Peer Editing, Commas, and Hyphens/Dashes (& the UWC)

Peer Editing, Commas, and Hyphens/Dashes (& the UWC) Duane Theobald University Writing Center (UWC) Fall 2014

Peer Editing?

What is “Peer Editing?” • Examining and providing feedback regarding a classmate’s written work • Can often be completed in pairs or, in some cases, in small groups • Helps establish a sense of trust within the students in a given class (i.e. a “community of peers/scholars”) • NOT a process where you correct someone else’s writing and fix it for them. Providing feedback is, of course, necessary but correction must come from the writer of said paper, not the reviewer!

What does Peer Editing look like? • When participating in the peer editing process, there are a variety of aspects and concepts to consider: • First, make sure to approach your fellow writer’s work in a friendly, collegiate manner (be constructive and NOT destructive!) • Also, recognize that it isn’t your job to merely notice misspelled words or misused punctuation marks. Your job should be more extensive and should address larger issues, such as content coherency, focusing on the topic, style intricacies, etc. • Begin the actual reading process by reading the draft once through to get a general idea of the writing itself. Does it make sense, and can you, after reading the essay, summarize or understand the main point(s)?

What does Peer Editing look like? (cont’d) • In fully examining and critiquing another writer’s work, consider the following items when addressing content: • Begin by reading the introductory paragraph and determine what the thesis/thesis statement is (if there is need for one) • In reading the body paragraphs, consider whether they could be better developed and why. Are there clear topic sentences that give you, the reader, a clear sense of what the paragraph will discuss? • Also, does each paragraph contain transitions and does the paragraph end with a completed thought that helps advance the argument in your thesis? • Within the body paragraphs, does the writer use evidence, if needed, from a primary or secondary source (i.e. are there quotations in proper format)?

What does Peer Editing look like? (cont’d) • When you reach the conclusion paragraph, consider whether or not the writer has simply rehashed what he/she previously stated OR if they make a final, pointed statement concerning their topic. • Also, consider whether the conclusion is too short or too long.

What does Peer Editing look like? (cont’d) • Along with considering content and structural concerns, make sure to still pay attention to grammatical issues and style rules/regulations. • Watch out for redundancy, verb tenses, subject/verb agreement, comma usage (especially comma splices), capitalization, etc. • Consider what citation style your discipline utilizes and be sure to follow it exactly!

The All-Important Question… • Many students find peer editing to be outdated and, frankly, a waste of time. So…Why do we participate in peer editing? • Peer editing gives you, the student, an opportunity to connect with another classmate who can likely help you with your problem (and vice versa) • Peer editing helps create a community of writers and, within many professional organizations where writing is completed frequently, having connections with other fellow writers can be vital to your success • Peer editing gives you the opportunity to take the writing skills you already know and use them in a practical, engaging manner

Additional Resources on Peer Editing • http://ww2.valdosta.edu/~jdbetts/ENGL%201102/peerediting.pdf (helpful handout courtesy of an ENGL 1102 professor at Valdosta State University) • https://owl.english.purdue.edu/owl/resource/712/1/ (presentation concerning peer review/editing, courtesy of OWL at Purdue) • http://www.jmu.edu/evision/Volume11/Stubbe.html (article published in an on-line first-year writing journal concerning peer editing)

When Peer Editing (specifically for grammatical issues)… • Here are a few errors to look for/consider: • First…COMMAS! • Keep in mind that commas are used for separating, not connecting • Ever-elusive Comma Splice: When two independent clauses are connected with only a comma • Fixes: • Correction #1: Break the sentence into two separate sentences • Correction #2: Add a coordinating conjunction and a comma • Correction #3: Add a subordinating conjunction with a comma

Also remember to obey and consult… The Ten (Comma)ndments

Hyphens-vs-Dashes (via OWL at Purdue) • Hyphens are used to connect two or more words (and numbers) into a single concept, especially for building adjectives • Examples: • There are fewer Italian-American communities these days. • The family’s money-saving measures have been helping them to build their savings. • Hyphens can also be used to write out numbers 21-99 • Example: • Before the exam, Tomas studied for thirty-three hours without sleep. • Also, keep in mind that hyphens can be used to substitute the word “to” when discussing value ranges and scores in games • Example: • The high temperature will be 87-89 degrees.

Hyphens-vs-Dashes (cont’d) • Dashes, on the other hand, can be used to indicate an interruption, particularly in transcribed speech. • Example: • The chemistry student began to say, “An organic solvent will only work with—” when her cell phone rang. • Dashes can also be used as a substitute for “it is,” “they are,” or similar expressions. In this way they function like colons, but are not used for lists of multiple items. • Example: • There was only one person suited to the job—Mr. Lee. • Dashes can also substitute for parentheses. • Example: • Mr. Lee is suited to the job—he has more experience than everybody else in the department—but he has been having some difficulties at home recently, and would probably not be available.

Now… • Once you’ve completed peer editing and you still feel as though you could use some extra help, you can visit…

The University Writing Center • TLC 1201 • Hours: • Monday-Wednesday: 10 a.m.-7 p.m. • Thursday: 10 a.m.-3 p.m. • Friday: 10 a.m.-1 p.m. • Come see us: • For any class (really!) • At any point in the writing process • With a specific question/concern • A couple of days before it’s urgent • But don’t expect proofreading. We’ll teach you to proofread.

A few things to keep in mind… • An appointment is always helpful! • Walk-ins are sometimes okay, but we can’t promise there will be a free tutor. • Appointments last 30 minutes. Call, email, or stop by to make an appointment. Tell us your 917, phone & email, course and section, and preferred time. • If you grew up speaking a different language or you have a documented learning disability, tell Stephanie. She’ll give you an hour.

For a tutorial, make sure that you… • Bring a printed copy of what you’ve written so far, and the assignment sheet/prompt. • If you haven’t started writing, just bring any relevant notes and the assignment sheet/prompt. • Tell your tutor your major question or concern about the assignment or paper—this is what you’ll talk about first. They don’t decide what to talk about. You do! • Once your original concern is addressed and you know how to handle it, you and your tutor might talk about other issues. They will not, however, proofread your paper or try to address every single part that could be improved. • The idea is that you leave with a plan for what to do next to improve this specific paper, but more importantly with improved writing skills you can apply to future papers as well.

Questions? • 678-839-6513 • writing@westga.edu • TLC 1201 (First floor, past the snacks) • www.westga.edu/writing • Like us on Facebook: • University Writing Center (UWG)

Questions? • Duane Theobald (Coordinator) • 678-839-5312 • dtheobal@westga.edu

Peer Editing, Commas, and Hyphens/Dashes (& the UWC)