Senior Editor

Senior Editor

$480 for 16 weeks

Teachers

Marlene Liotti

Subjects

Language Arts Writing

IMPORTANT NOTES

Welcome to Senior Editors! This program is a steppingstone to learning an important career in the publishing world. This program is extended and divided to teach and review each process in steps. As your teacher and guide, I intend to walk you through every step in a systematic order to get you familiar with the detailed process of editing. Once you have mastered this program, which I know you all will, the capstone/internship will provide you with an editing checklist.

 

As we go through this program together, we will schedule and attend a weekly Zoom meeting to go over your progress and any questions you may have. I am available to you whenever you need me, but if you feel we need to meet as a class more than once a week, we can make those arrangements.

Please note this course is only available to students who have completed Junior Editor.


For this program we will be using the short story, “The Lost Camper” in Basecamp. Please look over the editing sample in the folder to give you an idea of what an edited document looks like.
 

   

Sessions

 

Session 1 : Spelling

LESSON OBJECTIVES: 

Students will run an automated spell check on the document. 
Students will keep in mind that this will only catch the obvious misspelled words and should not be your only method.

HOMEWORK:

Make the spelling correction you find on the document. Always save your work and load to Basecamp.

Session 2: Read Aloud for Flow

LESSON OBJECTIVES: 

Students will read the story out loud. This will help you catch any issues the story may have with flow. If you stumble over words while reading (by no fault of your own), then something isn’t right, and it will need to be addressed.

Students will leave a comment for the author.

HOMEWORK:

Read the story out loud and make note of any issues with flow by leaving a comment for the author.

 

Session 3: Point of View (POV)

LESSON OBJECTIVES: 

What is the point of view of the manuscript? Is it consistent throughout? This can be a little tricky if you don’t slow down your reading.

Students will not only be checking the POV, but also the tense to be sure it is consistent with time (i.e. past, present, etc.). If you see a mix or no consistency, ask the author what their intended POV and tense should be.

HOMEWORK:

Read through the manuscript for POV, consistency, and tense. Remember to constantly save your hard work and load into Basecamp.

Session 4: Contractions

LESSON OBJECTIVES: 

Students will go through the manuscript and find words that are or could be contractions. It is truly up to the author whether they want to use contractions or not. Some authors only use them in dialogue.

HOMEWORK:

Students will read a short passage with lapses in consistency and flow. Make comments where you come across issues and make suggestions to make it easier to read.

Session 5: Homonyms, Homographs, and Homophones

LESSON OBJECTIVES: 

Students will check for homonyms, homographs, and homophones. These are the kinds of words a spell check would not discover as incorrect. Reading through carefully will uncover these common slips.

Students will define and review homonyms, homographs, and homophones.

HOMEWORK:

Read through the manuscript to check for any homonyms, homographs, and homophones.

Session 6: Dialogue and Punctuation

LESSON OBJECTIVES: 

Students will check for quotation marks, commas, periods, exclamation points, and question marks.

Students will make sure they are they being used correctly in the text.

HOMEWORK:

Read through the manuscript to make sure all sentences and dialogue are properly punctuated. Also, be sure you are saving your work to Basecamp.

Session 7: Subject and Verb Agreements

LESSON OBJECTIVES: 

Students will make sure all subjects and verbs agree in number and verb tense. Like everything else, there must be consistency throughout. If the subject is singular, the verb must be singular. If the subject is plural, the verb must be plural.

Students will slow their reading and be sure.

HOMEWORK:

Check for subject and verb agreement throughout the manuscript. Save your work to Basecamp.

Session 8: Run-on and Fragment Sentences

LESSON OBJECTIVES: 

Students will check for run-on sentences and fragments. Not that a long sentence is a bad thing, but usually two shorter ones help the flow and understanding better.

Students will be sure to point out fragments as well.

HOMEWORK:

Read through the manuscript for any run-on or fragment sentences. If you are unsure if the fragment was on purpose, leave a comment for the author.

Session 9: Commas

LESSON OBJECTIVES: 

Students will go through the manuscript to be sure that commas were used correctly. Commas can be used as a brief pause for dramatic effect, but are also used to separate independent clauses when they are joined by these seven coordinating conjunctions: and, but, from, or, nor, so, and yet.

Students will look for these key words when searching for commas.

HOMEWORK:

Read through the manuscript for proper comma placement. When in doubt, ask.

Session 10: That and Which

LESSON OBJECTIVES: 

Students will go through the manuscript to see if all of “that” and “which” are used correctly. When in doubt, just point it out. Leave the author a comment.

HOMEWORK:

Read through the manuscript for “that” and “which”.

Session 11: Pronoun References

LESSON OBJECTIVES: 

Students will check for unclear or confusing pronoun references. Too many or not enough will cause an issue of repetition.

HOMEWORK:

Read through the manuscript carefully, checking for too many or not enough pronoun references. If the pronoun usage is just confusing, leave a comment for the author.

Session 12: Sentence Structure

LESSON OBJECTIVES: 

Students will read through for sentence structure. There should be various types of sentences throughout, working together to keep a constant flow.

HOMEWORK:

Read through the manuscript for sentence structure and clarity.

Session 13: Re-Read Aloud

LESSON OBJECTIVES: 

Students will read the manuscript out loud again, with the corrections they have made thus far, to be sure it is clear and makes sense. Any “hiccups” should be mentioned to the author.

HOMEWORK:

Read the manuscript out loud with your corrections. Make any necessary comments to the author. Make sure you are saving all your work to Basecamp.

Session 14: Word Overuse

LESSON OBJECTIVES: 

This is more common than you may think. Authors have “go to” words that they sprinkle around, but sometimes the cap falls off and there are too many sprinkles. As the editor, you need to point out the repetition.

HOMEWORK:

Continue going through the manuscript for repetition. Leave comments for the author as needed.

Session 15: Fact Checking

LESSON OBJECTIVES: 

You may not do this often, but in some instances it can be necessary. Even when writing fiction there are some things that need to be real and accurate.

HOMEWORK:

Go through the manuscript and check for anything you feel you may need to fact check. Keep in mind, there may not be anything.

Session 16: The End

LESSON OBJECTIVES: 

Submit the edits to the author for review, and save in Basecamp. While you wait for the author to review the edits and respond, move on to editing their blurb and dedication page.

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