Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Bayambang Campus
College of Teacher Education
Bayambang, Pangasinan

A.Y 2021
_____________________________________________________________________ 
 
 
 
 
 
WRITTEN REPORT IN CREATIVE WRITING
 
TOPICS: REVISING, EDITING, AND PROOFREADING
 

 
 
Discussants:

De Guzman, Cyrille Joy

Transfiguracion, Elliah

Naoe, Renalyn

Aquino, Hanna Kenisha

Garcia, Aldrin

Martinez, Jessa Mae

Armas, Jenny Rose

(GROUP 3)
Course Code and Title: COG 2 – Creative Writing

I. Introduction
This first chapter covers the topics under Revising, Editing, and Proofreading. It
includes the importance of revising and editing in creative writing, the process of revising
and editing, review on proofreading marks, simmering in tterms of creative writing,
generating new ideas, and improving imagination for creative writing.

II. Objectives
At the end of the discussion, 75% of the learners should be able to do the following with at
least 80% proficiency level: 

a. Identify the importance of Editing and Revising in Creative Writing;

b. determine major areas of concern in the draft essay during revising and editing;
c. recall the proofreading marks;
d. apply the proofreader’s marks in proofreading essay drafts;
e. identify ways to generate new ideas in writing;
f. determine the different approach in generating your ideas;
g. identify the ways to improve imagination;
h. explain the importance of improving imagination in creative writing

III. Content
Topic 1: Editing and Revising

A. Defining Editing and Revising

Revision means to “modify your writing to make it stronger and more

convincing”. For example, you look for a poor organization or poor sentence style.
Revising looks at the “Big Picture”- the idea level. It occurs throughout the writing
process and involves such tasks as rethinking, overall structure, focus, thesis and
support, editing, and proofreading.

Editing means “to proofread your final draft for errors in grammar, spelling,
punctuation, and mechanics.” Editing focuses on the “Little Picture”- word level. It
focuses on the problems that are particular to an individual writer and that occur
repeatedly. Effective editing requires that you know the types of errors you typically
make and that you have specific strategies for finding those errors.

B. Comparing Editing from Revising

Editing & Revision Similarities:

Editing and revising sometimes come after the drafting is finished, but for
some writers, it is also a part of the drafting process. Because the writing process is
not linear, going from one step to the next in a clean, orderly fashion, many writers
will intersperse editing and revising while they are drafting. This usually happens with
more sophisticated writers who take the time to reread their writing as they are
composing. Younger writers tend to draft in completeness before they consider
editing and/revision elements, often at the teacher’s urging. Again, be aware of
students who simply copy their original writing over on new paper thinking that this is
editing or revising.
Editing and revising both require making changes to the writing in order to
make it more enjoyable for the reader or to clearly state the author’s ideas. Many
writers tend to think faster than their hand can write (or type) and will often leave
words out or write sentences that just don’t make sense. Others can write a whole
page and never stop for a period break. For a reader, this can be very confusing —
and exhausting!

The Defining Difference

Despite what some student writers think, editing and revising are NOT the
same thing.

EDITING REVISING

Changing of the writer’s words. Changing of the writer’s ideas.

 Spell checking  Adding details

 Proper punctuation  Clarifying thoughts
  Adding paragraphing  Rewriting the grabber or ending
 Checking conventions such as  Reworking dialogue
capitalization  Varying sentence length and
 Matching noun/verb agreement structure for improved fluency
 Adding quotation marks  Including important text features
 Reworking character traits

It is one-sided. The editor writes It is dialogue-based. The purpose or

comments and corrections on the revision is to ask questions, expanding
paper and returns the paper to the ideas and challenging arguments which
writer. require discussion between the writer
and the reader.

It is hierarchical. An editor looks for It is non-hierarchical. Offering questions

"mistakes" and "fixes" them. An and making observations allow the
editor places value on writing (such writer and reader to hold separate and
as a grade). valid opinions. The purpose of
discussion is to expand and clarify ideas
rather than "correct" them.

It focuses on the paper as a product. It focuses on the writer in the process of

writing and increasing the writer's
understanding of the paper's strengths
and weaknesses.

C. Editing and Revising Importance

Revising and editing are the two tasks you undertake to significantly improve
your writing. Both are very important elements of the writing process. You may think
that a completed first draft means that little improvement is needed. However, even
 experienced writers need to improve their drafts and rely on peers during revising
and editing. You may know that athletes miss catches, fumble balls, or overshoot
goals. Dancers forget steps, turn too slowly, or miss beats. For both athletes and
dancers, the more they practice, the stronger their performance will become. Web
designers seek better images, a more clever design, or a more appealing
background for their web pages. Writing has the same capacity to profit from
improvement and revision.

