This document provides guidance on copy editing for journalists. It discusses best practices for working with writers, editing for context and structure, checking voices and sources, proofreading, and publishing corrections. The document emphasizes that editing should not be subjective or personal, and encourages engaging writers in the process. It also stresses fact-checking, ensuring balanced perspectives, and correcting errors promptly online and in print.
2014 NACAC 2014: Make Your Stories Pop: Strategies to Help Students Share The...Rebecca Joseph
2014 NACAC: Make Your Stories Pop: Strategies to Help Students Share Their Own Unique Voices in College Application Essays : This is the presentation from Rebecca Joseph, Margit Dahl, Valerie Gregory, and Anya Good with tips towards the end of the ppt.
Professional Editor Brandy Savarese discusses how to successfully turn your book idea from a simple concept into a complete manuscript, including:
* The 3 points to know before you start writing
* Guidelines for structuring your content
* Advice for actually doing the writing
* What to do when you have a first draft
* What is an editor and how do you find one?
2014 NACAC 2014: Make Your Stories Pop: Strategies to Help Students Share The...Rebecca Joseph
2014 NACAC: Make Your Stories Pop: Strategies to Help Students Share Their Own Unique Voices in College Application Essays : This is the presentation from Rebecca Joseph, Margit Dahl, Valerie Gregory, and Anya Good with tips towards the end of the ppt.
Professional Editor Brandy Savarese discusses how to successfully turn your book idea from a simple concept into a complete manuscript, including:
* The 3 points to know before you start writing
* Guidelines for structuring your content
* Advice for actually doing the writing
* What to do when you have a first draft
* What is an editor and how do you find one?
Reference Is Dead! Long Live Reference! The Future of Reference ServicesDon Boozer
Has Google made reference librarians obsolete? Is a golden age of librarianship being ushered in? Technology has had a democratizing effect on the availability of information, but what does this mean for reference services? The future of reference services has yet to be written, and there are both challenges as well as opportunities ahead. A panel of experts will confront these questions from a variety of perspectives including public and academic, front-line and administrative, and adult and young adult. Come and join this timely and thought-provoking discussion. - Presented at the Ohio Library Council Convention & Expo 2014
Reference Is Dead! Long Live Reference! The Future of Reference ServicesDon Boozer
Has Google made reference librarians obsolete? Is a golden age of librarianship being ushered in? Technology has had a democratizing effect on the availability of information, but what does this mean for reference services? The future of reference services has yet to be written, and there are both challenges as well as opportunities ahead. A panel of experts will confront these questions from a variety of perspectives including public and academic, front-line and administrative, and adult and young adult. Come and join this timely and thought-provoking discussion. - Presented at the Ohio Library Council Convention & Expo 2014
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
3. I’ll tell you my editing horror
stories only if you tell me yours
3
4. Working with writers
Editing for context
(Ethics, Part II?)
Voices and sources
Editing for structure
Proofing
Corrections (heavy sigh)
4
5. Working with writers
• Editing is individual,
but it’s not subjective.
• Editing is not personal.
You are editing the
copy, not the person.
• Writers may have an
easier time saying out
loud what they mean.
• Engage the writer in the
editing process.
• It’s usually easier to do a
SECOND READ with the
reporter at hand.
5
6. Editing for context
• Why this story, and
why now?
• Who or what
benefits? Who or
what is harmed?
• Is it factual but still
misleading?
• Does writing reflect
assignment? Why did
the reporting shift?
• Are there any holes?
• Does it answer: who,
what, where, when, how,
how much, why and why
care?
• Is there enough
background?
• Does this story say
anything? Can you write
a headline without
rereading three times? 6
7. Voices and sources
• Same people quoted issue after issue?
• Misleading “people on the street” polls or
opinion: Is community or student population
represented? Are these convenient and friendly
voices?
• More voices needed for dimension and/or
fairness?
• Is topic placed in context by including information
from an outside or unbiased observer? Third-
person source.
7
8. Voices and sources
• Is there “another side” to the story or to the
contentions of the main sources? Is that other
side, or sides, presented and is it given
appropriate weight?
• When an explicit or implicit accusation is raised,
does the target have an opportunity to respond?
8
9. Voices and sources
• Are racial, sexual, religious or ethnic references
relevant? Are they applied equally?
• Are there too many quotes? Should they be
paraphrased?
• Is the sexy quote really relevant?
• Do the quotes have their own agenda? Are they
making fun of subjects, or unnecessarily putting
them in a bad light?
• Are quotes from email? Do they read that way?
9
11. Lede and cosmic graph
• Is the beginning
inviting?
• It’s not news that
meetings or events
were held.
• Does inviting intro fit
point of story?
• If lede is anecdotal,
et al., is there
a cosmic graph?
• Is first paragraph easy to
understand? If a hard-
news story, could you
write a headline based
on lede?
• Too much information
in the first sentence or
graph?
• Doubts about the lede?
Hunt for a “buried” one.
11
12. 12
AUSTIN — As 17,000 runners crowded at the start of the
Livestrong Austin Marathon Feb. 17, they jogged in place and
jumped up and down to fend off the 40-degree early-morning
chill. When the buzzer sounded, they sped off down the course,
shedding the extra clothes they had worn to stay warm.
As the runners disappeared north on Congress Avenue,
a crew of 30 Goodwill volunteers moved onto the course to
pick up the sweats and other clothes they had left behind.
For the second consecutive year, Goodwill Industries of Central
Texas organized an effort to pick up and recycle runners’ discarded
clothes as part of the organization’s Clothing Sweep program.
Before Goodwill created the Clean Sweep program in 2011,
abandoned clothing was collected by a different small charity each
year, or thrown out with the rest of the race-day trash. This year,
Shea Pullan, community engagement coordinator at Goodwill, said
the volunteers collected 1,766 pounds of clothing.
16. The rest of the story
• Is information where readers want to find it,
or are important details left to the end?
• Too long? If you were a fellow student,
teacher or administrator, how much would
you read?
• Does every paragraph contribute? Is too
much information being included, either out
of fear or enthusiasm?
• Does the ending fit the beginning?
16
17. Tone and style
• Be short, familiar and specific.
• An attempt to sound intellectual by being
wordy or using big words?
• Too much jargon or insider terms?
• Does the tone fit the subject matter? Is the
tone consistent?
17
18. Details
• Grammar is crucial; style can be adapted.
• Too many adjectives because the nouns and
verbs aren’t more more specific?
• Is background information inserted in the
right sentences?
18
19. Proof-reading
• Double-check proper names and claims of
distinction (first, best, oldest, tallest).
• Does the math work? Is it “millions” or
“billions”? Percentages figured correctly?
• Look for typos early and often: misspellings,
missing or duplicated words.
• On deadline, check at least the first and the
last graphs, where many mistakes hide.
• If you see something, mark it immediately.
You may not remember it later.
19
21. Online Corrections
• Correct online errors immediately.
• “An earlier version of this article misspelled
the surname of Lamar’s vice principal.”
• If an editor inserted the error, try this:
“Because of an editing error, an earlier version
of this article misspelled the surname of
Lamar’s vice principal.”
• Online corrections don’t need to repeat
the error.
21
23. Print Corrections
• Printed errors should be corrected by next
publication, with the mistake repeated.
• “In the last issue, the page 4 article about
temporary classrooms misspelled the surname
of Lamar’s vice principal. His name is Bobby
Reynolds, not Reynoso.”
• Only correct typos that cause factual errors.
23
