A panda walks into a cafe. He orders a sandwich, eats it, then draws a gun and proceeds to fire it at the other patrons. The panda produces a badly punctuated wildlife manual and tosses it over his shoulder.
Editing Punctuation, Capitalization, Spelling, and Grammar: Impact of Attention, Memory, Language and Higher Order Cognition After students have revised their writing by adding new content and ideas, they need to edit their work for punctuation, capitalization, spelling, and grammar. To do this, students need to understand and remember the different rules for editing.
They also need to be able to reread what they have written and identify errors.
To correctly spell, students need to have a good understanding about the sounds words are made up of, and how these sounds can be put into letters and words on paper. Some students are very good at remembering what words look like, others can sound out the word as they are spelling it.
Helpful Hints Have students develop their own thesaurus to refer to while editing their writing. Students can work as teams, in small groups, or as a class to come up with other ways to say common words such as "said," "got," and "happy.
For example, students could brainstorm a list of words they could use for mystery stories or for adventure stories. To practice combining shorter sentences, write two sentences on the board and let the students know that the sentences can be made more interesting by combining the two. List some conjunctions that may be useful next to the two sentences.
Have the students combine the two sentences. Have students listen to a paragraph that contains verbs that enable them to see what is happening. Have the students say why the specific verbs made the paragraph more interesting. Then have the students write sentences using specific words.
Post a list of the punctuation rules on the wall of the classroom.
Some students may prefer to make their own list of these rules to keep at their desk to refer to while they are writing or revising their work. Circle or highlight the punctuation used on the page. Have students discuss why the author used each type of punctuation.
Provide students with a list or paragraph of completed sentences. Have students fill in which type of punctuations could be used. Sentences from books, magazines, or even comic strips can be used.
Show students how punctuation can change the meaning of a sentence. Model an example by writing one sentence on the board three times — once with a question mark, once with an explanation point, once with a period.
Discuss how it changes the meaning of the sentence. For example, "You took my new book? Let the students perform tasks that require them to correct misuses of capitalization. Circle or highlight the capitalization used on the page. Have students discuss what capitalization rules the author followed.
Provide students with a list or paragraph of completed sentences with no capital letters. Have students correct which letters should be capitalized. Teach students how to use a computer spell-check program. Use other computer software such as Co: OutLoud, which allow a student to attempt the first letters of words when writing and the program will predict what the student is trying to say and give a short list of possible words.
This can encourage students to use larger, more sophisticated vocabulary that they would likely have trouble spelling. It also will read the list of words and the complete sentence when finished so that the writer can auditorily proof his writing.
Have students make their own dictionary of most commonly misspelled words. They can keep this at their desk to refer to while they are editing their writing. To de-emphasize worrying about spelling first rather than ideas and contentgive students an ending of a book to read that has been reproduced with spelling errors.
During a discussion, stress the great ideas and description the author used and that the final step would be to correct the spelling.Capitalization, Punctuation & Spelling in Research Essays / Practice Exam Exam Instructions: Choose your answers to the questions .
Choose the statement that best describes the essay's capitalization, punctuation, and spelling. A.
There are no errors in language (grammar, punctuation, capitalization, spelling) . Capitalization, Punctuation & Spelling in Research Essays Chapter Exam Instructions Choose your answers to the questions and click 'Next' to see the next set of questions.
Students practice spotting double negatives in a sentence, then rewrite the sentence to make it tranceformingnlp.com with Virginia SOL c The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.c) Eliminate double negatives.
English I — Writing Expository Writing Rubric Texas Education Agency Student Assessment Division The writer has little or no command of spelling, capitalization, punctuation, grammar, usage, and sentence boundaries. Serious and persistent errors The essay . Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.