You should revise and edit in stages: do not expect to catch everything in one
go. If each time you review your writing you focus on a different aspect of
construction, you will be more likely to catch any mistakes or identify any issues.

D. Getting to Know More about Editing and Revising

EDITING

Editing is a stage of the writing process in which a writer or editor strives to

improve a draft by correcting errors and making words and sentences clearer, more
precise, and as effective as possible. The process of editing involves adding, deleting,
and rearranging words to cut the clutter and streamline overall structure.

Whether you're working toward completing an assignment or hoping to get

something published, tightening your writing and fixing mistakes can actually be a
remarkably creative activity. A thoughtful revision of a work can lead to clarification of
ideas, a reimagining of images, and sometimes, even a radical rethinking of the way
you've approached your topic.

How to Edit Your Writing: An Effective 7-Step Process

1. Outline

When you have an idea for a new article, spend time jotting down notes,
research, and think of different ways you can approach the topic. Before you begin
writing the piece, gather all of those notes together and construct an outline.
 You wouldn’t begin building a house without construction plans that carefully
measure the foundation, how big each room will be, and other precise details.
Otherwise, you might end up with a house that looks like this.

2. Write your first draft

The next step, of course, is to actually write your piece. John Steinbeck
advised, “Write freely and as rapidly as possible and throw the whole thing on paper.
Never correct or rewrite until the whole thing is down. Rewrite in process is usually
found to be an excuse for not going on. It also interferes with flow and rhythm which
can only come from a kind of unconscious association with the material.”

Some people write their first draft in one long burst and then revise; others
can’t write the second paragraph until they have fiddled endlessly with the first.

If a paragraph is giving you trouble, however, remember that you can always
skip it and come back to it after you have gotten the rest of the piece down on paper.
You might end up discovering that the paragraph wasn’t necessary after all.

3. Substantive Edit

A substantive edit (also known as a developmental edit) means analyzing the

structure and flow of your piece.

Once you have finished the first draft, step back from it and try to examine it
as if you were the reader. Afterwards, read your piece out loud.

Ask yourself these questions as you read:

 Do the paragraphs flow logically and chronologically?

 If not, do you need to rearrange them or rewrite them?
 Do you have smooth transitions between each paragraph and from one idea to
the next?
 Is there anything you need to explain in more depth?
 Are there any parts of the piece that need more context?
 Any sentences or sections that are repetitious?
 Any sentences that are vague and could be enriched with more detailed
examples?

Most importantly, examine whether every paragraph relates back to that initial
one-sentence summary you wrote during the outlining process. As Marion Roach
observes in her book The Memoir Project, “While editing, check back with that
original pitch and see if you’ve done what you promised to do. What did you set out
to illustrate? Have you fulfilled your obligations?”

Maybe the direction of your piece has changed or evolved as you wrote the
first draft. In that case, you might need to delete whole paragraphs, no matter how
beautifully you’ve written them.

4. Have someone read your piece

Another set of eyes is always helpful at this stage of the editing process. You
want to make sure that your piece is easy to read, that there is a logical flow within
your paragraphs, and that you’ve effectively communicated your message to your
readers.

If you don’t have a friend who can read your piece and give you feedback, put
your piece aside for at least a day. When you read a piece after a day has passed,
you are usually able to examine it more objectively. When you’re ready, pick it up and
read it, as if you’ve never read it before. If there are things you aren’t satisfied with as
a reader, go in and fix them as a writer.

5. Edit for Grammar and Style

At this point, you have probably rewritten the piece several times. Now it’s
time to evaluate the style of the piece, correct grammar and spelling errors, and
strengthen the sentences and paragraphs.

6. Remove Uncertain Language

 Good communication sounds authoritative, so avoid wishy-washy sentences.
If you use phrases like “seems to be” or “could be a reason for,” you sound indecisive
and it weakens your message.

  7. Avoid Repetitive Phrases

Try not to rely on certain words or phrases to make your point; readers will
notice when you repeat yourself. Aim for variety. Use a word frequency counter to
find repetitive words and scan a thesaurus to find alternatives.

 8. Eliminate Filler Words

Use your word processor’s find functionality to search for “there,” “here,” and
“it” to find redundant words and phrases.

For example:

It’s fun to edit your own writing.

The sentence formation weakens the writing with unnecessary words that
lack focus. This is more effective:

  Editing your own writing is fun.

9. Remove Weak “To Be” Verbs

Using versions of the verb “to be” can weaken the words that follow. Replace
“am,” “is,” “are,” “was,” “were,” “been,” and “being” with stronger alternatives. For
example:

Weak sentence: They were not enjoying the editing process.

Strong sentence: They hated the editing process.

