how to properly revise an essay

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Steps for Revising Your Paper

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When you have plenty of time to revise, use the time to work on your paper and to take breaks from writing. If you can forget about your draft for a day or two, you may return to it with a fresh outlook. During the revising process, put your writing aside at least twice—once during the first part of the process, when you are reorganizing your work, and once during the second part, when you are polishing and paying attention to details.

Use the following questions to evaluate your drafts. You can use your responses to revise your papers by reorganizing them to make your best points stand out, by adding needed information, by eliminating irrelevant information, and by clarifying sections or sentences.

Find your main point.

What are you trying to say in the paper? In other words, try to summarize your thesis, or main point, and the evidence you are using to support that point. Try to imagine that this paper belongs to someone else. Does the paper have a clear thesis? Do you know what the paper is going to be about?

Identify your readers and your purpose.

What are you trying to do in the paper? In other words, are you trying to argue with the reading, to analyze the reading, to evaluate the reading, to apply the reading to another situation, or to accomplish another goal?

Evaluate your evidence.

Does the body of your paper support your thesis? Do you offer enough evidence to support your claim? If you are using quotations from the text as evidence, did you cite them properly?

Save only the good pieces.

Do all of the ideas relate back to the thesis? Is there anything that doesn't seem to fit? If so, you either need to change your thesis to reflect the idea or cut the idea.

Tighten and clean up your language.

Do all of the ideas in the paper make sense? Are there unclear or confusing ideas or sentences? Read your paper out loud and listen for awkward pauses and unclear ideas. Cut out extra words, vagueness, and misused words.

Visit the Purdue OWL's vidcast on cutting during the revision phase for more help with this task.

Eliminate mistakes in grammar and usage.

Do you see any problems with grammar, punctuation, or spelling? If you think something is wrong, you should make a note of it, even if you don't know how to fix it. You can always talk to a Writing Lab tutor about how to correct errors.

Switch from writer-centered to reader-centered.

Try to detach yourself from what you've written; pretend that you are reviewing someone else's work. What would you say is the most successful part of your paper? Why? How could this part be made even better? What would you say is the least successful part of your paper? Why? How could this part be improved?

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Revision Strategies

Revision Strategies  

Why is Revising Important? What is Revision? 

Now what? You’ve done your research, written your paper, but the big question now is: what do you do next? Answer: Revise. Although it can be a daunting word, revision is the time during your writing when you can carefully go back over your paper to fix any mistakes that may confuse or trip up your reader. Revision is a time to smooth out the flow of your thoughts through transitioning between your paragraphs, to make sure that each of your paragraphs are balanced with supporting evidence and your own original thought, and to look at sentence level edits like grammar and sentence flow in the final stages. While most see this as a time to make sure commas are in the right place, revision is for looking at the big picture just as much as the fine details and below are some tips and tricks to get you started!      

How do I Go About it?   

One of the first steps in the revision process is making sure you set aside enough time to properly edit your paper. If you finish a paper twenty minutes before it’s due, then there is little you can do to revise it. Although sometimes it’s hard to find time to write and revise amidst your busy schedule, I promise it’s worth it!   

Writing a paper a few days before it is due will allow you to take a step back and edit the big and small details without the pressure of a looming deadline. This will also give you time to consult writing tutors, your classmates, or your teacher if you find you need help during the process. The ratio of planned writing time to revision is usually along the lines of 70/30 or 80/20 depending on the type of writing assignment you have.   

For example, if you are assigned an 8-page research paper, then you are more than likely going to spend 70% of your timing writing and 30% of your time revising since you will have more writing that needs revising before you turn it. This is versus if you are assigned a 1-page reflection essay that requires you to spend more time writing at 80% and only about 20% of your time revising since there is only so much writing that can fit onto one page.        

Let’s face it, many of us get bored while writing. Taking a brief moment to step back after writing your first draft to do other things will allow you to return to the assignment later with fresh eyes in order to spot any errors that you may have missed before.   

The Big Picture   

When thinking about revision, our minds often jump to making sentence-level edits first. However, revision is much more than that!   

The first step in any revision process is taking a step back to look at the big picture. Does your paper have an introduction with a thesis statement? Does it have complete and coherent body paragraphs? What about a conclusion that sums up the main focus of your paper for the reader one last time? For a better understanding of how a typical essay is organized, check out “How is it Organized?” on our Reading Strategies page. 

Keep in mind that the Big Picture also includes any rubrics or assignment guidelines that your teacher may have given you. It’s important to note requirements like word/paper length during writing and revision as you don’t want to have a complete paper only to realize at the end that you missed the word count or forgot to include three scholarly sources. For more tips on how to keep rubrics and requirements in mind click here to jump to our section on assignment guidelines . Link to rubrics and assignments guidelines sections below.      

