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| People and Purposes | |
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| Editing: the Big Picture | |
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| Scenario One: A Full-Time, In-House Editor | |
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| The Product Team | |
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| Planning for Design and Production | |
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| Editorial Review | |
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| Client Review | |
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| Scenario Two: A Freelance Editor | |
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| The Team, the Project, and the Process | |
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| Comment: Editing In-House and Freelance | |
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| The Editing Process | |
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| Text Editing | |
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| Comprehensive Editing | |
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| Basic Copyediting | |
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| Proofreading | |
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| Preparing Documents for Publication | |
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| Document Development and Production: Summary of the Process | |
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| The Technical Part of Technical Editing | |
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| Technical Subject Matter and Method | |
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| Technical Genres | |
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| What Skills Does a Technical Editor Need? | |
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| Reader Expert | |
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| Communication Expert | |
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| Language Expert | |
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| Technical Editors Deal Tactfully with Writers | |
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| Technical Editors Manage Projects Competently | |
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| Technical Editors Aren't Afraid of Technical Information | |
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| Technical Editors Double-Check Their Instincts | |
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| Using Your Knowledge | |
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| Discussion and Application | |
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| Readers, Users, Browsers, Problem Solvers | |
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| Texts and Contexts | |
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| Origins and Impact: the Problem and Solution | |
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| Readers and Use of the Document | |
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| Culture and Expectations | |
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| Accessibility | |
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| Constraints on Development and Production | |
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| Context in Review | |
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| How Readers Use Documents | |
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| Creating Meaning | |
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| Reading Selectively | |
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| Reading to Comprehend: Content, Signals, Noise | |
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| Content | |
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| Signals | |
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| Undesirable Signals: Noise | |
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| Researching Readers, Usability Testing | |
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| Designing Documents for Use | |
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| Using Your Knowledge | |
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| Further Reading | |
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| Discussion and Application | |
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| What Is "Open Heart Surgery"? by Donald L. Bricker, M.D | |
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| Collaborating with Writers | |
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| Who Are the Writers of Technical Documents? | |
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| The Editor���Writer Relationship | |
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| What Writers Like Most about Editors | |
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| What Writers Dislike Most about Editors | |
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| Strategies for Working with Writers | |
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| Edit Effectively | |
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| Manage Efficiently and Communicate Well | |
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| Be Your Professional Self | |
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| Correspondence with Writers | |
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| Queries and Comments | |
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| Letters of Transmittal | |
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| Corresponding with International Writers | |
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| Using Your Knowledge | |
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| Discussion and Application | |
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| Methods And Tools | |
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| Marking Paper Copy | |
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| The Symbols of Editorial Markup | |
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| Placing the Marks on the Page | |
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| Marking Consistently | |
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| Distinguishing Marginal Notes from Text Emendations | |
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| Special Problems of Markup | |
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| Punctuation | |
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| Hyphens and Dashes | |