Stronger sentence: The editing process repulsed them.

10. Remove Weak Adjectives

 Weak adjectives also spoil your writing. When describing nouns and
pronouns, use more powerful adjectives and avoid the words “really” or “very.”

Weak sentence: He was really scared of snakes.

Strong sentence: He was terrified of snakes.

Stronger sentence: Snakes terrified him.

11. Use Grammarly to Find Mistakes

The Grammarly proofreading tool looks at spelling and grammar mistakes

and checks more than 250 advanced rules to find mistakes such as double
negatives, run-on sentences, and dangling modifiers. After you’ve used Grammarly a
few times, you’ll start to see common weaknesses in your writing.

12. Have someone read your piece again

Now, you are nearly ready to publish the piece. Since you have been reading
the same lines over and over, your brain is usually exhausted at this point and will be
less likely to notice typos. Try to find someone who will read your piece again to spot
anything you might have missed.

13. Proofread one last time

The finish line is finally within sight. It’s time to give the piece one last read
through.

Examples:
 The first and most obvious flaw in this essay, however, is that the
entire 542-word essay is one single long paragraph. The writer should use shorter
paragraphs. They are much more inviting and easier for the Admissions Committee
to read. Shorter paragraphs also make it easier for the reader to go back and find
particular sentences that they may be looking for.

Don’t confuse the words “adapt” and “adopt.” Two different words.

Similarly, when you write “ridiculers” you mean “ridiculous.” Ridiculers

means people who ridicule (for example, ridicule other people’s ideas).
 “Then, I drew a graph”: A graph is not the same as a diagram. What
you mean is diagram. Look up both words.

“The reason why it was adopted is that cosplay festival can display the
multiple features of the teenagers” This is not well expressed. “Features” is not the
right word.

“I love freedom. I do what I want”: Although you have expressed the

idea of imprisonment well, this can now begin to sound extreme to the Admissions
Committee. It can sound as if you are so individualistic that you don’t listen to anyone
and are even a rebel who hates authority.

Tips

Editing often takes time. Budgeting time into the writing process allows you to
complete additional edits after revising. Editing and proofreading your writing helps
you create a finished work that represents your best efforts. Here are a few more tips
to remember about your readers:

 Get some distance from the text! It’s hard to edit or proofread a paper that
you’ve just finished writing—it’s still to familiar, and you tend to skip over a lot of
errors. Put the paper aside for a few hours, days, or weeks. Go for a run. Take a
trip to the beach. Clear your head of what you’ve written so you can take a fresh
look at the paper and see what is really on the page. Better yet, give the paper to
a friend—you can’t get much more distance than that. Someone who is reading
the paper for the first time, comes to it with completely fresh eyes.
 Try changing the look of your document. Altering the size, spacing, color, or
style of the text may trick your brain into thinking it’s seeing an unfamiliar
document, and that can help you get a different perspective on what you’ve
written.
 Find a quiet place to work. Don’t try to do your proofreading in front of the TV or
while you’re chugging away on the treadmill. Find a place where you can
concentrate and avoid distractions.
  If possible, do your editing and proofreading in several short blocks of
time. Your concentration may start to wane if you try to proofread the entire text
at one time.
 If you’re short on time, you may wish to prioritize. Make sure that you
complete the most important editing and proofreading tasks.

Revising
Revision is a complex process which must take place at a number of different levels.
But there are really only four things that you can do to change what you have physically
written down. These are:

1. Add information, quotes, words, or punctuation that you will think will help make your
piece clearer or more descriptive for your reader.

2. Remove information, quotes, or words that you think don’t really add anything to your
writing, or might confuse your reader.

3. Move information, quotes, words, or even entire paragraphs or passages that you think
would make more sense somewhere else.

4. Substitute or change words for other words, quotes for other quotes, or less pertinent
information in order to make your reading clearer, more unified, or more descriptive.

Revision Process

"Revising is part of writing. Few writers are so expert that they can produce what they
are after on the first try. Quite often you will discover, on examining the completed work, that
there are serious flaws in the arrangement of the material. Remember, it is no sign of
weakness or defeat that your manuscript ends up in need of major surgery. This is a
common occurrence in all writing, and among the best writers" (Strunk and White, The
Elements of Style, 72).

Steps in the Revision Process

1. Consider the audience

 Are you addressing the intended audience throughout your essay,
research paper, or report?
 Do the language, level of detail, and amount of background
information you provide suit your audience?
2. Consider the purpose
  Have you met the purpose for your assignment?
 If you argued a point of view, have you provided sufficient evidence to
support it?
 If you proposed a solution to a problem, is it a well-supported
solution?

