Copy editing, Proof Reading and Thesis Checking

1. Copy editing, Proof Reading and Thesis Checking Monday 3rd June, 2019 Elaine McColl

2. Why bother proof reading? • First impressions matter! • Spelling and grammar checking facilities in MS Word do not and cannot pick up everything • A thesis that has been submitted with typos, grammatical errors, incomplete references etc creates an impression of sloppiness and lack of attention to detail • Examiners may wonder if that same sloppiness of thought extends to the execution of your research • At an extreme, poor grammar and syntax can obscure meaning • You will be expected to correct errors prior to examiners ‘signing off’ the thesis

3. What do I need to check for • Spelling errors and contractions • Take particular care with homophones (see https://www.teachingtreasures.com.au/teaching-tools/Basic-worksheets/worksheets-english/upper/homophones-list.htm - accessed 3/6/2019) • Contractions (e.g. they’re, don’t) are inappropriate in academic writing • Errors of grammar and syntax • Inconsistent use of tense • Lack of agreement of subject and verb • Punctuation errors • Sentences without a full stop • Missing commas, colons, semi-colons, parentheses, dashes etc • Improperly placed punctuation marks

4. What do I need to check for • Sentence construction • Clunky, complex sentences • Overly long sentences (hypotaxis) • (Too many) overly short sentences (parataxis) • Paragraph construction • Overly long and overly short paragraphs • How many ideas / points / concepts do you have per paragraph? • Are you using effective transitions between paragraphs?

5. What do I need to check for • Labelling and cross-referencing • Consistency in labelling tables, figures and appendices • All tables, figures and appendices that are included are referenced (and vice versa) • Abbreviations and acronyms • Correctly used • Spelled out on first use (preferably first use in each chapter) • Minimize use of non-standard abbreviations • Consider including (at the beginning of the thesis) a table of common (i.e. used on multiple occasions) abbreviations

6. What do I need to check for • Correctness of data • Have all data been correctly transcribed from original sources (e.g. output from statistical packages, interview transcripts) • Check for digit transposition • Observe conventions on expression of p-values • Consistent use of identifiers or pseudonyms in interview quotes

7. What do I need to check for • Consistency of style • Consistent type face(s) throughout, in line with regulations • Consistent use of bold, italics, underlining, spacing and indentation, e.g. for chapter and section headings, quotations etc • Consistency in use of numbers, abbreviations etc • Completeness of references • Do all the papers etc that you cite appear in the reference list? • Are all the references cited within the text? • Are all references complete (including dates, volume, issue and page numbers) and correct?

8. What do I need to check for • Appropriateness of language • Use person- or patient-centred language (e.g. ‘person with diabetes’ rather than ‘diabetic person’) • Avoid inappropriate use of gendered language (e.g. ‘A nurse should be approachable to her patients. A doctor should communicate well with his patients.’) • Adherence to reporting guidelines • Is there a CONSORT statement (or similar) for your type of research? • Does your work adhere to that reporting guideline?

9. How to proof read • Start by running the spell-checker in MS Word • Make sure to turn on UK English option • Accept changes (but with care) • Leave some time between writing and proof reading • I suggest at least 24 hours, longer is better • Print out the material to be proof read • Thomson and Kamler (2016) suggest printing it in a different type face / font

10. How to proof read • Use a ruler and a pen to focus • Move the ruler down line by line • Use the pen to point to each word or punctuation mark • Work backwards • This makes you focus on words, rather than meaning • To focus only on spelling, start with the very last word in the document and move backwards to the beginning • To focus also on grammar, syntax, punctuation and sentence construction, start with the last paragraph, work down that paragraph, then move to the second last and so on.

11. How to proof read • Consider reading out loud • This can help to identify overly long or clunky sentences, and poor punctuation • Reading aloud to someone else can also help – they may pick up on over-use of certain words etc. • Thomson and Kamler (2016) suggest getting the computer to read the text to you • ClaroRead is a text to speech software which also has a lot of proofreading functions and should be available on all university computers - https://services.ncl.ac.uk/itservice/help-services/accessibility-advice/specialistsoftware/claroread/(accessed 3/6/2019) • At the very least, mouth the words to yourself as you read

12. How to proof read • Carry out visual checks • Thomson and Kamler (2016) recommend circling (or highlighting) every full stop and then looking at the page at arm’s length to see whether you’ve too many overly long or overly short sentences and paragraphs • Check for ‘widows’ and ‘orphans’ • Check for tables and figures breaking across multiple pages, or with the caption on a separate page to the table or figure it refers to • Check for section headings appearing near or at the end of a page, with the relevant section on the next page

