This document discusses various aspects of the editing process for writing. It notes that editing refers to raising the academic standard of writing through critique and revision. Typical elements that can be critiqued include logical structure, adherence to title/research questions, signposting, appropriate headings, coherence of arguments, grammar, clarity, and word use. The document also discusses criteria for rubrics, using reflection in learning communities, using discussion questions to promote higher-level thinking, and how positive reinforcement can make desired behaviors more likely.

1. Montez King
AET/541
July 28th, 2014

2.  Editing to refers to the broad intellectual task of raising the overall
academic standard of a piece of writing, via an iterative process of
critique and revision.
 Typical aspects of writing that you can critique within the editing
process include:
 the overall logical structure and balance of the thesis;
 adherence to your stated title / research question / plans;
 signposting and linking of content;
 appropriate content under appropriate headings;
 the coherence of the line of argument;
 use of active / passive voice, and of past / present tense;
 clarity of explanation;
 length of sentences, and economy of word use.

3. (University of Leicester n.d.)

4.  Aligns to the specific learning identified from the
Standards and Benchmarks
 Is criterion based (identifying the criteria first is
essential)
 Uses a fixed measurement scale
 Has descriptions for each point of the
measurement scale
 Describes the quality, proficiency or
understanding along a continuum

6. ©AISJ 2013

7.  Provides an opportunity for the student to
explore and engage with other students.
 It enriches the learning experience by
promoting reasoning and thought
development.
 Creates an environment in which students
can own and direct their own learning.
 Action oriented question promotes higher
level learning.

8. Strang, 2011

9.  According to Carol Rodgers
 Reflection is a meaning making process that moves
a learner from one experience into the next with
deeper understanding of its relationships with and
its connections to other experiences and ideas.
 Reflection is a systematic, rigorous way of thinking,
with its roots in scientific inquiry.
 Reflection needs to happen in community, in
interaction with others
 Reflection requires attitudes that value the personal
and intellectual growth of oneself and others.
Tolisano, 2014

13.  Positive reinforcement works by presenting
a motivating/reinforcing stimulus to the
person after the desired behavior is
exhibited, making the behavior more likely
to happen in the future (Prince, 2013)
 Reinforcers for the Classroom video
▪ http://www.youtube.com/watch?v=1UQDVVrp7Cw

15.  AISJ. (2013). Rubrics. Retrieved from www.aisj-jhb.com
 Prince, K. (2013).The Difference between Positive/Negative Reinforcement and
Positive/Negative Punishment. Retrieved from http://bcotb.com/the-difference-
between-positivenegative-reinforcement-and-positivenegative-punishment/
 Strang, K. D. (2011) "How can discussion forum questions be effective in online
MBA courses?” Retrieved from
http://www.emeraldinsight.com/journals.htm?articleid=1905495
 Tolisano, S. (2014). Reflection in the Learning Process, Not As An Add On.
Retrieved from http://langwitches.org/blog/2014/01/22/reflection-in-the-
learning-process-not-as-an-add-on/
 University of Leicester (n.d.)The art of editing. Retrieved from
http://www2.le.ac.uk/offices/ld/resources/writing/writing-resources/editing