3. Revise for content and organization

 Does your assignment provide sufficient detail that allows the reader
to share your thoughts and experiences?
 Have you included concrete examples?
 Are there introductory and closing paragraphs?
 Is the main idea expressed in a thesis statement?

4. Revise for unity

 Is your written composition centered around its main idea expressed

in the thesis statement?
 Are supporting paragraphs used to develop that idea?
 Make sure your written assignment is clearly organized, unified, and
coherent.

5. Revise for coherence

 Do your paragraphs flow smoothly?

 Have you used transitional words and phrases to link your sentences
and paragraphs?
 Do your paragraphs transition logically from one idea to the next?

6. Revise for consistency

 Are you consistent throughout the composition in your use of words,

formal or informal structures, and pronouns?

7. Revise the language

 Does the language you use reflect the assignment's purpose and
audience?
 Is your grammar correct? Have you checked your sentence structure
for common mistakes seen in grammar?
 Have you adjusted the level of formality?
  Are you using bias-free language?
 Do you vary sentence structures to avoid monotony?

HIGHEST CONCERN

1. Thesis Statement or Focus

2. Audience and Purpose

3. Development

4. Organization

5. Sentence Structure

6. Word Choice

7. Punctuation

8. Spelling

LOWEST CONCERN

Does your assignment provide sufficient detail that allows the reader to
share your thoughts and experiences?
Have you included concrete examples?
Are there introductory and closing paragraphs?
Is the main idea expressed in a thesis statement?

Is your written composition centered around its main idea expressed in the
thesis statement?
Are supporting paragraphs used to develop that idea?
Make sure your written assignment is clearly organized, unified, and
coherent.

Do your paragraphs flow smoothly?

Have you used transitional words and phrases to link your sentences and
paragraphs?
Do your paragraphs transition logically from one idea to the next?
Does the language you use reflect the assignment's purpose and
audience?
Is your grammar correct? Have you checked your sentence structure for
common mistakes seen in grammar?
Have you adjusted the level of formality?
Are you using bias-free language?
Do you vary sentence structures to avoid monotony?

Are you consistent throughout the composition in your use of words, formal
Topic 2: Review on Proofreading Marks
or informal structures, and pronouns?

Proofreading
  Proofreading is best defined as the ending process of editing a document or a text. A
proofreader (a person who does proofreading) will go through your document to
ensure there are no typos, spellings mistakes, grammatical errors or incorrect use of
regional English that was missed by the copyeditor.

Proofreading Marks

 Proofreading Marks (also called proofreader’s marks) are used to highlight spelling,
vocabulary, grammatical, and punctuation errors, along with formatting and layout
issues. (The Reedsy, 2018)
 These are used to identify mistakes and to state the needed correction.

The following list shows some of the most common proofreading marks and symbols used
by proofreaders and editors – and explains their meaning
Below is an actual example of a draft that needs to be proofread, and the final draft after it is
proofread.

First Draft
Sample
 Draft with Proofreader’s Symbols

Topic 3: Simmering

“Simmering” is signaled by an intense compulsion to do whatever task the

writer usually avoids most vigorously (O’ Connor, 2001). According to Marissa Meyer,
a writer, “In between each draft of a writing project, I make a point of taking some
time away from it. I call it a simmering period. Like making a soup or spaghetti
sauce… you need to give it time to simmer so all the flavors can meld together and
become delicious… just like merging all the complexities of your story together in
your brain.”
 In simpler words, simmering is doing task relatively (but not completely)
mindless. The mind is free to wander while the hand are at labor. Some writers report
a simmering experience that precedes any substantial writing chore. For most
writers, however, the compulsions associated with “simmering” tend to arise in the
midst of a serious writing project. Swopping is another matter. This phenomenon is
more frequently encountered at the start of a new project. Unlike “simmering”, which
takes the writer away from the desk or computer, “swopping” involves work-area
habits, like arranging the notes and pens on the table, cleaning the desk, adjusting
the brightness of the computer or making a cup of coffee. (O’ Connor, 2001).

What to Do during a Simmering period by Marissa Meyer

Work on Something New. Just because you have one book on the back burner doesn’t
mean you can’t be writing at all. I love having multiple projects going on so that I might be
outlining one book while waiting to hear back from my editor on another; or revising a
second draft of one project while researching something else.

It can be incredibly refreshing to work on something new, get into the heads of new
characters, and start exploring a new story world. It also keeps your writing muscles sharp
and prevents you from falling into the “endless simmering period”—where weeks turn into
months with no forward progress. 

