During undergrad I took a copyediting course as part of my degree requirements. I was first drawn to the class because of the word “editing;” although I didn’t think something so mechanical and rule-drive would interest me.
I was wrong.
Copyediting is more than just mechanics and grammar. It’s quite similar to tutoring, actually. A lot of principles and methods adopted in that profession can help peer writing tutors improve their written feedback (WF) skills.
It got me rethinking the way I deliver feedback on written work; so, I compiled techniques and advice on some of the ways copyediting can influence our work as peer tutors.
The Dangers of Over-Querying
Outside of making changes to abide by style guides, one of the most important aspects of copyediting is knowing when to query. A query can be a question on something the copyeditor (CE) isn’t sure about or even something they want to bring to the author’s (AU) attention. Usually, these queries are implemented through Word’s “Comment” feature, which peer writing tutors use aplenty too.
How then can tutors best benefit from querying?
In copyediting, you’re not going to query every comma error or extra space, so likewise it’s important not to query the same issue every time for a writer. Rather, if it’s a consistent issue, it may be beneficial to bring this up through broader comments like one might in copyediting. This is what I typically do when I encounter the same issues repeated in a writer’s work. I also point out a few other sections where this element is present.
This might alleviate the writer’s frustration: they’re not forced to repeatedly read a concern they may be already self-conscious about, while also receiving adequate and transferable feedback.
The technique may assist writers’ long-term goal as it trains them to recognize certain concerns without spending too much time thinking about.
I also supply links that help develop these skills. If I see a student having difficulties organizing their paper, for example, I provide resources like outlining or different types of structure for them to read at their leisure.
Hierarchy of Intention
Most CEs are also hired for a specific number of hours per project; thus, they must learn to budget time. The profession requires prioritization dependent on the requested level of editing or specific elements that the editor or AU want the CE to focus on.
Tutors are also often time-crunched with their feedback, sometimes with only one hour allocated. There’s only so much we can do without burning out, so I’d advise being intentional with your feedback.
As it’s typically recommended for us to have between 1-3 agenda items in WFs, it’s always beneficial to pause for a moment and take a deep breath before choosing them. We must ask ourselves not only what the writer’s concerns are but also which concerns stand out as the most urgent.
Be Brief
In copyediting, not overwhelming the AU is extremely important because miscommunication may strain the AU-CE relationship and even damage your credibility, since the comments may come across as excessive or nitpicky.
Being brief can help avoid this situation. Getting straight to the point helps the AU see that you (1) value their time and (2) can be clear and concise.
Being brief can also emphasize the words you choose—i.e., you’re likely being brief for a good reason. Being more elaborate in feedback when you don’t have to doesn’t always make the feedback more effective.
As a tutor, I have a have a hard time being brief, as my thoughts can often be described as a ping pong match. This translates into a habit of overexplaining. While overexplaining can be beneficial in helping the AU see where you’re coming from, it can also be overwhelming.
Writing can be so stressful; we don’t want to worsen it by making the task of revising more daunting than it should. Whether due to anxiety (like me!), imposter syndrome, or a love of elegant prose, overexplaining may not always be beneficial to writers.
When reviewing someone’s work, we must keep the writer in mind by asking questions, including asking ourselves questions. These may include:
- Can I
say this in fewer wordscondense this? - What is the purpose of this comment? Is it helpful to the writer or helpful to me—i.e., is our feedback reader-centered or writing-centered?
- Is this too repetitive?
- How would this comment make me feel if I were the writer?
Tone
Whether you’re a peer writing tutor or CE, tone is everything when it comes to providing writers with supportive feedback.
Tone sets the scene for the work relationship with the other party. It doesn’t matter if you’re only working with that person once or if they’re someone you have worked with numerous times; being sure to establish good rapport with the writer is significant not only to avoid misunderstandings but also to ensure they’ll at least consider your comments.
One way to go about being more intentional with the tone of your queries is by reading them aloud with the voice you intend for the writer to read it in. If it sounds off, consider revising. Try also reading in a deadpan tone to see how it may come across if the writer reads it as such.
Moving Forward
As tutors, we have a lot of responsibilities, including keeping our tutee’s best interest in mind. Some of the ways we can do this is by making sure we’re not over-querying on their drafts and being intentional with the agenda items. Additionally, we want to offer effective communication through brief comments, a supportive tone, and attentive summary letters that assists writers in their next steps
While copyediting can be intimidating and even frustrating at times, I would recommend taking a copyediting class if you want to work on these skills more!