Prototype

958 views

Published on

Published in: Business, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
958
On SlideShare
0
From Embeds
0
Number of Embeds
5
Actions
Shares
0
Downloads
6
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Prototype

  1. 1. COLLABORATIV E WRITIN G AN D E DITING START GIVING WRITERS AND EDITORS AN EDGE
  2. 2. GOAL: To make writing more effective and editing more efficient Provide the writer and the editor with the right tools Encourage a more collaborative editing process Together, the writer and editor can develop an efficient writing protocol.
  3. 3. The writing/editing process is not as effective as it could be. A number of factors are involved. The writer could be neglecting to self edit and relying entirely on the editor. If the editor is a friend, they might be reluctant to point out their friend’s mistakes. The tools provided are not specifically designed for this purpose: for example track changes only tracks the editor’s changes, not the writer’s. The goal of this project is to improve this process by making writing more effective and editing more efficient. Provide the writer and the editor with the right tools Encourage a more collaborative editing process Together, the writer and editor can develop an efficient writing protocol.
  4. 4. GOAL: To make writing more effective and editing more efficient My proposal is to provide the writer and editor with tools designed for better writing and editing. Specifically, I wish to provide writer and editor with software that will provide them with a better working “environment,” one that is more suitable to their needs. Encourage a more collaborative editing process Together, the writer and editor can develop an efficient writing protocol.
  5. 5. GOAL: To make writing more effective and editing more efficient Provide the writer and the editor with the right tools Software alone does not a good writer (or editor) make. Research shows that a degree of collaboration, particularly in the editing process, will speed things up, as well as make the writer better at self-editing. The proposed software will encourage this collaboration by providing features built for this purpose. Together, the writer and editor can develop an efficient writing protocol.
  6. 6. GOAL: To make writing more effective and editing more efficient Provide the writer and the editor with the right tools Encourage a more collaborative editing process Through repeated cycles of writing and editing, both the writer and the editor will develop a more efficient, highly customized protocol for writing. A suggested protocol and writing/editing schedule will be included with the software documentation, but users are encouraged to develop and refine their own.
  7. 7. START PROTOYPE
  8. 8. You should begin with an introductory paragraph. It contains the thesis statement of the paper. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It can be in the form of a question that must be answered, or at least addressed thoroughly, by the end of the writing. It is often restated in the final paragraph, or conclusion, for emphasis. This is the second paragraph of the text, and the first paragraph of the body. If the writer has asked any questions in the introductory paragraph, they begin to answer them in this paragraph, or at least begin to address the questions. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. This sentence helps the reader skim through the text and gain a general understanding of it without having to read it in depth. Paragraphs in the body generally follow the structure stated above. It is important to supplement the topic sentence with a number of supporting sentences. The supporting sentences do just that: support the topic sentence. This can be done using examples, further elaboration, or forms of argument. One important element in writing is flow. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Flow improves readability of the text. It gives the writing a cohesiveness that aids in reading it. It makes the text appear to be one whole instead of a sum of several fragmented ideas. Writing is first and foremost a form of communication and should be an effective one.
  9. 10. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. It is important to supplement the topic sentence with a number of supporting sentences Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic.
  10. 11. This is the second paragraph of the text, and the first paragraph of the body. If the writer has asked any questions in the introductory paragraph, they begin to answer them in this paragraph, or at least begin to address the questions. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. This sentence helps the reader skim through the text and gain a general understanding of it without having to read it in depth. Paragraphs in the body generally follow the structure stated above. It is important to supplement the topic sentence with a number of supporting sentences. The supporting sentences do just that: support the topic sentence. This can be done using examples, further elaboration, or forms of argument. One important element in writing is flow. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Flow improves readability of the text. It gives the writing a cohesiveness that aids in reading it. It makes the text appear to be one whole instead of a sum of several fragmented ideas. Writing is first and foremost a form of communication and should be an effective one. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across.
  11. 12. Paragraphs in the body generally follow the structure stated above. It is important to supplement the topic sentence with a number of supporting sentences. The supporting sentences do just that: support the topic sentence. This can be done using examples, further elaboration, or forms of argument. One important element in writing is flow. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Flow improves readability of the text. It gives the writing a cohesiveness that aids in reading it. It makes the text appear to be one whole instead of a sum of several fragmented ideas. Writing is first and foremost a form of communication and should be an effective one. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. You should begin with an introductory paragraph. It contains the thesis statement of the paper. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It can be in the form of a question that must be answered, or at least addressed thoroughly, by the end of the writing. It is often restated in the final paragraph, or conclusion, for emphasis.