Read! We all have a never-ending to-be-read list. Simmering periods are a great time to
tackle some of those books you’ve been longing to get to! I generally like to dive into a genre
that’s entirely different from what I’ve been living in the past few months, and I love light-
hearted, fun reads during my simmering periods. But maybe this is your chance to
tackle War and Peace? Reading is also great because it can inspire new ideas for your own
project and motivate you to get back to it (when the time is right). 

Watch TV and Movies. I’m not really a TV person, but I become one when I’m in-between
projects. I’ll marathon all those shows that my friends love and I’ve never seen. TV and
movies are also great for learning about plot structure and characterization. After all, they’re
just another form of storytelling. Also… sometimes our brains just need a rest.  

Try New Things. I become very adventurous during my Simmering Periods. I take classes. I
travel. I go do all those things that I’ve been saying for years I want to do someday. I get out
in the community. I spend time with friends. I see shows. You never know where an idea will
come from, and every new experience has the potential to work its way into a someday-
story.

Tackle the Non-Writing To-Do List. I also become super productive during my Simmering

Periods. Walls get painted. Artwork gets framed. Cabinets get organized. Gardens get
planted. All those things that are forgotten or ignored when I’m neck-deep in a story
suddenly become a priority. Use this time to catch up on the rest of your life before retreating
back into your writing cave.

Why do writers need to simmer?

1. They give you space from your book or work so that when you come back to it,
you see it with fresh eyes. When you are writing a book, your mind is full of it that’s
why it is hard to see its strengths and weaknesses.
2. Your brain keep working even when you’re not. It’s like a well. When you’re
writing or revising your book, your draining that well, so you need time in between
drafts to let the well fill back up again.
3. It prevents total burnout. As a writer, know your brains limitations and recognize
when your brain is exhausting beyond what is healthy. In between writing, you need
to take a break so that when you come back you’ll be productive and efficient again.
4. Gives time in accomplishing other task. Simmering can be a good time to clean
your house, trim the grass on your garden, arrange the furnishings or even start a
new story line or continue a stuck up story.

How long is a simmering period?

According to Meyer, the time she spend to simmer depends on four factors:  1. How
far ahead (or behind) she is on that book’s deadline; 2. How far ahead (or behind) she is on
other books’ deadlines; 3. How excited or impatient she is to get back to it; and 4. How long
it takes for her to feel like the story is fresh in her mind again.

Topic 4: Generating New Ideas

Writers use many techniques, and it's a bet that most of the techniques involve writing itself.
Think of a composer creating ideas for a song by playing notes on a piano keyboard. Think
of a sculptor creating ideas for a statue by shaping and reshaping pieces of clay. Think of a
quilter creating ideas for a quilt pattern by arranging and rearranging different snippets of
fabric. All creative endeavors go through preliminary stages in which creators generate
ideas, discard some, and play with others that capture their imaginations or that seem to "fit
the bill." Each creator develops ideas by getting immersed and "doodling" in the particular
medium. And writing is no different. 

Ways in Generating New Ideas

1. Input and Inspiration

 Read - Read widely, both within and outside your preferred genre (e.g., if

you write fiction, read not only fiction but also poetry).

 Listen - Listen to a symphony, read aloud some poetry or hear it read.

They'll get you thinking.

 Artist Dates - Artist Dates fire up the imagination. They spark whimsy.

They encourage play. Since art is about the play of ideas, they feed our

creative work by replenishing our inner well of images and inspiration …

ask yourself, ‘what sounds fun?’ — and then allow yourself to try it.” 

 Curiosity - Writers who are naturally curious, lifelong learners ask

questions and dig for answers. They wonder how things work; they

research and try new things. 

 Interact - Talk with people. Sounds simple, but sometimes we have to

intentionally reach out and chat with others who engage us intellectually

and creatively. 
2. Notice
 What's New? - Keep your eye open for events and incidents around your

area, or watch the national news and figure out a local or personal

connection to bigger stories.

 Periodic Reflection - Train yourself to stop periodically throughout the

day

 What have I observed or seen that stands out?

 What have I been thinking about in the last hour or so?
  What did I read that engaged me most, that I’d like to keep
pondering and exploring?
 What interaction(s) can I record?
 What experience in the past few hours sticks with me strongest?
 Spinoff - Write in response to that. You can disagree with it, expand on
it, or tell your own story inspired by that poem, idea or event.

 Evening Reflection -  At bedtime, Dicks says, think of the one story
from the day that has the greatest meaning—something that made
that particular day different from all the rest. Take just one to five
minutes to write that story down. This refines our lens, he says.