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| Ambiguous Letters and Symbols; Unusual Spellings | |
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| Headings, Tables, References, and Lists | |
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| Illustrations | |
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| Marks for Graphic Design | |
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| Queries to Writers | |
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| Using Your Knowledge | |
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| Discussion and Application | |
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| Computer Viruses | |
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| Marking Digital Copy | |
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| Procedural Markup versus Structural Markup | |
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| Styles and Templates | |
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| Markup Languages for Online Documents | |
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| SGML | |
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| HTML | |
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| XML | |
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| Cascading Style Sheets | |
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| Editing and Information Management | |
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| Using Your Knowledge | |
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| Discussion and Application | |
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| Electronic Editing by David Dayton | |
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| How Do Technical Communicators Edit Online? | |
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| What's It to You? | |
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| An Overview of On-Screen Markup and Query Methods | |
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| Automated Typographic Markup | |
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| Manual Typographic Markup | |
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| Electronic Overlay Markup | |
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| Electronic Queries | |
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| Benefits of Electronic Editing | |
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| Working Efficiently at a Distance | |
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| Speeding Up the Process | |
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| Semi-Automating tedious Tasks | |
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| Improving Job Satisfaction | |
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| Tradeoffs of Electronic Editing | |
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| The Problem of On-Screen Markup | |
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| Reading Difficulties and Quality Concerns | |
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| Portability and Compatibility Constraints | |
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| The Hazards of Heavy Computer Use | |
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| Change Tracking in Word: Tips and Techniques | |
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| Configuring and Activating Track Changes | |
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| Tips for Using Track Changes in Word | |
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| Using Your Knowledge | |
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| Websites for Products Mentioned | |
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| Discussion and Application | |
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| Basic Copyediting | |
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| Basic Copyediting: An Introduction | |
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| Making the Document Correct and Consistent | |
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| Making the Document Accurate | |
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| Making the Document Complete | |
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| Parts of a Book, Manual, or Long Report | |
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| Parts of a Website | |
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| Copyediting Illustrations | |
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| Parts of Illustrations | |
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| Callouts, Legends, Captions, and Footnotes | |
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| Placement of Illustrations in the Text | |
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| Quality of Reproduction | |
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| Copyediting Online Documents | |
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| Steps in Copyediting | |
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| Using Your Knowledge | |
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| Copyediting for Consistency | |
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| Document Consistency | |
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| Verbal Consistency | |
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| Visual Consistency | |
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| Consistency of Mechanics | |
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| Structural Consistency | |
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| Content Consistency | |
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| A Foolish Consistency | |
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| |
| Style Manuals | |
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| Comprehensive Style Manuals | |
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| International Style Manuals | |
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| Discipline Style Manuals | |
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| Organization ("House") Style Manuals | |
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| |
| Document Style Sheet | |
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| Using Your Knowledge | |
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| Discussion and Application | |
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| Spelling, Capitalization, and Abbreviations | |
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| |
