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Dr. Teresa M. Redd
Associate Professor
Locke Hall, Room 112
(202) 806-6770/6730 tredd@howard.edu
Office Hours: MWF 10-11, 3-4
(other hours by appointment)
CRN 10589
3 credits
MWF 11:10-12
Locke Hall, Room 118
Spring 2003
Issued 1/8/03 http://blackboard.howard.edu
COURSE DESCRIPTION
An advanced writing course, Principles of Editing will introduce you to stylistic principles from linguistics, rhetoric, and literature. Drawing upon linguistic theory and research, you will practice strategies for achieving greater clarity, conciseness, and cohesion. At the same time, to achieve greater elegance and emphasis, you will experiment with techniques from the rhetorical and literary arts--including those of
African Americans. Guided by these principles and equipped with professional copyediting tools, you will enhance your own drafts or the work of others, whether the writing is academic or creative. Note: This course is an elective for English majors and minors.
Prerequisite
All students must have passed Freshman English 003. However, the Department strongly recommends that students also complete College Grammar 114 or Language Foundation
110 before enrolling in this course.
Course Goals
1.
To develop an understanding of style from linguistic, rhetorical, and literary perspectives.
2.
To achieve clarity, conciseness, and cohesion in students’ writing.
3.
To cultivate an appreciation for elegance and emphasis in the African American and Western rhetorical traditions.
4.
To equip students with professional tools for editing writing.
Course Objectives
By the end of the semester, you should be able to do the following:
1.
Reconstruct sentences according to psycholinguistic principles so that the language is not only correct but clear, cohesive, and concise.
2.
Dissect and imitate figures of speech from both Western and African American traditions.
* subject to change

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3.
Apply rules of transformational grammar to control and emphasize elements of a sentence.
4.
Identify and imitate the stylistic strategies of skilled writers.
5.
Employ common tools of the editor’s trade: copyediting symbols, the Microsoft
Spelling-Grammar Checker, the Microsoft Word Reviewing Toolbar, and
Blackboard’s groupware.
Instructional Methods
To fulfill the objectives of the course, you will engage in stylistic analysis, imitation, and experimentation. You will learn by participating in a wide range of activities, including those listed below:
1.
Portfolio: Editing four documents that you submitted at the beginning of the term.
2.
Style Journal: Copying, imitating, and presenting to the class the “Figure of
Speech of the Day.”
3.
Oral Report: Presenting a stylistic analysis of your favorite passage from a published work.
4.
Erasmus Exercises: Generating multiple versions of a sentence to exercise your stylistic options and to assess the rhetorical effects.
5.
Editing Exercises: Rewriting sentences and paragraphs to eliminate a designated problem.
6.
Team-Editing Competitions: Collaborating with teammates to produce the best revision of a document.
TEXTBOOKS AND OTHER RESOURCES
Required
Darling’s Grammar
. 5 January 2003 http://www.ccc.commnet.edu/grammar >.
Kennedy, X.J., Dorothy M. Kennedy, and Sylvia A. Holladay. The Bedford Guide for College Writers . 6 th
ed. Boston and New York: Bedford/St. Martin’s, 2002.
Redd, Teresa. ENGL 290-01 Principles of Editing . 22 December 2002. 5 January
2003 < http://blackboard.howard.edu
>.