Main Intent 

Start with the main intent of your paper which is found in the ‘thesis statement.’ The thesis statement is included in the introduction paragraph and is typically found at the conclusion of the paragraph. It tells what the text will focus on and how the writer plans to achieve this. Do you state clearly and concisely what your paper will achieve and why and/or how? Do your body paragraphs support your thesis statement? Does your conclusion paragraph match your thesis statement? If you make sure that every part of your paper can be brought back to your thesis statement, then your paper will be more well-rounded and fluent.  

Note the thesis statement that is highlighted in yellow from an analysis paper on the biblical prophetess Deborah below.  

This thesis statement tells what the body paragraphs will analyze: “these texts” (analysis being the how ). It also tells why : because “they are more important in setting an example for woman of all ages by displaying how God uses a female to undertake several predominantly male roles, as He resorts to His preferred method of using the unexpected, or, in this case, a woman, to conquer a problem.”  

The following paragraphs in the paper will analyze the biblical texts that mention Deborah in order to show the reader that God uses women in male roles, an aspect that the writer found while analyzing the texts. We can assume that certain body paragraphs will inform us of the texts and others will attempt to prove the writer’s reasoning with supporting evidence from other sources.  

Paragraphs 

When reviewing your body paragraphs, you may want to consider why you are writing your paper. Are you trying to argue, persuade, or analyze? Does the structure of your paper enable you to do so? For example, a research paper is different from a persuasive paper since a persuasive paper is trying to persuade t he reader to see a topic as the writer does while a research paper focuses on objectively analyzing available sources of a topic to come to a conclusion, without regards to the writer’s personal opinion. So , the persuasive paper will have paragraphs that inform the reader of a topic, but also paragraphs that attempt to prove to the reader why their stance is the best stance on the topic.    

Topic Sentences tell the intent and focus of a paragraph. Most of the time they are original thought or observation. They can sometimes be used to attract the reader’s attention to a certain issue or point by giving a preview of what the paragraph is about which propels them to keep reading. Topic sentences are typically found at the beginning and ending of a paragraph to introduce and then sum up the points mentioned within the paragraph.  

For example, if you were to write a topic sentence for a paragraph in the aforementioned Deborah essay stating that it is hard to properly analyze the biblical texts because women prophets, especially Deborah, are sadly not as studied as male prophets, a poor intro topic sentence for paragraph might be:  

“Many people find it difficult to study the texts with Deborah in them because there is little research done on female prophets.” 

While we are able to see that this paragraph will focus on the aspect of female prophets and that it is hard to study the texts with Deborah in them because there is little research on female prophets, there is no transition from the last paragraph to connect the thoughts of the paper nor is the sentence specific about who the “many people” are.    

Whereas a more defined topic sentence with proper transitioning between paragraphs and one that introduces the full intent of the paragraph might be:   

“Although the only apparent struggles in analyzing such texts could be seen through their aforementioned slight detailed differences, a majority of scholars find textual difficulties presented in the lack of focus on female prophets in general.”   

This topic sentence, which is the first sentence of the paragraph, transitions the reader from the paragraph before it by using a good transition phrase starting with the word “Although.” “Although” is generally used to compare and contrast ideas, and ere it is used to do just that.   

By acknowledging the intent of the paragraph before it as well as previous research in general, this makes the previous information relevant to this paragraph since the content of this paragraph will be slightly contrasting since the writer is stating that this is actually the biggest issue in analysis not the other ones previously stated even though they are important too.   

The second half of the sentence also serves to tell the intent of the paragraph. Here as the reader, we know that we are going to be presented with sources that support the idea that there is a lack of focus on female prophets in general which makes it hard to study them.   

Some questions to ask might be:  

•   Do your paragraphs have a clear topic sentence? Do your topic sentences tell the main intent of that specific paragraph? Is it one clear point? If not, you may want to pick the point that best describes the content in your paragraph.    
• Do your paragraphs transition smoothly? What draws your attention during reading? Is it to the things that you want to draw attention to?  