13. How to proof read • Mark up your text to indicate changes needed • Professional proof readers and copy editors have conventions for mark up, but it is not essential to use these. You do, however, need to use a system that you can reliably implement • Use checklists • Choose and refer regularly to a style guide (of which more later), to ensure consistency • Compile your personal checklist of mistakes that you know you commonly make and look out for these

14. How to proof read • Take your time • Proof reading is tiring, and you will lose concentration if you try to do too much in a sitting • Therefore, leave plenty of time for this task • Do your proof reading at the time of day when you are most alert • Each fresh draft will need to be proof read; plan for this • Consider the use of ‘multiple passes’, e.g. first check for spelling, second check for grammar and syntax, third check for everything else

15. How to proof read • Get someone else to do it • A fresh pair of eyes may pick up things that you would miss through familiarity with the material • Supervisors are not expected to proof read (though most will comment on and correct some errors when they provide feedback) • The use of professional proof readers is allowed by Newcastle University regulations (more on the use of professional proof readers to come) • Asking a fellow student (perhaps on a quid pro quo basis), family member or friend to proof read is a cheaper alternative to the use of professional proof readers

16. Use of professional proof readers • The use of professional proof readers is covered under ‘3rd parties’ in Newcastle University’s Code of Practice for Research students, as follows:- • “61. This guidance applies where a third party such as a professional copy editor or a proof reading company has been employed to provide assistance, or where students receive help from other parties such as fellow students. Where a professional third party has been employed to assist the student, this should be made clear on the PhD itself and a statement included indicating the nature of the contribution and by whom.”

17. Use of professional proof readers • “62. A third party may provide: • Assistance with spelling, punctuation and grammar, and • Improve the format or layout of the work including editing sentences and paragraphs. • 63. Third parties must not make significant adjustments to the work, and this includes: • Changing, clarifying or developing the argument of the thesis; • Adding to the references used; • Correcting factual information; • Translating significant amounts of work that are integral to the thesis; • Significantly reducing the length or substantially altering the organisation of the thesis.”

18. Use of professional proof readers • FMS Grad School state “A list of proof readers, who have asked for their services to be advertised, is held by the Language Resource (Open Access) Centre, contact Open Access for details. The typical charge is around £10 - £15 per hour, but some may charge much more, ALWAYS check with individual proof readers about the likely cost of the work.” • It is advisable to check that professional proof readers are familiar and comfortable with the style of academic writing appropriate to your specific discipline, and that they are aware of Newcastle University style conventions • Paying for professional proof reading is a justifiable call on any ‘bench fees’ element of your tuition fees; your supervisor needs to approve

19. Use of professional proof readers • If resources allow, I would recommend use of a professional proof reader if English is not your first language and/or you have a SPLD such as dyslexia • Using a professional proof reader will not ‘go against you’

20. Use of professional proof readers • Questions to ask of professional proof readers • Prior experience with proof reading doctoral theses, including in your discipline, and (if applicable) of work from non-native speakers of English • Fee structure • Per hour or per (thousand) words? • Any extra charge for fast turn around? • Likely turn around time and current work load • Examples of work available? • Testimonials available?

21. Style conventions • There are well established conventions about: when numbers should be spelled out or written in numerals, use of units of measurement, abbreviations etc. These should be followed in the interests of consistency and adherence to principles of academic writing

22. Style conventions • One of the best known and most comprehensive style guides is that of the American Psychological Association (APA) • An e-book version of the APA style guide is accessible in Newcastle University’s library at https://www.vlebooks.com/vleweb/Product/Index/955791?page=0 • Bear in mind that APA is American, and therefore utilizes US spelling etc

23. Style conventions • A useful UK-oriented alternative, albeit less comprehensive, is provided by the ‘Information for Authors’ of monographs in the NIHR Journals Library, accessible at https://www.journalslibrary.nihr.ac.uk/downloads/information-for-authors/Information-for-Authors.pdf (accessed 3/6/2019) (see pages 34-37 for editorial style conventions) • Newcastle University is prescriptive of format for theses, but little else. See https://www.ncl.ac.uk/students/progress/assets/documents/GuidelinesfortheSubmissionandFormatofThesis-November2018.pdf(accessed 3/6/2019)

24. Reporting guidelines and checklists • CONSORT statements, for RCTs and extensions thereof • STROBE for observational studies • PRISMA for systematic reviews • And many others… • Access these at http://www.equator-network.org/(accessed 3/6/2019) • Consider including completed checklist(s) as a thesis appendix