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Williams, Joseph. Style: Ten Lessons in Clarity and Grace . 7 th
ed. New York:
Longman, 2003.
Supplementary
Donnelly, Colleen. Linguistics for Writers . Albany, NY: SUNY Press, 1994.
Gibson, W. Tough, Sweet, and Stuffy: An Essay on Modern American Prose Styles .
Bloomington & London: Indiana UP, 1966.
Kolln, Martha. Rhetorical Grammar: Grammatical Choices, Rhetorical Effects . New
York: Macmillan 1991.
Lanham, Richard A. Revising Prose . 3 rd
ed. New York: Macmillan, 1992.
Rice, Scott. Right Words, Right Places . Belmont, CA: Wadsworth, 1993.
Richardson, Peter. Style: A Pragmatic Approach . Needham Heights, MA: Allyn &
Bacon, 1998.
Rickford, John R., and Russell J. Rickford. Spoken Soul: The Story of Black English .
New York: John Wiley & Sons, 2000.
Smith, H. Wendell. Readable Writing: Revising for Style . Belmont, CA: Wadsworth,
1985.
Smitherman, Geneva. Talkin and Testifyin: The Language of Black America. Boston:
Houghton Mifflin. Rpt. Detroit: Wayne State UP, 1985.
Strunk, William, Jr., and E.B. White. The Elements of Style . 3 rd
ed. New York:
Macmillan, 1979.
Waddell, Marie, Robert Esch, and Roberta Walker. The Art of Styling Sentences: 20
Patterns for Success . 2 nd
ed. Woodbury, NY: Barron’s Educational Series, 1983.
Weaver, Richard M. “Some Rhetorical Aspects of Grammatical Categories.”
The Ethics of Rhetoric . Chicago: Henry Regnery Co., 1953. 115-142.

COURSE OUTLINE
Note: We will study a new figure of speech (see “Elegance” below) at the beginning of each class period. We will also use one or more copyediting tools in each unit (see “Tools of the Trade” below).
Tools of the Trade
Copyediting Symbols
MS Word Editing Tools
Blackboard Groupware
I.
II.
III.
IV.
Correctness
A.
Standard vs. Nonstandard English
B.
Descriptive vs. Prescriptive Grammatical Rules
C.
Common Misspellings and Easily Confused Words
D.
Nonsexist Usage
Clarity
A.
Nominalizations
B.
Expressive Verbs
C.
BE Patterns
D.
THERE and IT Openers
E.
Concrete and Specific Nouns
F.
Active Voice
G.
Ambiguous Pronouns
Cohesion
A.
Topics
B.
Passive Voice
C.
Inversion
D.
Adverbial Clauses
E.
Free Modifiers
Emphasis
A.
Light vs. Heavy Words
B.
THERE Transformations
C.
WHAT and IT Shifts
V.
VI.
Conciseness
A.
Meaningless Words
B.
Prepositional Phrases
C.
Redundancy
D.
Ellipsis
Control
A.
Long Introductions and Subjects
B.
Subject-Verb Interruptions
C.
Cumulative Sentences
D.
Excessive Subordination
E.
Misplaced and Dangling Modifiers
F.
Faulty Coordination
VII.
Elegance
A.
Word Play
B.
Metaphor
C.
Word and Sound Repetition
D.
Length and Rhythm
E.
Coordination
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COURSE REQUIREMENTS
To succeed in this course, strive to meet the following benchmarks:
1.
Submit a portfolio of your work for diagnosis at the beginning of the term and edit it at the end of the term to eliminate at least 80% of the problems listed on your diagnostic profile. Note: The portfolio is your final examination.
2.
Maintain an up-to-date journal that accurately imitates at least 80% of the assigned figures of speech. (See the attached sample.)
3.
Present a 10-minute oral report analyzing the style of your favorite passage of published prose. (See the attached evaluation form.)
4.
Complete homework assignments on time, earning an “S” average (see below).
5.
Achieve 80% or more for four quizzes on clarity, coherence, conciseness, and control.
6.
Participate in classroom and online activities, including five team competitions, earning an “S” average (see below).
Manuscript Conventions
Classwork and Homework. Always bring 8 ½” x 11” white, lined, LOOSELEAF paper and a BLACK or BLUE pen to class; you may not know when you will need them for classwork. As for homework, you will post some of those assignments electronically via Blackboard. However, if I request a hard copy of a Blackboard assignment, you must submit a printout for credit. When I request offline homework, you may write by hand if
I provide a worksheet. Otherwise, TYPE the assignment, remembering to DOUBLE-
SPACE. Use 12 point type and leave 1” margins on all sides. If you quote, paraphrase, or summarize other sources, document them according to the MLA guidelines (see The
Bedford Guide ).
Journal. Always bring your Style Journal to class. Buy a three-ringed binder that can hold 40 sheets of 8 ½” x 11” looseleaf paper. Copy my definition and example of each figure of speech on a SEPARATE sheet with the name (e.g., polysyndeton) and date on the first line. Then write your imitation below the example. (See the attached sample.)