  12. 13. You should begin with an introductory paragraph. It contains the thesis statement of the paper. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It can be in the form of a question that must be answered, or at least addressed thoroughly, by the end of the writing. It is often restated in the final paragraph, or conclusion, for emphasis. This is the second paragraph of the text, and the first paragraph of the body. If the writer has asked any questions in the introductory paragraph, they begin to answer them in this paragraph, or at least begin to address the questions. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. This sentence helps the reader skim through the text and gain a general understanding of it without having to read it in depth. One important element in writing is flow. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Flow improves readability of the text. It gives the writing a cohesiveness that aids in reading it. It makes the text appear to be one whole instead of a sum of several fragmented ideas. Writing is first and foremost a form of communication and should be an effective one. It is important to supplement the topic sentence with a number of supporting sentences
  13. 14. You should begin with an introductory paragraph. It contains the thesis statement of the paper. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It can be in the form of a question that must be answered, or at least addressed thoroughly, by the end of the writing. It is often restated in the final paragraph, or conclusion, for emphasis. This is the second paragraph of the text, and the first paragraph of the body. If the writer has asked any questions in the introductory paragraph, they begin to answer them in this paragraph, or at least begin to address the questions. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. This sentence helps the reader skim through the text and gain a general understanding of it without having to read it in depth. Paragraphs in the body generally follow the structure stated above. It is important to supplement the topic sentence with a number of supporting sentences. The supporting sentences do just that: support the topic sentence. This can be done using examples, further elaboration, or forms of argument. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic.
  14. 15. Paragraphs in the body generally follow the structure stated above. It is important to supplement the topic sentence with a number of supporting sentences. The supporting sentences do just that: support the topic sentence. This can be done using examples, further elaboration, or forms of argument. One important element in writing is flow. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Flow improves readability of the text. It gives the writing a cohesiveness that aids in reading it. It makes the text appear to be one whole instead of a sum of several fragmented ideas. Writing is first and foremost a form of communication and should be an effective one. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph.
  15. 16. One important element in writing is flow. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Flow improves readability of the text. It gives the writing a cohesiveness that aids in reading it. It makes the text appear to be one whole instead of a sum of several fragmented ideas. Writing is first and foremost a form of communication and should be an effective one. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. You should begin with an introductory paragraph. It contains the thesis statement of the paper. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It can be in the form of a question that must be answered, or at least addressed thoroughly, by the end of the writing. It is often restated in the final paragraph, or conclusion, for emphasis. It is important to supplement the topic sentence with a number of supporting sentences
  16. 17. One important element in writing is flow. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Flow improves readability of the text. It gives the writing a cohesiveness that aids in reading it. It makes the text appear to be one whole instead of a sum of several fragmented ideas. Writing is first and foremost a form of communication and should be an effective one. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. It is important to supplement the topic sentence with a number of supporting sentences
  17. 18. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Paragraphs in the body generally follow the structure stated above. It is important to supplement the topic sentence with a number of supporting sentences. The supporting sentences do just that: support the topic sentence. This can be done using examples, further elaboration, or forms of argument.
  18. 19. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It is important to supplement the topic sentence with a number of supporting sentences This is the second paragraph of the text, and the first paragraph of the body. If the writer has asked any questions in the introductory paragraph, they begin to answer them in this paragraph, or at least begin to address the questions. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. This sentence helps the reader skim through the text and gain a general understanding of it without having to read it in depth. One important element in writing is flow. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Flow improves readability of the text. It gives the writing a cohesiveness that aids in reading it. It makes the text appear to be one whole instead of a sum of several fragmented ideas. Writing is first and foremost a form of communication and should be an effective one.
  19. 20. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. This is the second paragraph of the text, and the first paragraph of the body. If the writer has asked any questions in the introductory paragraph, they begin to answer them in this paragraph, or at least begin to address the questions. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. This sentence helps the reader skim through the text and gain a general understanding of it without having to read it in depth. Paragraphs in the body generally follow the structure stated above. It is important to supplement the topic sentence with a number of supporting sentences. The supporting sentences do just that: support the topic sentence. This can be done using examples, further elaboration, or forms of argument.
