TYPES OF EDITING
HOW I CAN ASSIST
MY EDITING PRINCIPLES

There are 3 main types or levels of editing. The level of editing required on any piece of work, depends on how well the work was written for its intended purpose. This requires an assessment by the editor which is discussed with the author. Quality editing usually includes proofing, copy-editing and substantive editing as required. Most work requires some level of all 3.

1. Proof-reading, also known as proofing, or line editing, examines the text looking for typos, grammatical, spelling, and punctuation errors such as the use of ‘to' instead of 'too’ or ‘there, their, or they’re.’ This check is the most basic, requires the least time, and is therefore the least expensive.

2. Copy-editing, also known as sub-editing in Australia and the UK, examines the text more thoroughly for the appropriate use and consistency of the grammar, for example, the correct use of tense and verb forms. A language edit is generally considered a subset of copy editing, and focuses more on the writing style i.e., the use of language and how ideas are expressed. It includes the appropriate sentence complexity; the clear, logical development of ideas; what should be expanded on, emphasized, or kept more concise; and the appropriate use of idioms, colloquialisms, and technical terms for the intended audience. It often includes culling of inappropriate, unnecessary text that labours or duplicates, and, not uncommonly, the rewriting of sections. Amendments and/or recommendations that improve the accuracy or impact of the text are made as appropriate. 

Potential issues are brought to the attention of the author, such as matters of plagiarism, possible libel, potentially offensive or confusing details or storylines. Tracked changes offers the final choice to the author on how things are said, which serves to preserve their style. How important this is to the author, depends on the type of communication i.e., whether it’s personal, business, educational, promotional etc. If needed/requested, the checking of facts like dates, names of people, places, and details of events can be included in the commission. Copy editing requires additional expertise, is more time consuming, and therefore more expensive.

3. Substantive editing (also known as developmental/comprehensive/or content editing), considers ‘the works’ concept, intended purpose, overall structure and design, style, and the organization and use of the actual words (here, it overlaps with a language edit). This level of editing is almost entirely analysis-based and requires judgement. Significant decisions require consultation with the author. This is another level of expertise which is more time consuming, and therefore more expensive.

The essential purpose of editing is to make the message of the communication clearer, easier to understand and follow, and therefore more effective and enjoyable to read.

How I Can Assist - What I Edit

1. Books: particularly memoirs, biographies, personal accounts, and stories, self-help and personal growth and development.

2. Website content.

3. Educational/promotional information sheets/leaflets.

4. Letters - most subject matter.

5. Procedures/policies/work instructions.

6. Undergraduate assignments (with a level of mentoring, through suggestions for development of concepts). Genre: counselling & psychology; nursing; social sciences; history & politics.

7. Post-graduate assignments. Same genre as No.6 above - copy editing and proofing.

8. Fiction - copy editing and proofing only. I do not do structural editing for fiction (i.e., storyline development), that is another particular specialty and skill set.

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My Editing Principles & Focus

1. General Principles. Editing is performed at the agreed level required, with adherence to the process outlined under ‘Editing Process.’  Suggestions that enhance and add value to the work will be provided with explanations, as required. The overall aim is to make the message easy to read and understand, grammatically correct, perfect the prose, and very importantly, make the communication effective in its aim.
2. Memoirs and Biographies. The important principles here are: to encourage and support authentic recounts of experiences and events, with appropriate levels of enriching detail and description; polish the prose; and optimal preservation of the author's message, voice, and style. The final product is deemed particularly successful when the reader feels that the writing authentically reflects the person they know or have heard about; helps them gain a deeper understanding and appreciation of the person and/or the story; and they learn a few interesting 'somethings' along the way.  
Note: A writer’s voice is their preferred expression – their unique choice of words and phrases; whereas their style, for example, refers to whether they use simple or complex sentencing; detailed or sparse depth of description, use of imagery, etc., or if their expression (style) is more serious or humorous.
3. Educational/Promotional information. The important principle is to make the message effective by encouraging audience interest, and ensuring the important, essential information is included and clearly explained.
4. Procedures/Policies/Work Instructions and Technical Information. The important principle is to ensure the important, essential information is included and clearly explained, so it is readily understood.
5. Assignments.

Assistance with structure – macro and micro level; development of ideas and arguments; appropriate and optimal word selection and sentence structure; with clarifications, considerations and suggestions. These are all track changed, which is essential for learning, developing, and maintaining the author’s work.

If this sounds like it would be of assistance to you, I look forward to hearing from you via the contact form below.

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