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Our undergraduate Intro to Editing and Publishing also emphasizes processes and purposes. I use Amy Einhorn's
<i>The CopyEditor's Handbook </i>now rather than a text more specific to technical communication. The students edit and publish
<i>The Lookout: A Journal of Undergraduate Research at ECU</i> during each semester the course runs, which has been every fall in the last 7 years. I find that creating a publication for which the students must make all the decisions--from design, choosing
submissions, and working with authors to editing, formatting, and publishing both in print and online in ISSUU--and take all the responsibility opens up opportunities to use labor-based grading. Plus, the work with actual authors and preparing for a real
audience creates stakes that, in my experience, have students taking the work much more seriously.
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They also learn about editing for a range of disciplines and fields. </span>I've used service-learning and client project opportunities in the past, but the journal seems to work better as a focus specifically on editing because the students are dealing primarily
with others' work. </div>
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<div style=""><font face="Arial" style="">Donna Kain, Ph.D. </font>
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<div id="divRplyFwdMsg" dir="ltr"><font face="Calibri, sans-serif" color="#000000" style="font-size:11pt"><b>From:</b> ATTW-L <attw-l-bounces@attw.org> on behalf of Joseph Jeyaraj <jeyarajjoseph@yahoo.com><br>
<b>Sent:</b> Thursday, July 16, 2020 10:11 AM<br>
<b>To:</b> attw-l@attw.org <attw-l@attw.org>; Bellwoar, Hannah (BELLWOAR) <bellwoar@juniata.edu><br>
<b>Subject:</b> Re: [ATTW-L] Labor based grading contracts in editing course</font>
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<div>Whenever I have taught the professional editing and revising course (including this Spring), the course ends up emphasizing the processes of editing and the work underlying those processes.<br>
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When students, among other things, complete editing exercises by hand using editing symbols, they can go back and do those exercises again if they want to improve their editing skills.<br>
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Or for the final course project which involves both editing and publishing a major work, there are lots of opportunities to learn by trial and error and the work underlying that.<br>
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While Carolyn Rude's Technical Editing has worked well every time I have taught the course, I have, along with Carolyn's book, also used Saller's The Subversive Editor.<br>
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It is a great book that gives students a reality check on what actually happens in the world of editing and can produce insightful conversations on some of the talking points that can come up in an editing course.<br>
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Best,<br>
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Joseph </div>
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<div>On Wednesday, July 15, 2020, 03:34:42 PM EDT, Bellwoar, Hannah (BELLWOAR) <bellwoar@juniata.edu> wrote:
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<span style="font-size:11.0pt">Hi all,</span></p>
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<span style="font-size:11.0pt"> </span></p>
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<span style="font-size:11.0pt">I decided to make the move to labor based grading in all of my classes in the fall. However, I am teaching Professional Editing, and I typically give a mid-term exam in that course. I cannot wrap my head around how to grade an
exam based on labor rather than correctness. Any suggestions or ideas for me?</span></p>
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<span style="font-size:11.0pt"> </span></p>
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<span style="font-size:11.0pt">Thanks, Hannah</span></p>
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<span style="font-size:11.0pt"> </span></p>
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<span style="font-size:11.0pt">Hannah Bellwoar, PhD</span></p>
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<span style="font-size:11.0pt">Director of Writing</span></p>
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<span style="font-size:11.0pt">Associate Professor of English</span></p>
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<span style="font-size:11.0pt">Juniata College</span></p>
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