| Spelling | |
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| Guidelines and Tools | |
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| |
| Frequently Misused Words | |
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| |
| International Variations | |
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| Capitalization | |
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| |
| Abbreviations | |
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| |
| Identifying Abbreviations | |
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| Periods and Spaces with Abbreviations | |
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| Latin Terms | |
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| Measurement and Scientific Symbols | |
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| |
| States | |
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| |
| Using Your Knowledge | |
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| |
| Discussion and Application | |
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| |
| Grammar and Usage | |
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| Parts of Speech | |
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| Sentence Structure | |
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| Verbs and Sentence Patterns | |
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| Adjectives, Adverbs, and Modifying Phrases | |
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| |
| Relationships among Words in Sentences | |
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| |
| Subjects and Predicates | |
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| Verb Tense and Sequence | |
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| |
| Modifiers | |
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| Misplaced Modifiers | |
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| Dangling Modifiers | |
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| |
| Pronouns | |
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| |
| Conventions of Usage | |
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| |
| Using Your Knowledge | |
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| |
| Discussion and Application | |
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| |
| Punctuation | |
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| |
| Clauses, Conjunctions, and Relative Pronouns | |
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| |
| Independent and Dependent Clauses | |
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| Conjunctions | |
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| Relative Pronouns | |
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| |
| Sentence Types and Punctuation | |
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| Punctuating Simple Sentences: Don't Separate the Subject and Verb with a Single Comma | |
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| Punctuating Compound Sentences: Determine Whether There Is a Coordinating Conjunction | |
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| Punctuating Complex Sentences | |
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| Punctuating Compound-Complex Sentences | |
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| |
| Punctuating Phrases | |
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| |
| Series Comma and Semicolon | |
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| Commas with a Series of Adjectives (Coordinate Adjectives) | |
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| |
| Parallelism | |
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| |
| Introductory and Interrupting Phrases | |
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| |
| Punctuation within Words | |
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| |
| The Apostrophe | |
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| The Hyphen | |
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| |
| Marks of Punctuation | |
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| |
| Quotation Marks | |
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| |
| Parentheses | |
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| Dash | |
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| Colon | |
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| |
| Ellipsis Points | |
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| |
| Typing Marks of Punctuation to Emulate Typesetting | |
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| |
| Using Your Knowledge | |
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| |
| Discussion and Application | |
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| |
| Quantitative and Technical Material | |
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| |
| Using Numbers | |
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| Measurement | |
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| |
| Marking Mathematical Material | |
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| Fractions | |
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| Equations | |
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| |
| Grammar and Punctuation | |
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| |
| Markup for Typesetting | |
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| |
| Statistics | |
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| |
| Tables | |
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| |
| General Guidelines | |
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| |
| Application: Editing a Table | |
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| |
| Standards and Specifications | |
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| |
| Using Your Knowledge | |
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| |
| Discussion and Application | |
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| |
| |
| Proofreading | |
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| |
| Distinguishing Proofreading from Copyediting | |
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| |
| The Value and Goals of Proofreading | |
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| |
| Proofreading Marks and Placement on the Page | |
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| |
| Using Your Knowledge | |
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| |
| Discussion and Application | |
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| |
| Comprehensive Editing | |
