Whether you’re hunting down part-time work between classes, or searching for clients to add to your freelance portfolio, there are companies and websites out there looking for freelance writers right now. You just need to know where to look! Lucky for you, I’ve done some of that work for you.
As an editor, I’m frequently asked questions about writing. In this series, I’ll work on answering some of those questions. Sometimes questions don’t come in the form of, well… questions. Sometimes the question lies in random conversations. So, here we go!
The winds were rough and the rain came down in torrents, but we made it through without much damage. It could have been so much worse than it was. We […]
I know I normally post about education or writing or editing. However, this is not about that.
If you haven’t heard about the painted rock phenomenon sweeping the country, you must’ve been living under, well, a rock (bad pun intended). You may be new to the movement, or you may have been doing this awhile. Either way, there are a variety of tips and tricks we can share with each other regarding our own processes.
Here’s a partial screenshot of how I leave notes and make changes on documents via Microsoft’s built-in Track Changes option (under the Review tab in Word).
Hello! My name is Ashley [Lowe-]Atkinson and I’m an independent copy editor and proofreader based in sunny Tampa, Florida. As someone with a background in written communication, I know how […]
Someone was asking me to share the PPT I use for introducing 1984 Project Options to my students. Here you go! Project Options PowerPoint 1984 Project Options (student handout)
To respond has a positive connotation where reacting is implicitly negative in our human psychology. It may seem to be a simple difference in semantics to the average person, but the difference in practice is rooted in results. We always have a choice, it’s a matter of recognizing that we alone have the power to respond or react accordingly.
Survivor Rhetorical Appeals Edition Directions: Follow each step in order!! You were on a cruise. Your ship sank and the people in your group were the survivors. You swim to […]
Chapter 1: Introduction
Statement of Purpose
The purpose of this study is to design and implement an adaptable and differentiated collection of learning strategies in a secondary English Language Arts (ELA) classroom in which the academic writing process is taught without the use of technology on the students’ part. In my experience as a classroom teacher—as well as being a student— there is no shortcut technology can provide in learning how to think about thinking, literature, comprehension, or purposeful writing in the secondary ELA classroom. It is also my experience that students who do choose the easy way out with cameras on their cell phones are left at a disadvantage compared to their peers who take longhand notes and synthesize their ideas and understanding in handwritten journals.
A study referenced by Maryellen Weimer (2015) in an article written for Faculty Focus, states that students “need to take their own notes and not think they are excused from doing so because they’ve got the teacher’s notes [or notes on their phones via photograph]. Research results… don’t preclude teachers from supplying students with written materials, maybe an outline of the day’s topic or a diagram, but we do so needing to remember that it is the process, the engagement with the material—the cognitive exercise involved in recollecting, summarizing, reorganizing, and restructuring [the notes] that actually matters the most.” Essentially, when students take notes by hand in their own words, they are actually learning more than their counterparts who simply record what a teacher speaks or presents. The study referenced in the previous paragraph had significant results: “Students averaged a 72 percent correct on questions from the week they completed a note-restructuring assignment, whereas they averaged 61 percent correct for other weeks,” (Weimer, 2015).