3. Audience Needs
 Who: Use it to determine your reader—Who is reading your work and words?
Who do you want to be reaching? Use it to determine your fictional characters
—Who is this story about? Who are the main characters the protagonist will
interact with?
 What: Use this to determine your reader’s biggest struggle. What do they
want to know or learn? What do they crave? What are they frustrated about?
What do you want to share with them? In fiction, use what to unearth What is
your protagonist’s greatest desire? What is his or her greatest struggle or
hurdle to satisfying that desire?
 When: For nonfiction, you can generate ideas for when the reader needs to
receive information or take action on it. For fiction, when is the story taking
place?
 Where: For nonfiction, ask yourself where will this piece of writing need to be
submitted for publication or where will the reader be when reading it, which
may or may not affect the content. For fiction, where is the story taking place?
 Why: Why does the reader need this information, story, set of instructions?
Why does the protagonist struggle with his desire and why does he react a
particular way when faced with conflict?
 How: For nonfiction projects, ask yourself how will the reader act on this
information? How will he be changed upon reading this? A fiction writer may
ask how the protagonist will face conflict or how the protagonist will change
when faced with a struggle.

4. Brainstorm
 Physical exercise - Exercise such as  “Walking is an easy-to-implement
strategy to increase appropriate novel idea generation,” says Stanford
researchers presenting results of a study in 2014. 
 Mind-mapping - Let your mind wander to everything you know or have
wondered about that main idea. Write everything, no matter how trivial. 
 List-making - It’s a basic approach, and for many, most effective.
 Freewriting - Pull out some paper and for about ten minutes, start writing a
stream of whatever comes to mind about ideas you’d like to explore
Topic 5: Improving Imagination for Creative Writing

Imagination

Imagination is the faculty or action of forming new ideas, or images or concepts of

external objects not present to the senses. In short, imagination is a widespread feature of
human experience that aids us in making sense of the world. People won't be able to
generate new ideas and concepts if you're not using imagination, which means you won't be
able to discover, explore, or create new things, which means the human race would
stagnate. Humans tend to limit their own imagination because they are too engrossed in
reality. Though it doesn’t mean that they don’t have imagination. It is because it is in our
nature as humans to be creative. It's a component of human nature and behavior, and it's
frequently rejected as whimsical - detached from reason or judgment, like creativity.
Imagination is the fuel to the writers’ creativity. Writers utilize their creativity to
construct worlds filled solely by fictional characters. It takes our minds away and allows us to
envision things and determine how they may happen, as well as visualize our own universe
and live in our fantasies. It's a highly creative and vital thing to do if you want to make your
tale fascinating. It not only emanates from the author, but it also enters the reader's mind,
provoking her imagination. When this occurs, the readers are able to exceed her own
environment, no matter how dull or thrilling it may be, grows. It brings up new options and
views.

How to Improve Imagination?

1. Read as much as possible
2. Research
3. Write something every day
4. Try writing from a different perspective
5. Use examples and scenarios in your writing
6. Observe
7. Step back and brainstorm
8. Write things down
9. Edit
10. Always take your time

IV. Exercises
Exercise 1
Directions: Write True if the statement is correct and False if the statement is wrong.
 1. Editing is a stage of the writing process in which a writer or editor strives to improve a
draft by correcting errors and making words and sentences clearer, more precise,
and as effective as possible. The process of editing involves adding, deleting, and
rearranging words to cut the clutter and streamline overall structure.
2. A thoughtful revision of a work can lead to clarification of ideas.
3. Outlining is the final stage of the editing process.
4. Another set of eyes is always helpful when you are editing your writing.
5. Setting your paper aside for a few hours while you are editing your writing is wrong.
6. Revising involve moving or removing entire paragraphs, extending or narrowing
ideas, rewriting vague or confusing text, and adding to existing paragraphs.

7. Revising can be done by anyone, but the writer must do their own editing.
8. Editing involve moving or removing entire paragraphs, extending or narrowing ideas,
rewriting vague or confusing text, and adding to existing paragraphs.
9. An editor looks for "mistakes" and "fixes" them. An editor places value on writing
(such as a grade).

10. The editor writes comments and corrections on the paper and returns the paper to
the writer.

Exercise 2

Directions: Rewrite the following sentences in the space provided. Your goal is to make the
text as clear and concise as possible, using the strategies discussed in class, without
altering the meaning of the originals.

1. We would like to call your attention and to the attention of others in your office to the
fact that your report is overdue because the deadline was last Friday.

2. The document that you refer back to is not included in the sample documents that go
to make up the enclosure.

3. The purpose of this memo is to provide a reference for all your staff members of the
formats of various documents that go forward by transmission to headquarters.

4. The need for reports that have logic and are relevant is still great.

5. Your statement in your letter that has the contention that the information submitted and
sent to you by us contained certain inaccuracies and errors has prompted us to embark on a
careful and thorough re-evaluation of the information submitted, with the result that the
original informative data has been determined to be accurate and correct in all instances and
aspects of the information.
Exercise 3

Directions: Using the proofreader’s marks, proofread the poem below.

