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Free or Open Sources for Images
BycwardWhere possible, we try to include examples in our courses that reflect the diversity of Canadian society. Showing diversity in cultures, ethnicities, genders, ages, and abilities in both the visual representations we use and the instructional examples in courses, we engage with students, value their experience and community, and prepare students for life in a…
Language Theory: What You’re Really Editing Is the Person
BycwardThis week several editors attended an Editors Canada webinar: “Language Theory: What You’re Really Editing Is the Person” presented by Michael (Mike) Jones at the University of Calgary. He questioned if editors can be “advocates for the reader” (in the words of EAC President Anne Louise Mahoney), and together we examined the relationship between writer…
Course Developer Credentials
Bycward*** UPDATED July 2021: This list is constantly changing, and will be maintained in the future by Danielle Collins on her OneTRU OLEditor page at one.tru.ca. We list course developers on the copyright pages of courses. OL style was updated in May 2018 to: Do not use periods between letters in degree acronyms. Include the…
Assessment Editing
BycwardI recommend this excellent “Assessment Editing” blog post at the ACES website. Evelyn Mellone and David Pisano are language proficiency test editors at the U.S. Defense Language Institute. They presented a workshop on editing assessments to ACES members, and their PowerPoint notes offer best practices and areas of concern that will be useful for anyone editing…
Engage with the Reader as a Non-Expert
BycwardStudents have a wealth of knowledge and experiences from which to draw; however, at the start of a course they are not experts in the course concepts. One way to communicate concepts clearly to non-experts is to use plain language principles so the writer’s ideas can be easily understandable by anyone. This might include: Defining new…