25. Other things to check and do before submission • Have you sought and obtained permission to reproduce material from other sources? • Best to seek permissions at the time you decide to include the diagram (or whatever the material is)

26. Fix this writing • Smoking effects many aspects of health • Smoking affectsmany aspects of health • Smoking can affect premature mortality • Smoking can effect premature mortality • One of the affects of smoking is lung disease • One of the effectsof smoking is lung disease • ‘A third component of reactive aggression is effect, and specifically anger’ • ‘A third component of reactive aggression is affect, and specifically anger’ https://blog.oxforddictionaries.com/2014/04/30/affect-vs-effect-quick-visual-guide/ (accessed 3/6/2019)

27. Fix this writing • Schools were contacted to take part in the study via their principles • Schools were contacted to take part in the study via their principals • The principle investigator at each site… • The principal investigator at each site… • The United Kingdom includes four nations: England, Wales, Scotland and Northern Ireland • The United Kingdom comprises four nations: England, Wales, Scotland and Northern Ireland (NB – not ‘comprises of’) • Although there was not complete unanimity, the concensus was that… • Although there was not complete unanimity, the consensuswas that…

28. Fix this writing • An alternate explanation for this is… • An alternative explanation for this is • Mixed methods research can use quantitative and qualitative approaches in a complimentary manner • Mixed methods research can use quantitative and qualitative approaches in a complementary manner • In her presentation, McColl (2019) infers that… • In her presentation, McColl (2019) implies that… • On reading McColl’s (2019) paper, I implied that… • On reading McColl’s (2019) paper, I inferred that… • Focus groups were used in order to gather data from a range of informants • Focus groups were used in order to gather data from a range of informants

29. Fix this writing • In this systematic review, I apprise the evidence • In this systematic review, I appraise the evidence • Focus groups were used to illicit the opinions of the students… • Focus groups were used to elicit the opinions of the students… • An elective Caesarean section may be advised in instances of breach presentation • An elective Caesarean section may be advised in instances of breech presentation • Primary health care teams practice in general practises • Primary health care teams practise in general practices • Five discreet themes emerged from the analysis… • Five discrete themes emerged from the analysis

30. Fix this writing • ‘Asbestos victims were not diagnosed in large numbers until the 1960s’ (Time, quoted by Bryson 1987) • Asbestosis was not widely diagnosed until the 1960s • The diagnosis for asbestos victims is poor • The prognosis for people with asbestosis is poor • Ten GP practices in the north east of England • Ten general practices in the north east of England

31. Fix this writing • The data shows… • The data show… • The first eligibility criteria relates to… • The first eligibility criterion relates to… • The abolition of student bursaries has led to less students going into nursing • The abolition of student bursaries has led to fewer students going into nursing • The rule here is to use ‘less’ with uncountable things (e.g. time, money, sugar, fat) and ‘fewer’ with countable things (e.g. people words, hours)

32. Fix this writing • Loneliness and social isolation is common in older adults • Loneliness and social isolation are common in older adults • The pain and sepsis resulting from dental caries is considerable • The pain and sepsis resulting from dental caries are considerable • When someone drinks alcohol to excess, they are likely to suffer adverse consequences • When someone drinks alcohol to excess, he or she is likely to suffer adverse consequences OR When people drink alcohol to excess, they are likely to suffer adverse consequences • A substantial number of UK households is now experiencing food poverty • A substantial number of UK households are now experiencing food poverty

33. Fix this writing • The number of people in Britain who live in households experiencing food insecurity are close to 8.5 million • The number of people in Britain who live in households experiencing food insecurity is close to 8.5 million • As a general rule ‘The number’ takes the singular, ‘A number’ takes the plural (likewise for total, percentage, proportion) • This intervention cut the rate of hospital readmission by 5% (from 20% to 15%) • This intervention cut the rate of hospital readmission by 5 percentage points (from 20% to 15%) OR This intervention cut the rate of hospital readmission by 25% (from 20% to 15%)

34. References and resources • Thomson P and Kamler B (2016). Detox Your Writing. London: Routledge • Bryson B (1987). Troublesome Words (2nd ed.). London: Penguin Books (available in Philip Robinson Library, Reference Level 3 (423 BRY) • https://en.oxforddictionaries.com (accessed 3/6/2019) • Test yourself on proof reading at https://surveyanyplace.com/s/proofreadingpro(accessed 3/6/2019) • https://twitter.com/phdproofreaders(accessed 3/6/2019)