A Poison Tree

by William Blake

I was angry with my freind:

I told my rath, my wrath did end.

i was angry with my foe:

I told it not my wrath did grow.

And i watered it in fears,

night and morning with my tears;

And I suned it with smiles,

And with soft deceitfull wiles.

And it grew both day and niht.

Til it bore an Apple bright.

And my foe beheld it shin.

And he knew that it was myne.

and into my garden stole

When the night, had veiled the pole;

In the Morning glad i see

My foe outstretced beneath the tree.

Exercise 4

Direction: Write SM before the number if the action refers to SIMMERING and SW if the
action refers to SWOPPING.

1. Gardening
2. Arranging the curtain for the room's better lighting

3. Cleaning the workplace

4. Vacation

5. Listening to music

Exercise 5

Direction: Write T if the state is true and F is the statement is false.

1. Simmering is important for the writer to gain back his/her love for his/her writing.

2. Swopping is done before the writer settles down and works.

3. The importance of simmering is mostly for the writers and not for the readers.

4. Simmering period must last until the writer gain ideas for his/her current project.

5. Simmering is part of the creative writing process, where the author stops what he/she is
writing and doing physical tasks.

Exercise 6
Direction: Create a mind map and select a topic that interests you and your target audience.
You may use the format below:

CATEGORY Level 1 Level 2 Level 3 Level 4

 Structure Few ideas Some ideas Ideas radiate out Ideas provide a
radiate out from radiate out from from centre in a complete picture
centre. Not very centre but are clear picture that with a high
clear not suitable to involves degree of
topic imagination and imagination and
creativity creativity

Exploratory Ideas are not Some ideas Ideas are Clear and highly
connected from move from most arranged in order effective
most complex to complex to of importance indication of
simplest simplest from most connection
complex to between ideas
simplest and central
image

Communication Limited use of Key words are Good use of key Highly effective
key words. used. Average words and use of key words
Some images understanding of images and images and
are not topic connected to deep
applicable central topic. understanding of
Good topic
understanding of
topic

Connections Little or no use Some effort to Clearly uses Effective use of

between of colour, codes, use colour, colour, codes, or colour, codes, or
Sections or links to show codes, or links to links to show links to make
connections show connections connections
between ideas connections between ideas between ideas
between ideas meaningful

Extent of Limited or Good or Effective effort to Highly effective

Coverage ineffective effort adequate effort connect main effort to connect
to connect main to connect main ideas together main ideas
ideas together ideas together together

Exercise 7
Direction: Choose a story that has an unsatisfactory ending. Recreate and change the
ending through an essay and explain why chose and changed that ending.
CATEGORY 5 4 3 1-2
Creativity Exhibits unique new Exhibits new and Exhibits few Ideas are common
ideas, concepts, and interesting ideas, new ideas. perspectives is
perspective. Ideas concepts, and Somewhat cliché.
and opinions are perspective. interesting to
well explained and the readers.
shown that incites
interest and
imagination
perspectives.
Vocabulary Includes a wide Includes a variety Includes basic Includes limited
variety of vocabulary of vocabulary vocabulary; vocabulary and/or
that expands the related to the some most vocabulary
topic, but there may topic. vocabulary are are inaccurate.
be minor inaccurate.
inaccuracies.
Structure/ All sentences are Most sentences Most sentences Sentences sound
Conventions well constructed and are well are well awkward, are
have varied structure constructed and constructed, but distractingly
and length. The have varied they have a repetitive, or are
author makes no structure and similar structure difficult to
errors in grammar, length. The author and/or length. understand. The
mechanics, and/or makes a few The author author makes
spelling. errors in grammar, makes several numerous errors in
mechanics, and/or errors in grammar,
spelling, but they grammar, mechanics, and/or
do not interfere mechanics, spelling that
with and/or spelling interfere with
understanding. that interfere understanding.
with
understanding.

KEY ANSWERS:

Exercise 1:
 1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. TRUE
7. FALSE
8. FALSE
9. TRUE
10. TRUE

Exercise 2:

1. We remind you that your report is overdue.

2. The document is not included in the samples.

3. This memo describes the formats for documents going to headquarters.

4. We need logical, relevant reports.

5. As you suggested, we have checked our information and confirmed its accuracy.

Exercise 4:
1. SM
2. SW
3. SW
4. SW
5. SM

Exercise 5
1. T
2. T
3. T
4. F
5. F
V. Summary
 Revising and editing are the stages of the writing process in which you improve your
work before producing a final draft.
 During editing, you take a second look at the words and sentences you used to
express your ideas and fix any problems in grammar, punctuation, and sentence
structure.