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COURSE POLICIES
Computation of Final Course Grade
Journal……………………………………………………….1/8
Oral Report………………………………………………….1/8
Class/Homework……………………………………………1/4
Quizzes………………………………………………………1/4
Final Portfolio………………………………………………..1/4
Grading Criteria
The quizzes, oral report, and portfolio will be graded on a scale of A = 90-100, B = 80-
89, C = 70-79, D = 60-69, F = below 60. All class/homework and journal entries will be graded pass/fail: Satisfactory = 1 point, Unsatisfactory = no credit. (A passing grade is equivalent to a C or better.) I will evaluate all writing according to how well it fulfills a particular assignment and achieves the clarity and grace that this course seeks to develop. Moreover, since proofreading is an essential editing skill, I will deduct points for grammatical, spelling, diction, and typographical errors.
Class Participation
I assign frequent and unannounced classwork to guide group activities, monitor students’ learning, obtain feedback on my teaching, and reward thoughtful and consistent class participation. Therefore, since students cannot make up exams or classwork (see below), students who are absent or tardy will miss not only valuable instruction but also credit.
Extra Credit
I will offer extra credit only during the term and only to the class as a whole (especially through team competitions). Therefore, you cannot improve your grades at the last minute by requesting additional work. Also, if you earn a borderline course average (i.e.,
59, 69, 79, 89), you will not receive an additional point to capture the higher grade— unless you earn that grade (or higher) on your final portfolio. Example: If a student with a 79 course average earns a “B” or better on the final portfolio, that student will qualify for a “B” on the report card. Please note, though, that this policy applies only to course averages ending with “9.”
Incomplete Grades and Withdrawals
A grade of Incomplete (I) is given only if an emergency prevents you from submitting the final portfolio. Such an emergency must be documented by your dean or advisor.
However, if you wish to withdraw from the course, please see me before the Registrar’s deadline.

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Lateness
I cannot accept late journal entries or homework. However, if you cannot submit the work on time because of an emergency, you should submit a memo in which you document the emergency and ask to be excused from the assignment. (For instance, submit a doctor’s note with your memo.) If you experience computer-related problems, you should request a note from a technical assistant or, if Blackboard is not working, you must IMMEDIATELY e-mail bbsupport@howard.edu
and “cc” tredd@howard.edu
to document your problem.
Missed Exams or Classwork
There will be no make-up quizzes or make-up classwork. However, if you miss a quiz or other classwork because of an emergency, you should submit a documented excuse as explained above.
Academic Integrity
Please read the “Academic Code of Conduct,” which is published in the
H-Book or
Directory of Classes.
If you are suspected of cheating, you must submit your sources and/or make up the assignment in my office. If you are caught cheating, you will receive a “0” for the assignment.
SUPPORT SERVICES
American Disabilities Act (ADA)
Howard University is committed to providing an educational environment that is accessible to all students. In accordance with this policy, students who need accommodations because of a disability should contact Dr. Barbara Williams, Dean for
Special Student Services (202-238-2420), as soon as possible after admission to the
University or at the beginning of each semester. If you need a special accommodation required by the American Disabilities Act, please document and discuss your disability with me during the FIRST TWO WEEKS of classes.
Writing Center
For additional assistance with your writing, visit HEC 1024 (M – TH 9-5) or Locke 100
(see the posted hours). Tutors from the Department of English can provide one-on-one or computer-assisted instruction.
Blackboard FAQs for Students
See http://www.cetla.howard.edu
if you need help navigating Blackboard.

