVEN numbers only).

Monday, January 27

Lesson:Figure of Speech: Onomatopoeia

Expressive Verbs

Sample Oral Report

Homework: Read about the rhetoric of verbs in the Rice handout. Then complete the assigned exercises.

Wednesday, January 29

Lesson:Figure of Speech: Personification

BE Patterns

THERE and IT Openers

Homework:Rewrite the assigned sentences in the Richardson handout. Bring your dictionary, thesaurus, and list of copyediting symbols for a team competition.

Friday, January 31

Lesson:Team Competition

Homework:Read Lesson 4 (“Characters”).

Monday, February 3

Lesson:

Characters as Subjects

Concrete and Specific Nouns

Sample Oral Report

Homework:Complete Ex. 4.1 (EVEN numbers only). Also, read about the rhetoric of nouns in the Rice handout. Then complete the assigned exercises.

Wednesday, February 5

Lesson:Figure of Speech: Hyperbole

Active vs. Passive Voice

Homework:Complete Ex. 4.4 (EVEN numbers only). Prepare to defend your choices in a class debate.

Friday, February 7

Lesson:Figure of Speech: Oxymoron

Active vs. Passive (debate)

Homework:T BA

Monday, February 10

Lesson:MS Word Tools: Thesaurus, FIND, Style Checker

Homework:TBA

Wednesday, February 12

Lesson:Oral Reports

Review (practice quiz)

Homework: Prepare for a quiz on clarity.

Friday, February 14

Lesson:QUIZ #1

Homework:Read Lesson 5 (“Cohesion and Coherence”).

UNIT III Coherence and Emphasis: Beginning and Ending Well

  • Track the flow of old and new information within and between sentences.
  • Use the passive voice, inversion, adverbial clauses, and free modifiers to increase cohesion.
  • Distinguish the “topic” of a sentence from the subject when the topic is not in the subject slot.
  • Identify the point of view expressed by repeated topics in a paragraph.
  • Distinguish “light” from “heavy” words.
  • Use THERE transformations and WHAT/IT shifts to emphasize words.
  • Dissect and imitate schemes that repeat words or sounds.

Monday, February 17

PRESIDENTS’ DAY

Wednesday, February 19

Lesson: Figure of Speech: Diacope

Cohesion: Old-New Flow

Homework: Boldface the old information in Ex. 5.1 (#2).

Friday, February 21

Lesson:Figure of Speech: Anaphora

Cohesion: Passive Voice, Inversion

Homework: Rewrite Ex. 5.1 (#2) so that it is more cohesive.

Monday, February 24

Lesson:Figure of Speech: Antistrophe

Cohesion: Adverbial Clauses, Free Modifiers

Blackboard Discussion Board

Homework:Complete the Erasmus exercise on our Blackboard Discussion Board: Without changing the meaning or the topic, begin ONE of the assigned sentences in a way that other students have not tried. Bring your dictionary and handbook for a team competition.