 Effective formal writing uses specific, appropriate words and avoids slang,
contractions, clichés, and overly general words.

 Peer reviews, done properly, can give writers objective feedback about their writing.
It is the writer’s responsibility to evaluate the results of peer reviews and incorporate
only useful feedback.

 Remember to budget time for careful editing and proofreading. Use all available
resources, including editing checklists, peer editing, and your institution’s writing lab,
to improve your editing skills.

 Revising is done through the ARMS method: Add (details, transitions, hooks, and
endings), Remove (repeated ideas, off topic sentences), Move (sentences, and
word), and Substitute (trade boring words for interesting ones, rewrite confusing
sentences)
 Steps in the revision process: consider the audience, consider the purpose, revise for
content and organization, revise for unity, revise for coherence, revise for
consistency, and revise the language
 Proofreading is the ending process of editing a document or a text.
 A proofreader will go through your document to ensure there are no typos, spellings
mistakes, grammatical errors or incorrect use of regional English that was missed by
the copyeditor.
 Proofreading Marks (also called proofreader’s marks) are used to highlight spelling,
vocabulary, grammatical, and punctuation errors, along with formatting and layout
 Like a pot of soup over the low flame on the back burner of the kitchen
stove, creativity needs time to simmer in order for the flavors to blend and the
richness of the broth to develop. Rush into the writing task and the ephemeral
process of creativity—once interrupted—will retreat, again eluding consciousness.
(O’Connor, 2001)

 Simmering tend to arise in the midst of serious writing project while swopping is
frequently experienced at the start of new project.

 Simmering is about doing task that are not related to the project you are doing while
swopping involves work area habits.
 During simmering period, a writer can work on new project, read, take a rest, try new
things and tackle the non-writing to-do list.

 A writer need to simmer so that they give space from their book or work, their brain
keep working even when they are not, prevents them from total burnout, and gives
them time to accomplished other task.

 According to Meyer, the time she spend to simmer depends on four factors:  1. How
far ahead (or behind) she is on that book’s deadline; 2. How far ahead (or behind)
she is on other books’ deadlines; 3. How excited or impatient she is to get back to it;
and 4. How long it takes for her to feel like the story is fresh in her mind again.

 Imagination is the faculty or action of forming new ideas, or images or concepts of

external objects not present to the senses.
 It helps the writer create and write new worlds, people, and scenarios that will make
the readers be more engaged, interested, and thrilled.
 It will also make the readers be more imaginative as it allows them to visualize what
they are reading.
 Improving imagination would greatly help the writers to escape reality and form new
opinions and ideas to make their stories more interesting and fascinating.
 The most important way to improve imagination is by reading.
 Reading is very essential not just in taking new information but also in keeping our
imagination at work.
VI. References
 Nordquist,R. (2019) How Do You Edit an Essay. https://www.thoughtco.com/what-is-
editing-1690631
 Bianchi, N. (2020). How to Edit Your Writing: An Effective 7-Step Process.
https://nicolebianchi.com/edit-writing/
 Justesen, I. (2017). 11 Tips for Editing Your Own Writing (Plus a Checklist).
https://www.constant-content.com/content-writing-service/2017/10/11-tips-for-
editing-your-own-writing/
 https://www.niu.edu/writingtutorial/organization/revision-process.shtml
 https://www.esc.edu/online-writing-center/resources/academic-writing/processs/
rewriting-revising/
 Laffin, J. (2017) Editing and Revision: Defining the Difference. https://www-
teachwrite-org.cdn.ampproject.org
 Herring, D. “The Writing Proces.”. N.p., n.d. Web.4 Jan 2012.
https://www.slideshare.net/TaraVanG/the-writing-process-8179776
 https://www.wordy.com/writers-workshop/proofreading-marks-symbols/
 https://www.edu.uwo.ca/graduate-education/lead_ta/legacy_project_2014/
documents/proofreading_and_editing.pdf
 https://www.google.com/url?sa=t&source=web&rct=j&url=https://
onlinelibrary.wiley.com/

 https://www.writerswrite.co.za/creativity-in-writing/

 https://www.writingasasecondcareer.com/novel-ideas/

 https://www.marissameyer.com/blog/from-idea-to-finished-step-4-simmering-periods/

 https://positivewordsresearch.com/how-to-develop-your-writing-imagination-the-
most-essential-techniques/

 https://www.writerswrite.co.za/what-is-imagination-why-is-it-important-for-fiction-
writing/

 https://vixstories.wordpress.com/2011/05/27/imagination-is-more-important-than-
knowledge/

 https://annkroeker.com/2015/08/19/how-to-generate-ideas-for-writing/