  20. 21. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It is important to supplement the topic sentence with a number of supporting sentences Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. This is the second paragraph of the text, and the first paragraph of the body. If the writer has asked any questions in the introductory paragraph, they begin to answer them in this paragraph, or at least begin to address the questions. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. This sentence helps the reader skim through the text and gain a general understanding of it without having to read it in depth.
  21. 22. It is important to supplement the topic sentence with a number of supporting sentences Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. This is the second paragraph of the text, and the first paragraph of the body. If the writer has asked any questions in the introductory paragraph, they begin to answer them in this paragraph, or at least begin to address the questions. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. This sentence helps the reader skim through the text and gain a general understanding of it without having to read it in depth. You should begin with an introductory paragraph. It contains the thesis statement of the paper. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It can be in the form of a question that must be answered, or at least addressed thoroughly, by the end of the writing. It is often restated in the final paragraph, or conclusion, for emphasis.
  22. 23. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. It is important to supplement the topic sentence with a number of supporting sentences You should begin with an introductory paragraph. It contains the thesis statement of the paper. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It can be in the form of a question that must be answered, or at least addressed thoroughly, by the end of the writing. It is often restated in the final paragraph, or conclusion, for emphasis. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic.
  23. 24. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. You should begin with an introductory paragraph. It contains the thesis statement of the paper. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It can be in the form of a question that must be answered, or at least addressed thoroughly, by the end of the writing. It is often restated in the final paragraph, or conclusion, for emphasis. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Paragraphs in the body generally follow the structure stated above. It is important to supplement the topic sentence with a number of supporting sentences. The supporting sentences do just that: support the topic sentence. This can be done using examples, further elaboration, or forms of argument.
  24. 25. You should begin with an introductory paragraph. It contains the thesis statement of the paper. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It can be in the form of a question that must be answered, or at least addressed thoroughly, by the end of the writing. It is often restated in the final paragraph, or conclusion, for emphasis. This is the second paragraph of the text, and the first paragraph of the body. If the writer has asked any questions in the introductory paragraph, they begin to answer them in this paragraph, or at least begin to address the questions. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. This sentence helps the reader skim through the text and gain a general understanding of it without having to read it in depth. Paragraphs in the body generally follow the structure stated above. It is important to supplement the topic sentence with a number of supporting sentences. The supporting sentences do just that: support the topic sentence. This can be done using examples, further elaboration, or forms of argument. One important element in writing is flow. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Flow improves readability of the text. It gives the writing a cohesiveness that aids in reading it. It makes the text appear to be one whole instead of a sum of several fragmented ideas. Writing is first and foremost a form of communication and should be an effective one. Disable main sentence highlighting
  25. 26. You should begin with an introductory paragraph. It contains the thesis statement of the paper. The thesis statement tells the reader what the rest of the writing will be about, and sets the stage for the writer to get their point across. It can be in the form of a question that must be answered, or at least addressed thoroughly, by the end of the writing. It is often restated in the final paragraph, or conclusion, for emphasis. This is the second paragraph of the text, and the first paragraph of the body. If the writer has asked any questions in the introductory paragraph, they begin to answer them in this paragraph, or at least begin to address the questions. Every paragraph in the body of the test should have a topic sentence that clearly and succinctly states the main point of the paragraph. This sentence helps the reader skim through the text and gain a general understanding of it without having to read it in depth. Paragraphs in the body generally follow the structure stated above. It is important to supplement the topic sentence with a number of supporting sentences. The supporting sentences do just that: support the topic sentence. This can be done using examples, further elaboration, or forms of argument. One important element in writing is flow. Every paragraph must flow gracefully into the next, usually using the last sentence to effectively lead into the next topic. Flow improves readability of the text. It gives the writing a cohesiveness that aids in reading it. It makes the text appear to be one whole instead of a sum of several fragmented ideas. Writing is first and foremost a form of communication and should be an effective one.
  26. 27. Writes 1.5 spaced, prints double-spaced Editor’s changes shown in one colour, writer’s in another, Generates an outline for you. Outline view for jumping from one section to another. Syntax highlighting shows you nouns from verbs from adjectives, etc. (optional) Integrated timer function: for more efficient use of time. ADDITIONAL FEATURES:
  27. 28. Writes 1.5 spaced, prints double-spaced for hand-written corrections and notes ADDITIONAL FEATURES:
  28. 29. Editor’s changes shown in one colour, writer’s in another, ADDITIONAL FEATURES:
  29. 30. Generates an outline for you. Outline view for jumping from one section to another. ADDITIONAL FEATURES:
  30. 31. Syntax highlighting shows you nouns from verbs from adjectives, etc. (optional) ADDITIONAL FEATURES:
  31. 32. Integrated timer function: for more efficient use of time. ADDITIONAL FEATURES:
  32. 33. COLLABORATIV E WRITIN G AN D E DITING START OVER GIVING WRITERS AND EDITORS AN EDGE

×