Guide Focus

What are Learning Disabilities?

Role of Formal Assessment

LD Students in Your Composition Classroom

LD Students in a Writing Center Tutorial

Teacher Resources

An Introduction to Resources for Disabled Students

Annotated Bibliography

Relevant Web Sites

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Authors & Contributors

Appendix 13: Editing Proofreading Strategies

Many students with LDs have trouble both proofreading and editing their drafts. Since they often also tend to have more errors on their rough drafts, it is important for them to accumulate strategies that will help them clean up their final drafts. Here are a couple suggestions:

SCOPE is a mnemonic device to help students remember important steps in editing:

S - Spelling: Is the spelling correct?

C - Capitalization: Are the first words of sentences, proper names, and proper nouns capitalized?

O - Order of Words: Are the words in the right order?

P - Punctuation: Does each sentence end with a period, question mark, or exclamation mark? Are commas and apostrophes placed where needed?

E - Express Complete Thought: Is each sentence complete? Does each sentence have a subject and a predicate?

Check list for revising:

____ 1. My introduction clearly introduces the topic.

____ 2. The sub-headings help the reader understand the paper.

____ 3. The body of the paper contains all the facts needed.

____ 4. Each paragraph is written with a main idea.

____ 5. Every sentence and paragraph adds something to the paper.

____ 6. I have reread my sentences aloud to be sure they make sense.

____ 7. I chose the best words to explain my ideas.

____ 8. The conclusion follows from the facts.

____ 9. I corrected all the misspelled words.

____ 10. I capitalized all the appropriate words.

____ 11. I used quotation marks to identify all quotations.

____ 12. I reread the paper at least three times looking for ways to make it better.

____ 13. I numbered all the pages.

Sentence Level Editing:

For each sentence, ask the following questions:


1. Does the sentence state the topic?

2. Does the sentence add further information to the topic sentence?

3. Does the sentence follow a logical order?

4. Does the sentence say what I really want it to say?

5. Does the sentence sound right?

6. Does the sentence show what I really think?

7. Does the information sound credible?

8. Does the sentence summarize what has been said so far?

9. Does the sentence sound like a conclusive comment?

10. Will the readers see the importance of the sentence?

11. Will readers be interested in the sentence?

12. Will readers understand what I mean by the sentence?

13. Is the sentence clear and to the point?

14. Is the sentence connected to the previous one?