Revision Resources
Organization
Reverse Outline
A reverse outline is an outline that you complete after your draft has been completely written. Instead of outlining what you think you want to write, you will be outlining what you have already written. This will allow you to see the overall organization of your paper and, hopefully, spot any areas that need revision. It can also help you create a plan for revision as you reread through your paper.
Instructions
Open a blank document (or use a blank sheet of paper to write on) and reread your paper.
For each paragraph, note the main idea of the paragraph. This is typically the topic sentence (the first sentence of your paragraph), but you may need to summarize the paragraph if you find that the topic sentence isn't the main point of the paper.
If you have more than one main idea in a paragraph, make sure that you are writing them all down; this will be a sign that you need to revise that paragraph since you should only have one main idea per paragraph. Additionally, if your thesis sentence isn't lining up with the main point you are making, that should also be noted.
Then briefly explain how the paragraph supports or develops your thesis or main point.
And finally, note whether revision is needed on that paragraph, and if so, what the revision plan is. These notes can be based on your assessment from the reverse outline but can also include other revision ideas that you have while reading your paper.
Example Reverse Outline
Main Idea(s)/Topic sentence
Briefly explain how this paragraph supports or develops your thesis/main point of the writing. (you can skip this bullet for your introduction and conclusion paragraphs)
Is revision needed? If yes, briefly explain why and/or what your revision plan is for this paragraph.
Main Idea(s)/Topic sentence
Briefly explain how this paragraph supports or develops your thesis.
Is revision needed? (If yes, briefly explain why and/or what your revision plan is for this paragraph.
(and so on...)
A video on reverse outlining can also be found at the bottom of this page.
Paper Skeleton
The following activity is adapted from the Paper Skeleton revision exercise from the University of Massachusettes Writing Center (see the full reference at the bottom of this section).
Completing a paper skeleton can help with overall organization and ensure that you are using topic sentences at the beginning of the paragraph and wrapping up your topics at the end of the paragraph.
Instructions
Open up your draft and then open a new document.
For each body paragraph that you are creating a skeleton for, copy and paste the first line of the paragraph and the last line of the paragraph into the new document.
You can also organize these by labeling the paragraph and whether the line is the first sentence (FS) or last sentence (LS) of the paragraph. See below for an example.
After those are copied into the new document, write the topic of the paragraph below the paragraph.
For example,
Paragraph 1
FS: Educating visitors is one way that zoos promote conservation.
LS: This can lead to the conservation of animals with the help of others in the community.
Paragraph 2
FS: Zoos also make an impact by creating organizations and taking part in programs involving the conservation of animals.
LS: The AZA’s efforts in the conservation of animals has also expanded into captive breeding and population management.
Topic: Zoos' impact on conservation.
Paragraph 3
FS: With habitats that are threatened, captive breeding may be important to the conservation of the endangered species.
LS: Animals such as lions, bald eagles, otters, and more are up for ‘adoption’.
Once you have created a skeleton for all the paragraphs that you plan on revising with this method, check for the following:
Is there a topic sentence?
Does the first sentence jump straight into the research or does it state the topic of that paragraph? Make sure that the paragraph is clearly stating the point. (Reminder: if you are writing the observation section in a creative non-fiction style, this may not work for that section of the paper.)
Does the paragraph wrap up the point at the end?
Make sure to wrap up your ideas before moving on to the next. The only exception to this is when a sub-topic is broken up over several paragraphs due to a large amount of research. In that case, a transition should still be present (this likely will not be the case for your paper, given the length of the scholarly section).
Does the paragraph get off-topic or change topics?
Ensure that each paragraph covers one topic and that topic is well supported. If your last sentence seems unrelated to the first, then you likely have too many topics in that paragraph. Look for where you can break up the topics into two separate paragraphs.
This activity is adapted from the following resource:
Useted, L. (2015, May). Paper Skeleton. UMass Amherst Writing Center. https://www.umass.edu/writing-center/paper-skeleton
Specific High and Middle Order Concerns
Flow and Cohesion (including Read-Out-Loud Strategy)
Links to the UMass Amherst Writing Center at the University of Massachusettes, Amhurst
Paragraphs
Links to The Writing Center, University of North Carolina at Chapel Hill
On Paragraphs
Links to the OWL at Purdue University
Transitions
Links to The Writing Center, University of North Carolina at Chapel Hill
Writing with Clarity
Links to an Open Textbook chapter
Understanding Flow
Links to a YouTube video from the University of North Carolina Writing Center
Integrating Quotes
Links to an Open Textbook chapter
Introductions and Conclusions
Links to The Writing Center, University of Arizona—Global Campus
Introductions
Links to The Writing Center, University of North Carolina at Chapel Hill
Conclusions
Links to The Writing Center, University of North Carolina at Chapel Hill
Tone and Style
Links to an Open Textbook chapter
Incorporating Evidence
This article has examples using secondary research, but the concepts still apply to anecdotal/personal knowledge and primary research.