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COURSE SCHEDULE
Important Due Dates
January 13
January 31
February 14
February 26
March 14
April 2
April 7
April 18
April 23
April 25
(as assigned)
Diagnostic Portfolio
Team Competition
Quiz 1
Team Competition
Quiz 2
Team Competition
Quiz 3
Team Competition
Quiz 4
Final Portfolio
Oral Report
Note: Unless noted otherwise, all chapter, page, and exercise numbers refer to your textbook Style (7 th ed.). Always bring your book to class.
UNIT I Correctness: Applying and Defying the Rules

Diagnostic Assessments

Correctness

Tropes/Word Play

Copyediting Symbols

MS Grammar-Spell Checker
Wednesday, January 8
Lesson: Introductions
Overview of the Course
Introduction to Blackboard
Homework: Using the handout, log into our Blackboard course site
( http://blackboard.howard.edu
). Once you have logged in, update your email address (if necessary) on the TOOLS menu under PERSONAL
INFORMATION. If you encounter technical difficulties, e-mail bbsupport@howard.edu
for help and “cc” tredd@howard.edu
to document the difficulty.
Also, begin assembling a portfolio of your work so that I can diagnose your stylistic strengths and weaknesses. Photocopy four pages of your writing, each page from a different document. At least three of the documents should be graded academic papers; however, if you wish, you may include one example of your creative writing. Portfolio due:
Monday, January 13 .

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Friday, January 10
Lesson: Figure of Speech: Equivoque
Standard vs. Nonstandard English (AAE vs. SWE, surveys)
Descriptive vs. Prescriptive Grammatical Rules (students’ examples)
Homework:
Read Lesson 2 (“Correctness”) in Style. Then take all three diagnostic tests on our Blackboard course sites. Be sure to read my feedback when you view your scores. Warning: Once you begin a test, you must complete it, so allot 20 minutes for each test.
Remember to submit your Diagnostic Portfolio at the beginning of
Monday’s class.
Monday, January 13
Lesson: Figure of Speech: Anatanaclasis
Common Misspellings (students’ examples)
Easily Confused Words (students’ examples)
Homework: Study “Commonly Misspelled Words”
( http://webster.commnet.edu/grammar/misspelled_words.htm
) and “Notorious Confusables”
( http://webster.commnet.edu/grammar/notorious.htm
) on Darling’s Grammar site or see the External Links on Blackboard. Then complete “Notorious Confusables” Quizzes I through V and “Spelling
Quizzes” I and II ( http://webster.commnet.edu/grammar/quiz_list.htm
).
Submit the pages showing your scores.
Wednesday, January 15
Lesson: Figure of Speech: Paranomasia
Nonsexist Usage (class exercise)
Copyediting Symbols
Homework:
Read NCTE’s “Guidelines for Gender-Fair Use of Language” at http://www.ncte.org/positions/gender.shtml
or see the External Links on Blackboard. Then complete the “Gender
Neutral Language” quiz on Darling’s quiz site
( http://webster.commnet.edu/grammar/quiz_list.htm
) and print out your responses. Also, study the copyediting handout in preparation for an inclass competition.
Friday, January 16
Lesson: Team Competition
MS Word Grammar-Spell Checker
Homework: Read Lesson 1 (“Understanding Style”) and Lesson 3 (“Actions”).
Monday, January 20
MARTIN LUTHER KING, JR. HOLIDAY
Note: From now on, click ASSIGNMENTS to retrieve your assignments via Blackboard. If you print out a unit assignment sheet, remember to check ANNOUNCEMENTS regularly to see whether I have revised it.

