Editing Priorities

“A good editor is more than just an expert on the language, more even than someone who knows what they don’t know. A good editor accepts that they cannot achieve perfection and knows which errors it is essential to prevent and which, if missed, alter nothing of consequence.”

Barry, C. (2012). triage. Ask a copy curmudgeon.

What Does Editing a Course Mean?  #

Editing involves a review or close scrutiny of the course or work. The editor checks for clarity, organization, consistency, structure, content, and appropriateness for the reader or end-user in language and style. You will prepare the course through corrections and organizational or other modifications to meet the TRU-OL academic and legal standards. 

As the course editor, you are primarily concerned with meeting the needs of the students or other end users.  

Editing Process  #

Course editing normally involves at least two levels of editing: Substantive editing and copy editing. If you perform both of these roles, we suggest giving attention to substantive issues first and addressing copy editing concerns second. 

Substantive editing focuses on the content and structure of a course, and on the suitability of the text for the target readership. Editors consider the appropriateness of course materials on many levels, which may include the clarity of the writing and organization, academic tone, gender neutrality (non-sexist language), cultural and ethnic diversity, and so on. Substantive editing may involve the following:  

• Create a style sheet to track decisions.  
• Identify possible errors of fact, academic tone, or unclear writing.
• Query errors or inconsistencies.
•  Identify and report copyright and legal issues. 
• Research source materials and style guides.
• Write academic citations, as needed.  
• Coordinate various parts of a course into proper required relations to ensure harmony.

Copy editing ensures correct spelling, grammar, formatting, and matters of house style or a specific academic style. Copy editing enhances the consistency and accuracy of the course, which aids the readability and educational benefit for the students and educators. Copy editing may involve the following:  

• Correct grammar, spelling, punctuation, and mechanics of style. 
• Write or revise course instructions for clarity or suitability for the learning environment.  
• Edit or rephrase awkward sections to make the text clearer or more appropriate for the readers and educational purpose.  
• Check for consistency of presentation. 
• Set heading levels. 
• Confirm the accuracy of facts and quotes. 
• Create or update figure or table numbering, titles, notes, and citations.  
• Create references or works cited lists and cross-reference with the in-text citations.  
• Format to meet production requirements. 
• Highlight and communicate unusual design and production requirements. 

High-priority Editing Tasks #

Please ensure that you are following the Open Learning Style Guide.

• Ensure that all course components, such as assignments and quizzes, are present.
• Flag third-party content for copyright review.
• Identify and query obsolete or incorrect information.
• Identify, query, and correct inconsistencies in content or marks between documents (e.g., course guide, modules, assessments).
• Correct spelling and grammar.
• Create consistent heading styles.
• Identify, query, or correct broken links.
• Check references and ensure correct citation format.
• Create or correct captions for media.

Course Guide #

• Follow the Course Guide template.
• Confirm that the course listing in CurricUNET matches the course documents for:
  • Course title
  • Description
  • Prerequisites
  • Corequisites
  • Exclusions
  • Outcomes
  • Final Exam / Final Project weighting (if available)
  • Topics (if available)
• Confirm course materials and instructions for students (e.g., materials sourced on one’s own, from a previous or companion course, via TRU Bookstore, via registration processes).
• Identify and report changes to third-party materials.
• Ensure updated URLs for TRU Library, Technical Basics, OLMaterials, etc.
• Remove references to the “Student Handbook” in Course Guide. Remove references to Blackboard and or Blackboard Learn; use term “learning management system.” Remove “This course contributes 3 (or ?) credits towards a TRU Credential.”

Assessments #

• Include standard policy wording in the Course Guide: “To complete this course successfully, you must achieve a passing grade of 50% or higher on the overall course and 50% or higher on the mandatory [Final Exam or Final Project]” except for professional, trades, or graduate courses.
• Include: “Non-completion of an assignment will result in a mark of zero for that assignment.”
• Notify the Course Lead if a course has both Final Exam and Final Project.
• Notify the Course Lead if one assessment has multiple submissions at different times in the course.
• Ensure the marks in the assessment table match the course and total 100% for the course.
• Include the word “Mandatory” with Final Exam or Final Project.
• If a project assessment is not the final assessment in the course, title it “Major Project.” If the assessment is the final assessment in a course, use “Mandatory Final Project.”
• Refer students to the Final Exam tab or Final Project tab as per the standardized Course Guide template.
• Include titles for Assignments. Provide word or length expectations or limits for written assignments.
• Watch for grammar or textual variations that could signal a correct or incorrect answer on exams or quizzes. 
• Clarify resources needed or allowed for the exam. Exam resources—such as a non-programmable calculator, formula sheet, scrap paper, or others —must be listed in the exam document and in the Course Guide.
• Query the specific resources allowed if an exam is open book: access to the Moodle course, pre-printed course files and readings, internet access to view all resources, or just a printed textbook.  
• Check for missing instructions. You may need to confirm the materials allowed or required, duration of the exam, and number of questions. You may need to confirm if the questions are selected at random from a larger pool of questions.

Resources #

• Confirm title and edition of core textbooks and materials required in the course. Confirm the ISBN with OL Resources or CSAs.
• If the textbook publisher has created a companion website for the required textbook, use the appropriate wording for online resources.
• Check if there is an earlier companion course in which students may have the required textbook already.
• Confirm if students purchase the course materials during the registration process, source on their own, or purchase after registration from TRU Bookstore.

Exams or Assessments   #

• Confirm the resources needed or allowed for an exam. Exam resources—such as a non-programmable calculator, formula sheet, scrap paper, or others —must be listed in the exam document and in the Course Guide.
• If the exam is open book, confirm what specific resources are allowed: access to the Moodle course, pre-printed course files and readings, internet access to view all resources, or just a printed textbook.  
• Check for missing instructions needed by the Production team. You may need to confirm the materials allowed or required, duration of the exam, and number of questions. You may need to confirm if the questions are selected at random from a larger pool of questions.
• Ensure that the marks for each part of the assessment add up to the total marks for the exam or assessment. Inquire about missing or incorrect mark allocation. Ensure that it is indicated how many marks each question or section contributes.
• Request an answer key or grading criteria that provides specific expectations.

• Substantive or copy editing concerns to keep in mind:
  • Grammar or textual variations that could signal a correct or incorrect answer. 
  • Parallel structure in answers.
  • Questions that rely on prior knowledge or information not taught in the course. Flag any instances for the Course Lead or Subject Matter Expert.
  • Questions or answers containing partial truths, overstatements, or ambiguity.
  • Unclear pronoun references; e.g., the pronoun “it” in answer choices without signalling which noun is referenced in the question.
  • Grammar cues, such as verb tense, signalling the correct answer; e.g., a question using a plural verb has only one answer suitable for the verb conjugation.
  • Repetition of a word or a phrase from the question in one of the possible answers.
  • Notable differences in answer length; e.g., one answer is much longer or shorter than the others.
  • Qualifiers (all, always, commonly, no) signalling the answer or blurring distinctions between answers.
  • Move the article (a, an, the) to the question stem so answers start with the noun or verb.
  • Use bold font to draw attention to key word(s) needed to respond to the question successfully.
  • Use bold or capital letters to draw attention to negative questions; e.g. “XYZ is NOT associated with which of the following?”