Link to Writing Tutorial Services, Indiana University
Videos on Revision
Flow, Links to YouTube
Video by The Writing Center, University of North Carolina at Chapel Hill
Color Coding, Links to YouTube
Video by The Writing Center, University of North Carolina at Chapel Hill
Reverse Outlining, Links to YouTube
Video by The Writing Center, University of North Carolina at Chapel Hill
Later Order Concerns
Later Order Concerns (LOCs) cover the proofreading and editing stage of revision. This should be done last after you've already done HOC and MOC revision. Below are some tips for proofreading and a list of common issues. I also recommend having a friend or family member look over your writing at this stage, as well.
Have you ever read an email or text hours later and found a ridiculous typo or error that you made?
Sometimes it can be hard for us to see our own typos because our brains want to "auto-correct" the writing. When we write something, we know what we meant to write. If we don't take a break from our paper and give it time to sit, we often won't be able to see the mistake ourselves. This is especially hard in an 8-week class because there isn't enough time to really take a break from our writing.
There are several things we can do to combat that problem in the tips below.
Grammarly
One of the easiest things you can do to help you proofread is to download the Grammarly add-in for Word or your browser (or both!). They even have one for mobile devices if you find yourself working on your phone often.
It will check both your spelling and your grammar for you. It's not always 100% accurate since it's software and not a person, so it's still important to understand basic grammar and mechanics rules, but, oh, does it help! It will catch both spelling and grammar errors far better than Microsoft or Google's built-in software.
Grammarly cannot, however, catch more complicated issues like flow and readability. So, you'll still need to read through your paper carefully and use some other techniques. See the "Grammarly" page for more links to install the plug-ins.
Tips For Effective Proofreading
From: UA-Arkansas Writing Center, https://ualr.edu/writingcenter/tips-for-effective-proofreading/
Proofread backward. Begin at the end and work back through the paper paragraph by paragraph or even line by line. This will force you to look at the surface elements rather than the meaning of the paper.
Place a ruler under each line as you read it. This will give your eyes a manageable amount of text to read.
Know your own typical mistakes. Before you proofread, look over papers you have written in the past. Make a list of the errors you make repeatedly.
Proofread for one type of error at a time. If commas are your most frequent problem, go through the paper checking just that one problem. Then proofread again for the next most frequent problem.
Try to make a break between writing and proofreading. Set the paper aside for the night — or even for twenty minutes.
Proofread at the time of day when you are most alert to spotting errors.
Proofread once aloud. This will slow you down and you will hear the difference between what you meant to write and what you actually wrote.
Try to give yourself a break between the time you complete your final version of the paper and the time you sit down to edit. Approaching your writing with a clear head and having at least an hour to work on editing will ensure that you can do a thorough, thoughtful job. The results will definitely be worthwhile.
Ask someone else to read over your paper and help you find sentences that aren’t clear, places where you’re being wordy, and any errors.
Try reading backwards, a sentence at a time. This will help you focus on the sentences, rather than getting caught up in the content of your paper.
Know your own patterns. Your instructor can probably help you identify the errors you’ve made most often in your previous papers, and then you can focus your attention on finding and fixing them.
Read through your paper several times, once looking just at spelling, another time looking just at punctuation, and so on. Again, this can help you focus so you’ll do a better job.
Use the spell-checker on your computer, but use it carefully, and also do your own spell-checking. Computer spell-checkers often make errors – they might suggest a word that isn’t what you want at all, and they don’t know the difference between there, their, and they’re, for example.
Get help. If you’re not sure if you need that comma or whether to use “affect” or “effect,” look it up in a writing handbook, or ask your instructor for help.
Remember that editing isn’t just about errors. You want to polish your sentences at this point, making them smooth, interesting, and clear. Watch for very long sentences, since they may be less clear than shorter, more direct sentences. Pay attention to the rhythm of your writing; try to use sentences of varying lengths and patterns. Look for unnecessary phrases, repetition, and awkward spots.