UNIT II Clarity: Telling Stories
Actions as Verbs

Nominalizations

Expressive Verbs

BE Patterns

THERE and IT Openers
Characters as Subjects

Concrete and Specific Nouns

Active vs. Passive Voice

Ambiguous Pronouns
Tropes/Imagery and Sound
MS Word FIND, Thesaurus, and Style Checker
Wednesday, January 22
Lesson: Figure of Speech: Metaphor
Actions as Verbs
Nominalizations
Homework:
Read “Metaphor” in Lesson 9. Also, complete Exercise 3.6 (EVEN numbers only).
Friday, January 24
Lesson: Figure of Speech: Simile
Nominalizations
Homework: Complete Ex. 3.7 (EVEN numbers only).
Monday, January 27
Lesson: Figure of Speech: Onomatopoeia
Expressive Verbs
Sample Oral Report
Homework: Read about the rhetoric of verbs in the Rice handout. Then complete the assigned exercises.
Wednesday, January 29
Lesson: Figure of Speech: Personification
BE Patterns
THERE and IT Openers
Homework: Rewrite the assigned sentences in the Richardson handout. Bring your dictionary, thesaurus, and list of copyediting symbols for a team competition.
Friday, January 31
Lesson: Team Competition
Homework:
Read Lesson 4 (“Characters”).
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Monday, February 3
Lesson:
Characters as Subjects
Concrete and Specific Nouns
Sample Oral Report
Homework: Complete Ex. 4.1 (EVEN numbers only). Also, read about the rhetoric of nouns in the Rice handout. Then complete the assigned exercises.
Wednesday, February 5
Lesson: Figure of Speech: Hyperbole
Active vs. Passive Voice
Homework: Complete Ex. 4.4 (EVEN numbers only). Prepare to defend your choices in a class debate.
Friday, February 7
Lesson: Figure of Speech: Oxymoron
Active vs. Passive (debate)
Homework: T BA
Monday, February 10
Lesson: MS Word Tools: Thesaurus, FIND, Style Checker
Homework: TBA
Wednesday, February 12
Lesson: Oral Reports
Review (practice quiz)
Homework: Prepare for a quiz on clarity.
Friday, February 14
Lesson: QUIZ #1
Homework:
Read Lesson 5 (“Cohesion and Coherence”).
UNIT III Cohesion, Coherence, and Emphasis: Beginning and Ending Well
Cohesion/Coherence

Schemes: Word Repetition

Topics

Passive Voice

Inversion

Adverbial Clauses

Free Modifiers
Emphasis

Schemes: Sound Repetition

Light vs. Heavy Words

THERE Transformations

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
WHAT and IT Shifts
Blackboard Discussion Board
Monday, February 17
PRESIDENTS’ DAY
Wednesday, February 19
Lesson: Figure of Speech: Diacope
Cohesion: Old-New Flow
Homework: Boldface the old information in Ex. 5.1 (#2).
Friday, February 21
Lesson: Figure of Speech: Anaphora
Cohesion: Passive Voice, Inversion
Homework: Rewrite Ex. 5.1 (#2) so that it is more cohesive.
Monday, February 24
Lesson: Figure of Speech: Antistrophe
Cohesion: Adverbial Clauses, Free Modifiers
Blackboard Discussion Board
Homework: Complete the Erasmus exercise on our Blackboard Discussion Board:
Without changing the meaning or the topic, begin ONE of the assigned sentences in a way that other students have not tried. Bring your dictionary and handbook for a team competition.
Wednesday, February 26
Lesson: Team Competition
Homework: TBA
Friday, February 28
Lesson: Figure of Speech: Rhyme
Coherence: Related Topics (Ex. 5.3)
Homework: Boldface the topics in Ex. 5.2 (#2).
Monday, March 3
Lesson: Figure of Speech: Polyptoton
Coherence: Topics and Point of View (Ex. 5.4)
Homework: Rewrite Ex. 5.2 (#2) to make it more coherent. Also, read about word and sound repetition in AAE rhetoric.
Wednesday, March 5
Lesson: Figure of Speech: Homoioteleuton
Emphasis: Light vs. Heavy Words (Ex. 6.2)
Homework:
Read Lesson 6 (“Emphasis”) and “Climactic Emphasis” in Lesson 9.

Friday, March 7
CONVOCATION (10 a.m. – 1 p.m.)
Homework: Complete Ex. 6.1 (EVEN numbers only).
Monday, March 10
Lesson: Figure of Speech: Alliteration
Emphasis: THERE Transformations, WHAT and IT Shifts
Homework: Complete the assigned exercises.
Wednesday, March 12
Lesson: Figure of Speech: Assonance
Oral Reports
Review
Homework: Prepare for a quiz on cohesion, coherence, and emphasis.
Friday, March 14
Lesson: QUIZ #2
Homework: Read Lesson 7 (“Concision”).
UNIT IV Conciseness: Making Every Word Count

