Editing for logical flow
Nature of edit Editing to ensure that readers can easily understand the text and follow the instructions whether or not English is their first language
Type of copy Teacher training
Before
Encouraging student participation
This idea works with students at any level, in pairs and in groups of any number. It can actually help to reduce the noise levels of group work if one or more of the students has a listening or watching brief (see below). Students are given different roles to perform. The roles can be discussed in the whole class first and then, written on slips of paper, handed to individual students or to pairs of students. For example, a higher level student working with a pair of lower level students can be given a slip of paper saying Observer. This student can also get a list of, for example, the phrases the pair could use in the role play dialogue they are about to do. During the pair work, every time the higher level student hears one of the phrases being used, s/he can tick it off the list. After the role play, the observer can give feedback to the pair on which items were used or not used, or who used most, or how well they were pronounced. Other roles a student or pair of students of the same or different levels can be given are: prompter (for when people run out of ideas or language), questioner, summariser, host(ess) (to make sure everyone speaks) and tester or reviewer.
After
Encouraging student participation in group work
Consider giving students of mixed levels working in groups different roles to perform. Roles might include prompter (for when people run out of ideas or language), questioner, summariser, host (to make sure everyone speaks) and tester or reviewer. It can help to reduce the noise levels of group work if one or more of the students is briefed to listen or watch as an observer.
The roles can be discussed in the whole class first and then written on slips of paper, which are handed to individual students or to pairs of students. For example, a higher-level student working with a pair of lower-level students might be given a slip of paper saying ‘Observer’. This student can also be given a list of, for example, the phrases the pair might use in roleplay dialogue. During the work, every time the higher-level student hears one of the phrases being used, they can tick it off the list. After the roleplay, the observer can give feedback to the lower-level pair on which of the phrases they used or did not use, who used the most or how well they pronounced the phrases.
This idea works with students at any level working in pairs or in groups of any number.
Problem and solution
The original text sets out the author’s stream of ideas as they have come to mind. In this case, the effect is to take the reader back and forth in time, making the instructions hard to follow.
The editor has centred the reader, reordering the sentences and changing the language where appropriate for clarity. This reordering and restructuring of the text into three paragraphs creates a clearer sequence of events that is easier for the reader to understand.
Note that the editor has also intervened to ensure that the language is inclusive (‘they’ for he/she, ‘host’ for host(ess)).