Revising & Editing.

Global-level Revisions

Global-level revisions should be your first step in reviewing and revising your paper (1). When conducting global-level revisions, you should think of the “big picture” of your paper, including your audience, argument, organization, flow, and presentation (1). When reviewing the paper, always keep your audience in mind. The paper should be easy for your audience to comprehend, address the expectations they may have, and be written at the appropriate language level (2,3). Here are other general tips on reviewing your paper for global issues:

  1. Review your paper’s framework. Your reader should be able to easily identify your introduction, body, and conclusion. Check to make sure that the introduction and conclusion states your main argument clearly (3).
  2. Evaluate your argument. Is your argument convincing and high-quality? Have you provided enough evidence to sustain your argument? Have you addressed counterarguments (2–4)?
  3. Revise your organization and flow. Your argument should be clearly presented, structured, and supported by the organization your paper. Is each section clearly defined? Do the ideas within a paragraph connect? Does each paragraph link to each other? Do the ideas presented in each paragraph build on each other? Is it clear how each section relates to the whole (2–4)? Try these strategies to help you analyze and evaluate your organization:
    • You can improve your organization by using linking phrases and keywords to help your reader understand the connections between points (3).
    • Consider outlining again after you finish the first draft. Create a new outline directly from the draft by identifying main section headings, major points, and supporting facts. Use this visual tool to identify areas that need better connections, to rearrange your points to improve your flow, or to remove points that do not tie into your overarching purpose (4).
    • Write a one-page summary of your paper without referencing your draft, boiling down your paper to the essential points. Next, create an outline from your summary. Does your outline match the organization of your current draft? If not, would changing your organization to reflect the new outline improve the paper (4)?
  4. Assess your paper’s presentation. The paper should have clear paragraphs, section headings, appropriate line spacing, and standard font and font sizes. Consult your assignment guidelines to make sure your formatting is appropriate. In addition to a simple layout, review any figures, tables, or graphs you included to make sure they are visually appealing and easy to understand (2).

In addition to these general suggestions, if you are writing for an assignment, check your work against the requirements and instructions given by your teacher. Pay attention to the details given in the assignment description and/or rubric. Did you answer every question posed by the instructor? Are you sections the appropriate length? Did stay within the word count or page length given by your instructor? If you have questions about your assignment’s requirements, please check with your instructor.

Sentence-level Revisions

Sentence-level revisions are revisions that improve your clarity and conciseness. They include refining your sentence structure, eliminating wordiness, examining your style, and correcting your grammar, punctuation, and spelling (1).

Reading your paper out loud or upside down are a great ways to check for sentence-level revisions. The act can help you spot areas that are wordy or awkwardly phrased. Reading each word also forces you to slow down and pay attention to grammar, punctuation, and spelling.

Another strategy to help strengthen your sentence structure is the Paramedic Method of Editing. The method is particularly effective at identifying wordiness and passive voice.

When using both methods, be sure to check for these most common offenders in public health writing:

  • Be specific. When describing your data, do not use vague descriptions such as “number of”, “several”, or “many.” Choose words that accurate describe your statistics (3).
    • Needs Improvement: “Many people are obese.” How many? Who are “people”?
    • Improved: “More than one-third of U.S. adults (34.9%) are obese.” This statement is more precise because it tells us how many people are obese (34.9%) and specifies the population (U.S. adults).
  • Eliminate Unnecessary Phrases. Examine your words and phrases and revise them for more concise structures. In your writing, every word should have a purpose. Be wary of redundant or vague phrases. Some common phrases to remove are “in my opinion”, “it is important to note that…”, and “there is/ there are” (3).
    • You should also avoid flowery prose, as it distracts from effectiveness. Never use a long word or phrase when a short one is just as powerful. For example, choose “use” instead of “utilize” and “consider” instead of “take into consideration.”
  • Jargon. When writing for the general public, avoid overusing jargon (3). For examples of jargon overuse in public health writing, read this short article and corresponding letter from the British Medical Journal.
  • Watch your Tone. In public health writing, tone is a critical tool to persuade your reader. Be careful of exaggerating your findings, judging your population, or being condescending. You should approach your subject matter with sensitivity and humility, keeping in mind how your audience would react to your language.
  • Acronyms. When using a technical term or acronym, define it on the first mention in the text. Avoid overusing acronyms, particularly when writing to lay audiences (3).

Additional Resources

Below are some videos that demonstrate some self-editing techniques:

References

  1. Ryan L, Zimmerelli L. The Bedford guide for writing tutors. 5th ed. United States of America: Bedford/St. Martin’s; 2010.
  2. Swales J, Feak C. Academic writing for graduate students. 2nd ed. United States of America: University of Michigan Press; 2004.
  3. Booth W, Colomb G, Williams J. The craft of research. 3rd ed. United States of America: University of Chicago Press; 2008.
  4. Hoing L. Writing resource guide. Boston, Massachusetts: Boston University School of Public health; 2002.