Redundancy

Wordy Phrases

Ellipsis

MS Word Readability Statistics

MS Reviewing Toolbar
Monday, March 24
Lesson: Figure of Speech
Conciseness
Redundancy
Homework: TBA
Wednesday, March 26
Lesson: Figure of Speech
Wordy Phrases
Homework: Rewrite Ex. 7.1 (EVEN numbers only).
Friday, March 28
Lesson: Figure of Speech
Ellipsis
Homework: Complete the ellipsis exercise (under ASSIGNMENTS) on Blackboard.
Monday, March 31
Lesson: MS Word Readability Statistics
MS Word Reviewing Toolbar (Ex. 7.1)
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Homework: Practice using the MS Word Reviewing Toolbar in preparation for a team competition.
Wednesday, April 2
Lesson: Team Competition
Go to the i-Lab!
(using the MS Reviewing Toolbar)
Homework: If you did not complete your team exercise in class, finish it with your teammates. Submit your diskette and printout at the beginning of Friday’s
Friday, April 4 class.
Lesson: Oral Reports
Homework: Prepare for a quiz on conciseness.
Monday, April 7
Lesson: QUIZ #3
Homework:
Read Lesson 8 (“Shape”).
UNIT V Control: Managing Sprawl

Long Introductions

Long Subjects

Subject-Verb-Object Interruptions

Resumptive, Summative, and Free Modifiers

Coordination
Wednesday, April 9
Lesson: Long Introductions
Cumulative and Periodic Sentences
Homework: Complete Ex. 8.1 (2 and 4 ONLY).
Friday, April 11
Lesson: Figure of Speech: Chiasmus
Long Subjects
Subject-Verb-Object Interruptions
Homework: Complete Ex. 8.1 (6, 8, 10, and 12 ONLY). Also, read “Extravagant
Elegance” in Lesson 9.
Monday, April 14
Lesson: Figure of Speech: Antithesis
Resumptive, Summative, and Free Modifiers
Misplaced, Dangling, and Squinting Modifiers
Homework:
Complete Ex. 8.2 (EVEN ONLY). Then read “Balance and Symmetry” in Lesson 9.

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Wednesday, April 16
Lesson: Figure of Speech: Polysyndeton
Coordination
Homework: Complete the assigned exercise. Bring your dictionary, thesaurus, and list of copyediting symbols for a team competition.
Friday, April 18
Lesson: Figure of Speech: Asyndeton
Team Competition
Homework: Work on your portfolio. (See the details on the next page.)
Monday, April 21
Lesson: Oral Reports
Teaching/Learning Questionnaire
Homework: Prepare for a quiz on controlling sprawl. Bring your dictionary, thesaurus, and list of copyediting symbols.
Wednesday, April 23
Lesson: QUIZ #4
Consent Forms
Homework: Submit the following items in your portfolio:

My diagnostic checklist

Your original four pages
 A revision that highlights your changes (via “Track Changes” in MS Word)
 A final copy that incorporates your changes (via “Accept Changes” in MS Word)
Staple together all three versions of each document so that the final copy is first; the revision, second; and the original, last. Then submit the portfolio with my checklist still stapled to the inside cover. PORTFOLIO DUE: 12 noon on Friday, April 25. LATE
PENALTY: -10 points per day. Note: If I am not in my office, slip the portfolio under my door.

Chiasmus (4/11/03)
Definition: Inversion of two parallel clauses or phrases.
Model: We didn’t land on Plymouth Rock. Plymouth Rock landed on us.
---- Malcolm X
My Imitation: She didn’t create her stage name; the name created her.
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ENGL 290-01 Principles of Editing
Student’s Name ______________________________________________________
Passage _____________________________________________________________
Date of Presentation ___________________________________________________
 Submitted an annotated photocopy of the excerpt with an MLA citation.
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 Selected an appropriate passage for stylistic analysis.
 Applied at least three principles from our lessons to explain the effectiveness of the passage.
 Provided sufficient evidence.
 Identified linguistic items accurately.
 Communicated clearly.
Grade _____