Transcript - RW301 Guide to Research Writing© 2019 Our Daily Bread University. All rights reserved.

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LESSON 5 of 5RW301

Revise, Proofread, Publish

Guide to Research Writing

Introduction

During this final lesson of Research Writing, you’ll learn about the final steps in the writing process: revise, proofread, and pub-lish. You’ll also be reminded of some expectations for writing assignments and see some examples of formats for projects.

By the end of this lesson, you should be able to do the following:

• Explain the importance of revising and proofreading a writing assignment.

• List some ways to organize a writing assignment.• Proofread a sample paragraph.

Revision, the third step in the writing process, allows you to hone your writing. Every piece of writing goes through at least one revision. A short piece of writing, such as a business letter, may be revised once. Research papers typically go through mul-tiple drafts.

As you write, you may wonder how the parts of a paper fit to-gether or relate to one another. One way to organize a paper is to use graphic organizers. You’ll remember graphic organiz-ers from the first lesson and that they can provide a way to see categories. A traditional outline is another way to organize your writing. Some writers, however, rely on other methods. It can be useful to place printed sections of a paper on a table, read the sections, and rearrange them. A variant on this method is to tack the sections to a bulletin board, and then rearrange them.

If you feel stuck, keep writing. Go on to a different section of the paper. Write what you know, and as you write, the relationships of one part to another will become clear.

When you are satisfied with the organization of your paper, it’s time to refine other elements of it. Review the style: Is it formal or informal? A reflection on spiritual disciplines may be infor-mal, with first-person pronouns. This course deliberately uses a

Linda Triemstra CookLinda Triemstra Cook is the author

and instructor of this course.

Transcript - RW301 Guide to Research Writing © 2019 Our Daily Bread University. All rights reserved.

Revise, Proofread, Publish

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Lesson 5 of 5

conversational style and second-person pronouns. However, a paper that compares and contrasts forms of church polity would use formal language. References to the author, if they are appear at all, would be in the third person (“It is the view of this writer . . . ”).

The tone of a piece of writing can influence how readers respond to the information in it, as well as their impression of the writer. All of us have read letters to the editor that were written in anger, but those letters are unlikely to persuade readers of the writer’s viewpoint. Although righteous indignation may be jus-tifiable in some contexts (about a heinous crime, for instance), sarcasm and anger rarely contribute to reasonable discussion.

When it is possible to do so, use language that is inclusive and gender-neutral. The doctor, the dentist, the police officer, the firefighter, or the person who delivers your mail may be a man or a woman. Descriptions of physical traits or ethnicity are almost always irrelevant. However, in some contexts it is pertinent to mention gender or ethnicity. A study about how men and women learn would compare and contrast research findings by gender. A study of Desmond Tutu by definition would address discrimina-tion based on ethnicity. Using inclusive and gender-neutral lan-guage need not devolve into political correctness or absurdity.

After you have revised your work, ask yourself if the writing makes sense. Are unfamiliar terms defined? Are there gaps? Do the argument and the writing seem to flow smoothly? Putting the writing aside for a time can give perspective. Another way to gain perspective is to ask for feedback. If a writer asks you to comment on his or her work, some recommendations for discus-sion groups can give guidance (see figure 5.1). After you have received comments, review your writing again and make changes that you think are relevant. If you have an extended discussion with a colleague and make significant changes in light of that discussion, you want to give proper attribution. In a footnote, you’d write something similar to this: The argument in this section has been enhanced by a discussion with Jane [or James] Smith, a member of the author’s cohort.

A next step is to review a list of expectations for writing assign-ments (see figure 5.2). Your institution may have similar expec-tations.

Now you’re ready for the next step, which is to proofread your paper. You’ll recall that using spell check is only a starting point in proofreading. Spell check finds obvious errors, but it won’t

Transcript - RW301 Guide to Research Writing© 2019 Our Daily Bread University. All rights reserved.

Christ-Centered Learning — Anytime, Anywhere

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Revise, Proofread, PublishLesson 5 of 5

distinguish between “there” (a location) and “their” (a pro-noun). Nor will spell check tell you that you wrote “anesthetic” when you meant to write “antiseptic.” When you proofread, read slowly and carefully—a word at a time, or even a letter at time. You may want to ask a colleague to proof your final draft. For practice in proofreading, see figure 5.3, which requires you to proof and correct a paragraph.

The final step in the writing process is publishing. In the context of education, publishing is broadly defined. For young children, publishing their work may mean reading a paragraph aloud to their classmates. In your courses, one form of publishing is to submit your paper to your instructor. Your overall argument, use of sources, language choices, and documentation (your cita-tions) will be evaluated. The comments you receive are part of the learning process.

At this point, you have a solid understanding of the writing process: brainstorm/prewrite, draft, revise, proofread, pub-lish. You’ve learned about sources: how to choose them and use them, and why they matter. You know how to organize and revise a paper. And you’ve had practice in using citations and in proofreading.

Writing may at times seem wearisome, and those are times to recall Romans 12:11: “Not slothful in business; fervent in spirit; serving the Lord” (use of the King James Version is intentional). Romans 12 in its entirety gives counsel and encouragement for writing, as for your life.

Assignments

• Review the goals for this lesson. Have you met them? If you are unclear about any material, review the audio or the PowerPoints.

• Using the PowerPoint (figure 5.3), proofread and correct the example. An answer key is provided.

• Review your writing. Does your argument follow logically? Are tone and style consistent throughout? Do you need to refine word choices?

• Turabian: Refer to Part 3, “Style,” as your guide for papers written in your courses. For other works about grammar, punctuation, and usage, see Course Bibliography.