EDITING SYMBOLS
A For transitional phrase or sentence: 1) after initial topic sentence, further clarify and
identify the path the paragraph intends to take, that is, the organization of material—time, place,
idea? 2) add modifier to the end of the topic sentence to further define and specify a general
word that appears there; apply this definition to the text
B Blending: 1) blend text more smoothly with the analysis; 2) blend needs to be grammatically
correct; 3) explain the text and include it with the writer’s words, revealing why this text helps
prove the point; 4) don’t blend too early, without first setting up the aspect of the topic sentence
the quotation is supposed to support—it is not clear how this supports the topic sentence or
previous statement; 5) first explain the context of the quotation
C Combine some sentences. This helps eliminate wordiness, extend the elaboration of a single
idea, and eliminate unnecessary breaks in thought and choppy effect. Use participial, infinitive,
gerund, absolute, and appositive phrases, as well as subordinate clauses to combine.
E Extend the elaboration of an idea: 1) the writer needs to elaborate and incorporate more
textual support; 2) the writer is missing some important textual examples; 3) the writer should
extend the elaboration of details, commenting further on this idea before moving to the next; 4)
elaboration is vague or merely restates the evidence.
EV Textual evidence doesn’t provide clear support for the writer’s position or previous
statement. Reread the text carefully.
G Fix any grammatical or punctuation errors! If the writer doesn’t understand the error, see
the teacher.
L Merely lists details from the text without explaining why these details/quotations provide
support for the topic sentence.
O Off topic: 1) evidence doesn’t support the topic sentence; 2) not completely off-topic, but
either the writer is slipping into plot summary or failing to adequately explain how evidence
supports topic.
P Paragraph needs overall revision: 1) the organization (time, place, idea) of main points
supporting topic sentence needs to be identified or emphasized more clearly; 2) this collection of
sentences doesn’t provide complete coherence; check logic and word glue; 3) paragraphs could
use more textual support and analysis—look for additional examples; 4) tie to thesis needs to be
stronger.
Degen, Michael. Crafting Expository Argument: Practical Approaches to the Writing Process for Students
& Teachers. Dallas, TX: Telemachos Pub., 1999. Print.
S Summarizing here rather than explaining how these details support the topic sentence. This
problem is similar to listing.
SH Show concrete images rather than tell these details. The reader can’t see any images.
Showing text includes direct excerpts from the literary text along with the writer’s elaborated
commentary.
T Transitions weak: 1) check word and logic glue between sentences; 2) revise transition so
there is closer link between these sentences; 3) transition could be less wordy; 4) maintain topic
focus.
TH Thesis needs revision: 1) make minor adjustments in style and clarity; 2) thesis contains
only a subject, not an opinion; 3) the idea in the thesis is unclear or too general.
TS Revise the topic sentence: 1) need stronger focus so that all sentences can clearly connect to
main sentence; this will help coherence; 2) topic sentence contains an example, a plot detail
rather than an organizing idea + aspect of thesis; 3) connect the topic sentence to the thesis more
clearly, perhaps adding actual words or synonyms from the thesis; 4) this might be too broad or
too vague—not sure the reader will understand the meaning; 5) diction is imprecise.
V Vague: 1) this comment needs to be more specific, precise; avoid plurals; 2) this comment
doesn’t really say anything.
W Wordy structures: 1) this phrase is unnecessary; instead, blend text with the writer’s
analysis. See B1; 2) use fewer words; 3) beware piling adjectives or adjective phrases one after
another—either eliminate unnecessary adjectives or reposition some in participial phrases.
~ Redundant and repetitious: you’ve already mentioned this or used this word
WC Word choice is not the best. Language is awkward, confusing, jargon, or colloquial.
X Revise: 1) cute the sentence or phrase; 2) revise for clarity and conciseness.
Z Re-examine the structure of your paper. Thesis + topic sentences; do the topic sentences
clearly prove the thesis? The writer might need to make some adjustments in thesis or topic
sentences. Are your paragraphs clearly delineated and cohesive?
ᴑ Vivid verbs: 1) revise this “be” verb with a more active verb; 2) avoid the passive verb in this
context.
[ ] Vary sentence beginnings.
‘ Comma/apostrophe problems.
Degen, Michael. Crafting Expository Argument: Practical Approaches to the Writing Process for Students
& Teachers. Dallas, TX: Telemachos Pub., 1999. Print.
Degen, Michael. Crafting Expository Argument: Practical Approaches to the Writing Process for Students
& Teachers. Dallas, TX: Telemachos Pub., 1999. Print.