Copy Editing

I’ll tell you my editing horror

stories only if you tell me yours

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 Working with writers
 Editing for context
(Ethics, Part II?)
 Voices and sources
 Editing for structure
 Proofing
 Corrections (heavy sigh)

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 Working with writers
• Editing is individual, • Writers may have an
but it’s not subjective. easier time saying out
• Editing is not personal. loud what they mean.
You are editing the • Engage the writer in the
copy, not the person. editing process.
• It’s usually easier to do a
SECOND READ with the
reporter at hand.

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 Editing for context
• Why this story, and • Are there any holes?
why now? • Does it answer: who,
• Who or what what, where, when, how,
benefits? Who or how much, why and why
what is harmed? care?
• Is it factual but still • Is there enough
misleading? background?
• Does writing reflect • Does this story say
assignment? Why did anything? Can you write
the reporting shift? a headline without
rereading three times? 5
 Voices and sources
• Same people quoted issue after issue?
• Misleading “people on the street” polls or
opinion: Is community or student population
represented? Are these convenient and friendly
voices?
• More voices needed for dimension and/or
fairness?
• Is topic placed in context by including information
from an outside or unbiased observer? Third-
person source.
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 Voices and sources
• Is there “another side” to the story or to the
contentions of the main sources? Is that other
side, or sides, presented and is it given
appropriate weight?
• When an explicit or implicit accusation is raised,
does the target have an opportunity to respond?

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 Voices and sources
• Are racial, sexual, religious or ethnic references
relevant? Are they applied equally?
• Are there too many quotes? Should they be
paraphrased?
• Is the sexy quote really relevant?
• Do the quotes have their own agenda? Are they
making fun of subjects, or unnecessarily putting
them in a bad light?
• Are quotes from email? Do they read that way?
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Editing for structure:
Lead and cosmic graph
Rest of the story
Tone and style
Details

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 Lead and cosmic graph
• Is the beginning • Is first paragraph easy to
inviting? understand? If a hard-
• It’s not news that news story, could you
meetings or events write a headline based
were held. on lead?
• Does inviting intro fit • Too much information
point of story? in the first sentence or
graph?
• If lead is anecdotal,
et al., is there • Doubts about the lead?
a cosmic graph? Hunt for a “buried” one.

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 AUSTIN — As 17,000 runners crowded at the start of the
Livestrong Austin Marathon Feb. 17, they jogged in place and
jumped up and down to fend off the 40-degree early-morning
chill. When the buzzer sounded, they sped off down the course,
shedding the extra clothes they had worn to stay warm.
As the runners disappeared north on Congress Avenue,
a crew of 30 Goodwill volunteers moved onto the course to
pick up the sweats and other clothes they had left behind.
For the second consecutive year, Goodwill Industries of Central
Texas organized an effort to pick up and recycle runners’ discarded
clothes as part of the organization’s Clothing Sweep program.
Before Goodwill created the Clean Sweep program in 2011,
abandoned clothing was collected by a different small charity each
year, or thrown out with the rest of the race-day trash. This year,
Shea Pullan, community engagement coordinator at Goodwill, said
the volunteers collected 1,766 pounds of clothing.
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 The rest of the story
• Is information where readers want to find it,
or are important details left to the end?
• Too long? If you were a fellow student,
teacher or administrator, how much would
you read?
• Does every paragraph contribute? Is too
much information being included, either out
of fear or enthusiasm?
• Does the ending fit the beginning?

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 Tone and style
• Be short, familiar and specific.
• An attempt to sound intellectual by being
wordy or using big words?
• Too much jargon or insider terms?
• Does the tone fit the subject matter? Is the
tone consistent?

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 Details
• Grammar is crucial; style can be adapted.

• Too many adjectives because the nouns and

verbs aren’t more more specific?
• Is background information inserted in the
right sentences?
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 Proof-reading
• Double-check proper names and claims of
distinction (first, best, oldest, tallest).
• Does the math work? Is it “millions” or
“billions”? Percentages figured correctly?
• Look for typos early and often: misspellings,
missing or duplicated words.
• On deadline, check at least the first and the
last graphs, where many mistakes hide.
• If you see something, mark it immediately.
You may not remember it later.
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 Online Corrections
• Correct online errors immediately.
• “An earlier version of this article misspelled
the surname of Lamar’s vice principal.”
• If an editor inserted the error, try this:
“Because of an editing error, an earlier version
of this article misspelled the surname of
Lamar’s vice principal.”
• Online corrections don’t need to repeat
the error.
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 Print Corrections
• Printed errors should be corrected by next
publication, with the mistake repeated.
• “In the last issue, the page 4 article about
temporary classrooms misspelled the surname
of Lamar’s vice principal. His name is Bobby
Reynolds, not Reynoso.”
• Only correct typos that cause factual errors.

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More questions, comments?

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 Thank you!

Kathleen McElroy
kathleenmcelroy@utexas.edu
komcelroy@gmail.com
917-693-0548

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