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| |
| Comprehensive Editing: Definition and Process | |
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| |
| Example: Copyediting versus Comprehensive Editing | |
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| |
| The Process of Comprehensive Editing | |
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| |
| Analyze the Document's Purpose, Readers, and Uses | |
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| |
| Evaluate the Document | |
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| |
| Establish Editing Objectives | |
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| |
| Review Your Editing Plans with the Writer | |
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| |
| Complete the Editing | |
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| |
| Evaluate the Outcome | |
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| |
| Review the Edited Document with the Writer or Product Team | |
| |
| |
| Application: the Service Call Memo | |
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| |
| Analysis | |
| |
| |
| Evaluation | |
| |
| |
| Editing Objectives | |
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| |
| The Outcome of Editing | |
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| |
| Determining Whether Comprehensive Editing is Warranted | |
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| |
| Using Your Knowledge | |
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| |
| Discussion and Application | |
| |
| |
| |
| Style: Definition and Sentence Structures | |
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| |
| Definition of Style | |
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| |
| Writer's Persona and Tone | |
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| |
| Style and Comprehension | |
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| |
| Example: Analysis of Style | |
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| |
| Guidelines for Editing for Style | |
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| |
| Context: Make Style Serve Readers and Purpose | |
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| |
| Sentence Structures: Use Structure to Reinforce Meaning | |
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| |
| Place the Main Idea of the Sentence in the Structural Core | |
| |
| |
| Use Subordinate Structures for Subordinate Ideas | |
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| |
| Use Parallel Structure for Parallel Items | |
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| |
| Sentence Arrangement | |
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| |
| Place the Subject and Verb Near the Beginning of the Sentence | |
| |
| |
| Arrange Sentences for End Focus and Cohesion | |
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| |
| Prefer S-V-O or S-V-C Word Order | |
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| |
| Sentence Length and Energy | |
| |
| |
| Adjust Sentence Length to Increase Readability | |
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| |
| Use People as Agents When Possible | |
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| |
| Prefer Positive Constructions | |
| |
| |
| Using Your Knowledge | |
| |
| |
| Discussion and Application | |
| |
| |
| |
| Style: Verbs and Other Words | |
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| |
| Verbs: Convey the Action in the Sentence Accurately | |
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| |
| Build Sentences around Action Verbs | |
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| |
| Choose Strong Verbs | |
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| |
| Avoid Nominalizations | |
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| |
| Prefer the Active Voice | |
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| |
| Use Concrete, Accurate Nouns | |
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| |
| Prefer Single Words to Phrases or Pairs and Simple to Complex Words | |
| |
| |
| Application: Editing for Style | |
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| |
| Analysis | |
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| |
| Evaluation and Review | |
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| |
| The Language of Discrimination | |
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| |
| Application: Discriminatory Language | |
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| |
| Editing for a Nonsexist Style | |
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| |
| Using Your Knowledge | |
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| |
| Discussion and Application | |
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| |
| |
| Organization: the Architecture of Information | |
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| |
| Organization for Performance: Task-Based Order | |
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| |
| Organization for Comprehension: Content-Based Order | |
| |
| |
| Principles of Content Organization | |
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| |
| Follow Pre-Established Document Structures | |
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| |
| Anticipate Reader Questions and Needs | |
| |
| |
| Arrange from General to Specific and Familiar to New | |
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| |
| Use Conventional Patterns of Organization | |
| |
| |
| Match Structure to Meaning | |
| |
| |
| Group Related Material | |
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| |
| Use Parallel Structure for Parallel Sections | |
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| |
| Paragraph Organization | |
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| |
| Linking Sentences | |
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| |
| Repetitions and Variations | |
| |
| |
| Application: the Problem Statement for a Research Proposal | |
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| |
| Organizing for Reuse | |
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| |
| Using Your Knowledge | |
| |
| |
| Discussion and Application | |
| |
| |
| |
| Visual Design | |
| |
| |
| Definitions of Terms Related to Visual Design | |
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| |
| Visual Design Options | |
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| |
| Page layout | |
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| |
