57602 Professional Editing Practice
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 57046 Professional Editing AND 57682 Professional Editing Practice
Description
Editors envisage the possibilities of a text, preserve its integrity and meaning, and communicate with authors and publishing teams. In this subject, students gain a practical understanding of the core skills of professional editing practice, including the role of the editor, copyediting and proofreading, house style, and the latest editing technology. Students develop their copy-editing skills to current industry standards and learn about the key drivers shaping the future of the industry. Students are introduced to the nuances of negotiating professional relationships with authors and publishers and working with cultural intelligence.
Subject learning objectives (SLOs)
| a. | Apply practical, creative and interpersonal skills in copyediting and proofreading towards a professional standard in their own writing and that of others. |
|---|---|
| b. | Apply their knowledge of the history and current practices of a range of texts, forms, styles and markets to work with sensitivity and the ability to confidently continue developing skills in rapidly changing professional contexts. |
| c. | Apply critical reflection and awareness of cultural contexts to working with Indigenous authors, editors and publishers and identify sensitive cultural material across a broad range of contexts. Demonstrate capacity and confidence to continue ongoing learning. |
| d. | Deploy their informed understanding to actively contribute to evolving cultural and creative practices in the context of their own work, that of others and the industry as a whole. |
| e. | Employ advanced technical and creative skills and interpersonal strategies to work effectively with authors and industry to develop and refine ideas and texts. |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences:
- Deploy flexible creative practices, tools and dispositions to confidently navigate dynamic professional contexts (1.1)
- Approach creative practice through deep engagement with a range of forms, traditions, processes, and generic possibilities (2.1)
- Reflect critically on Indigenous cultural and intellectual property rights and apply to professional capabilities to work with and for Indigenous peoples and communities across writing, publishing and editing (4.1)
- Contribute in a confident and informed manner to conversations about cultural and creative practice and industry and identify opportunities for cultural/creative leadership (5.1)
- Convey complex ideas clearly and effectively in professional contexts and to specialist and general audiences across a range of media formats (6.1)
Teaching and learning strategies
E-readings and other material such as short videos and lectures, materials for practical exercises and prompts for critical reflection will be provided in Canvas modules online. Students will read, watch, and engage with this material in preparation for face-to-face classes. In face-to-face classes, students will analyse and discuss lectures and set texts and participate in individual and collaborative practical exercises that will build their understanding of professional editing practices and the contexts in which it takes place. Students will participate in active learning in face-to-face classes by working individually and in groups on a range of texts from excerpts to complete articles and stories. These will be complemented by participation in online discussion forums. In-class exercises will provide opportunities for formative feedback. Summative feedback will be made available through subject assignments submitted to Canvas.
Students will be expected to participate in class discussions, as being able to talk critically and intelligently about a project is an essential editing skill. The subject will explain the editing process, what it is and why it is necessary. Students will become familiar with the skills of copyediting through in-class exercisesand discussions. They will learn to use style guides and create style sheets and become aware of the editor’s role in the publishing process. There will also be ongoing discussions about the author–editor relationship and an overview of manuscript assessment. As well, students will be introduced to proofreading. All learning activities will be based on practical exercises, using authentic texts, and publishing industry standards and practices will be followed. It is important that students gain practical experiences similar to those encountered in the editorial department of a publishing house.
Content (topics)
Students will gain a practical understanding of the process of editing written texts, so that they may edit works themselves, or so that they have an understanding of the process when their own work is edited. Content covered includes: the role of the editor, the author-editor relationship, editing processes within publishing houses, cultural awareness in editing Indigenous authors and content, key elements of editing craft, and emerging industry challenges such as increasing the accessibility of texts and the role of AI.
Assessment
Assessment task 1: Copyediting an article (nonfiction)
| Objective(s): | a, b, d and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1500 words equivalent | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Copyediting a short story (fiction)
| Objective(s): | a, b, c and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||||||
| Length: | Part A: Copyedit, queries and cover letter 1000 words or equivalent. Part B: 800 words Total: 1800 words or equivalent. | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must pass all assessment tasks to pass this subject, as each task assesses unique subject learning objectives.
Required texts
Dodson, M. (1994). ‘The End in the Beginning: Re(de)finding Aboriginality’. https://humanrights.gov.au/about/news/speeches/end-beginning-redefinding-aboriginality-dodson-1994
Janke, T. (2021). ‘How the Story Got its Black Voice Back: Amplifying Indigenous Voices in Writing’. True Tracks: Respecting Indigenous Knowledge and Culture. NewSouth Publishing.
UTS library resource: Tips for Terminology. https://www.uts.edu.au/sites/default/files/article/downloads/Top%2010%20Tips%20for%20Terminology%20FINAL.pdf
References
Australia Council. (2002, updated 2017 & 2019). Protocols for Using First Nations Cultural and Intellectual Property in the Arts. https://australiacouncil.gov.au/investment-and-development/protocols-and-resources/protocols-for-using-first-nations-cultural-and-intellectual-property-in-the-arts/
Australian Government Style Manual. https://www.stylemanual.gov.au/
Einsohn, A. (2000). The Copyeditor’s Handbook: A Guide for Book Publishing and Corporate Communications. University of California Press.
Flann, E., Hill, B. & Wang, L. (2014). The Australian Editing Handbook, 3rd Ed. John Wiley & Sons.
Institute of Professional Editors (IPED). (2023). Books Beyond Barriers: a practical guide to inclusive publishing.
https://www.iped-editors.org/resources-for-editors/books-without-barriers/
Mackenzie, J. (2011). The Editor’s Companion, 2nd Ed. Cambridge University Press. Melbourne.
Macquarie Dictionary, 5th edition. (2009). Pan Macmillan Australia; or www.macquariedictionary.com.au (available through UTS Library)
Manning Murphy, E. (2011). Working Words. Canberra Society of Editors. Manuka.
Style Manual for Authors, Editors and Printers, revised by Snooks & Co. (2002). 6th Ed, John Wiley & Sons.
Other resources
Grammar and punctuation
Students are expected to have a working knowledge of English grammar and punctuation. Please see UTS Canvas module Subject Resources for useful exercises. Other references include:
Collins Cobuild. (2011). Active English Grammar. HarperCollins. Glasgow.
Fish, S. (2011). How to Write a Sentence: And How to Read One. HarperCollins. New York.
Fowler’s Modern English Usage. (2015). 4th Ed. Oxford University Press.
Partridge, E. (2005). Usage and Abusage: Guide to Good English, 3rd Ed. Penguin Reference.
Peters, P. (2007). The Cambridge Guide to Australian English Usage. Cambridge University Press. Port Melbourne.
Strunk Jr, William & White, E B. (1979). The Elements of Style, 3rd Ed. Allyn and Bacon. Needhan Heights MA.
Tredinnick, Mark. (2008). The Little Green Grammar Book. UNSW Press. Sydney.
Truss, L. (2003). Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation. Profile Books. London.