Strategies for proofreading; planning a presentation and presenting data.

Community APEP

Supporting Materials

Slides: Slides
Other materials:
writing that students have done in previous sessions, proofreading checklist template, presentation plan

Learning Outcomes

  • Develop effective strategies for editing and proofreading your own work
  • Plan, design and deliver an effective and engaging presentation

Suggested Online Resources

Session Content

Introduction: Ask students to recap what they learnt in the last session. Describe how this relates to current session and how we will build on this.
(Slide 2). This session will be broke down into three different sections as shown on slide 2.

Activity — Slides 4–5 (LO1): In groups, students to discuss two questions on slide 4.
Feedback — facilitator take feedback from groups and to create a master-list for both questions.
Other strategies to suggest:
- when proofreading change font / colour / size of text
- break proofreading down into chunks — don’t look for everything at once
- proofread in different location
- use control+f to find common errors/typos

Direct Instruction — Slide 6 (LO1): In today’s session we will work on creating individual proofreading checklists that students can take away with them to help when it comes to proofreading. A key component of proofreading is knowing your own strengths, weaknesses and writing habits. Once you know these, it is easier to know where and how to look at your writing to identify what needs changing.

Based on what we have discussed in the first activity — ask students to start filling out there checklist with things they may/will do when proofreading their own work.

Direct Instruction — Slide 7–8 (L01): Discuss with students were proofreading fits into the overall writing process.
Writing — This is the messy stage. Getting your ideas down. Putting your first draft together. This is the first stage of the writing process.
Editing — This is where you are looking at the academic quality — using your subject expertise to improve the creation of your argument. Looking at things like the structure / argument / analysis. In this it can be useful to self-assess your work against the marking criteria.
Proofreading — Often the final, finishing off stage of the writing process. This is where you are focusing on the accuracy of your work. The less writing mistakes and typos, inconsistencies in tenses and formatting — the more accurate / polished your work is.

Activity — (LO1):
Part 1: ask students to organise cards into a proofread & writing/editing section.
Feedback — discuss any cards that the group are unsure about.
Part 2: ask students to identify which cards they think/know they do themselves — ask them to put those onto their checklists as things they will need to double-check.

Direct Instruction — Slide 9 (LO1)
Highlight the padlet of activities to show the support available to help students when proofreading. Show how different support can help with the different cards.

Add activity to proofread each others writing from previous sessions?

Activity — Slide 11 (LO2): In groups, ask students to discuss the question on slide 11.
Feedback — facilitator to gather feedback from each group and write a list of what students need to think about when planning.

Direct Instruction — Slide 10 (LO2): When getting ready for a presentation in is tempting to jump straight in — particularly straight into designing the slides! However, just like any other assignment, taking the time to plan your presentation can make a big difference to your work.

Activity — Slides 11–12 (L02): Ask students to discuss the question and slide 11, use information on slide 12 to outline the different steps that need to be planned in a successful presentation.

Activity (LO2): Ask students to work through the Presentation Plan handout to start thinking about their own plan.

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