| Type | |
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| |
| Display of information | |
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| |
| Structural Signals, Navigation | |
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| |
| Functions of Visual Design | |
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| |
| Comprehension | |
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| |
| Usability | |
| |
| |
| Motivation | |
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| |
| Headings | |
| |
| |
| Wording | |
| |
| |
| Headings Levels | |
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| |
| Heading Frequency | |
| |
| |
| Application: Radar Target Classification Program | |
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| |
| Using Your Knowledge | |
| |
| |
| Discussion and Application | |
| |
| |
| |
| Editing Illustrations | |
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| |
| What Illustrations Do | |
| |
| |
| Help Readers Understand and Use Information | |
| |
| |
| Motivate Readers, Convey Values | |
| |
| |
| Types of Illustrations | |
| |
| |
| Editing Illustrations for Accuracy and Clarity: Content, Organization, and Style | |
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| |
| Content: Appropriateness and Number, Accuracy and Clarity | |
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| |
| Match of Form, Content, and Purpose= | |
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| |
| Organization: Sequential and Spatial | |
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| |
| Style: Discriminatory Language and Good Taste | |
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| |
| Editing for Graphic Elements | |
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| |
| Emphasis and Detail | |
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| |
| Perspective, Size, and Scale | |
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| |
| Maximizing Data Ink | |
| |
| |
| Integrating Text and Illustrations | |
| |
| |
| Placement on the Page or Screen | |
| |
| |
| Nonverbal Instructions | |
| |
| |
| Application: Cassette Instructions | |
| |
| |
| Preparing Illustrations for Print or Online Display | |
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| |
| Using Your Knowledge | |
| |
| |
| Discussion and Application | |
| |
| |
| |
| Editing for Global Contexts | |
| |
| |
| Preparing Documents for a Global Workplace | |
| |
| |
| International Rhetorical Expectations | |
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| |
| Globalization versus Localization | |
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| |
| Globalization | |
| |
| |
| Terminology Management and Controlled Language | |
| |
| |
| International English | |
| |
| |
| Using Visual Instructions | |
| |
| |
| Localization | |
| |
| |
| Translation | |
| |
| |
| Writing to Facilitate Translation: Minimize Ambiguity | |
| |
| |
| Translation Quality | |
| |
| |
| Machine Translation | |
| |
| |
| Other Localization Tips | |
| |
| |
| Researching Social and Cultural Information | |
| |
| |
| Using Your Knowledge | |
| |
| |
| Discussion and Application | |
| |
| |
| |
| Management and Production | |
| |
| |
| |
| Legal and Ethical Issues in Editing | |
| |
| |
| Legal Issues in Editing | |
| |
| |
| Intellectual Property: Copyright, Trademarks, Patents, Trade Secrets | |
| |
| |
| Copyright | |
| |
| |
| Permissions and "Fair Use" | |
| |
| |
| Copyright and Online Publication | |
| |
| |
| Trademarks, Patents, and Trade Secrets | |
| |
| |
| Product Safety and Liability | |
| |
| |
| Libel, Fraud, and Misrepresentation | |
| |
| |
| Ethical Issues in Editing | |
| |
| |
| Users, Clients, and Employers | |
| |
| |
| Misrepresentation of Content or Risks | |
| |
| |
| Professional Codes of Conduct | |
| |
| |
| Environmental Ethics | |
| |
| |
| Bases for Ethical Decisions | |
| |
| |
| Establishing Policies for Legal and Ethical Conduct | |
| |
| |
| Using Your Knowledge | |
| |
| |
| Discussion and Application | |
| |
| |
| |
| Type and Production | |
| |
| |
| Working with Type | |
| |
| |
| Fonts and Their Uses | |
| |
| |
| Font Selection | |
| |
| |
| Type Size | |
| |
| |
| Leading, Letterspacing, Wordspacing, and Line Length | |
| |
| |
| Design Tips for Beginning Designers | |
| |
| |
| Working with Illustrations | |
| |
| |
| Halftones | |
| |
| |
| Resolution | |
| |
| |
| Correction of Photographs | |
| |
| |
| Photographic Releases from Subjects | |
| |
| |
| Choosing Paper | |
| |
| |
| Understanding the Production Process for Print Documents | |
| |
| |
| Desktop Publishing and Digital Printing | |
| |
| |
| Fullscale Commercial Services: Typesetting, Page Makeup, and Offset Printing | |
| |
| |
| Binding | |
| |
| |
| Working with Commercial Printers | |
| |
| |
| Obtaining a Quotation from a Printer | |
| |
| |
| Delivering Materials to the Printer | |
| |
| |
| Using Your Knowledge | |
| |
| |
| Acknowledgment | |
| |
| |
| Discussion and Application | |
| |
| |
| |
| Project Management | |
| |
| |
| The Case for Managing the Document Development Process | |
| |
| |
| The Life-Cycle Model of Publications Development | |
| |
| |
| Planning | |
| |
| |
| Estimating Time and Developing Budgets | |
| |
| |
| Classification of Editorial Tasks and Responsibilities | |
| |
| |
| Record Keeping | |
| |
| |
| Sampling | |
| |
| |
| Setting Priorities | |
| |
| |
| Document Scheduling and Tracking | |
| |
| |
| Scheduling Due Dates | |
| |
| |
| Scheduling reviews | |
| |
| |
| Tracking the Document through Development and Production | |
| |
| |
| Version Control | |
| |
| |
| Evaluation | |
| |
| |
| Setting Policy | |
| |
| |
| Project Management for Online Documents | |
| |
| |
| Using Your Knowledge | |
| |
| |
| Discussion and Application | |
| |
| |
| |
| Client Projects | |
| |
| |
| Selecting a Good Project | |
| |
| |
| Project Plans and Proposals | |
| |
| |
| Analysis and Evaluation | |
| |
| |
| Objectives and Deliverables | |
| |
| |
| Schedule and responsibilities | |
| |
| |
| Budget | |
| |
| |
| Establishing a Contract | |
| |
| |
| Conferencing with the Writer or Client | |
| |
| |
| Conference Organization | |
| |
| |
| Review of the Edited Document | |
| |
| |
| The Language of Good Relationships | |
| |
| |
| Further Arrangement | |
| |
| |
| Presenting the Project Orally | |
| |
| |
| Content, Organization, and Illustrations | |
| |
| |
| Presentations | |
| |
| |
| Professionalism | |
| |
| |
| Using Your Knowledge | |
| |
| |
| Discussion and Application | |