Examples/Evidence provide a foundation atop which you can build your paper on. Teachers will typically give a minimum or maximum number of sources that you can have in your paper within the rubric or assignment guidelines. Always remember to pick sources that will best support the main intent of your paper and the assignment’s requirements. However, try to keep an open mind when you’re choosing your sources. When you’re writing a paper, you want sources that will support your argument, but, if you’re struggling to find any, try reconsidering your initial idea . It’s okay to be wrong, and it’s okay to revise and change; that’s all part of the process of learning. What you want to avoid is pulling bits and pieces from sources that don’t agree with your argument. This is called ‘cherry-picking’, and it can actually make writing a paper harder, since you have to construct writing that fits your sources, instead of finding sources that fit your writing. Some questions to ask would be:  

• Do your paragraphs have enough examples, quotes, paraphrasing, and summary from other sources to provide support for the main topic of each paragraph? Do you have more quotes than paraphrasing or vice vera?  
• Sometimes it may work better to have a quote rather than summary; however, keep in mind that well-rounded papers typically have an even amount of all in order to keep the audience’s attention and show that you know what you are talking about.    
• Do you explain why you included that examples, quotes, paraphrasing, or summary with a follow-up sentence on how it supports your argument or research? Does your inclusion of this example lead into the idea of your next sentence?  
• Sometimes having too many sources can drown out your own thought, so be sure to keep an eye out to see if your paragraphs are balanced with original thought and other sources.    

One way to check if your paragraphs are complete is by putting them to the PREP test:  

P oint: Does your paragraph have an introduction topic sentence? What is this paragraph going to be about?   

R eason: Does your paragraph give reasoning for your topic sentence? Why do you think this way, or why is your point valid?   

E xample: Does your paragraph provide an example/ evidence from supporting sources that backup your reasoning. Do you provide quotes, and/or paraphrasing, and/or summary from other sources?  

P oint: Does your paragraph have a conclusion topic sentence? Does it sum up/(re)state the focus of the paragraph without being repetitive? Does it provide a smooth transition into your next paragraph?    

Structural Edits 

Structural Edits are just what the name hints at: they involve the overall structure, or layout, of your paper. When doing structural edits, you are looking at how your paragraphs are arranged and how the sentences within them are arranged.   

Are your paragraphs arranged in a way that promotes the best flow of thoughts and transitions between them? Are your sentences arranged in a way that enables the reader to follow your thoughts while reading? Or are your paragraphs choppy and jump from idea to idea without any rhyme or reason?    

Here are a few different ways of how to go about Structural Edits:    

The Outline Method  

As you reread your paper, create an outline as you go. Do not look at your original outline but follow the flow of your written paper.   

Note where your introduction and thesis are. What does your introduction introduce and how? Note where each of your paragraphs are, what the focus of each paragraph is, what supporting and/or challenging evidence does it provide, and where their topic sentences are. Finally, note where your conclusion is. Does it sum up everything in your paper well?   

Once you finish, you should have an outline that looks somewhat like this:  

(Access a downloadable copy of the  Outline Method here.)

Now pull your original outline back out. Does your current outline and original outline match in the same places? If not, look and see how and why. Are your paragraphs in reverse order? Do you have holes in your new outline where you haven’t supported a point in one of your paragraphs? Are your topic sentences in the middle of one of your paragraphs instead of at the beginning or end? Does this work for that particular paragraph (sometimes it can depending on the length and focus of the paragraph)?   

Please note that outlines are meant to be flexible, so if your current outline doesn’t 100% match the original outline THIS IS OKAY because some changes are good! As you write and revise, you are usually able to feel and see if it makes more sense to put one paragraph in a different place or to use one source but not the other. Most of the time you know when something doesn’t look or sound right as you’re writing or editing. Just make sure that your new outline matches the main points you are trying to focus on in the original outline. Trust your instincts and, if you are not sure, consult a writing tutor, your classmates, or your teacher for advice on how to revise your paper.    

One last thing to remember is the above outline is an outline for a basic essay. If you are doing scientific research or writing a business proposal, your outline is bound to look different. However, the same basic principles still apply. Read your writing, create an outline of your writing from your reading, and consult and compare your original and current outline to see if you need to change anything.         

The PowerPoint Method  

If you are a visual leaner, one way to help you visualize your paper is by copying and pasting your paragraphs onto PowerPoint slides. Put one paragraph on a slide from beginning to end (ex: Introduction is on the first slide and Conclusion is on the last slide). Now read your paper both in your head or out loud if that helps. Does your paper flow well in the order that it is in? Try moving some of the slides around. Does it read better if Paragraph 2 is in front of Paragraph 1? While you won’t always need to rearrange your paragraphs, if you are finding that your paper is a little hard to read or choppy, using the PowerPoint method can help you see if it is the layout that is affecting your paper’s flow.   

Sentences   

Note that you could also use the same method when looking at the sentences in one of your paragraphs if it harder to read. Create a PowerPoint and try putting one sentence on each slide. Now seeing if moving some slides around in a different order helps the paragraph to be read better or be understood more easily. Do you find that you need an example to backup up one of your own statements in the paragraph? Do sentences 4 and 5 need to be rearranged to make everything clearer? Do you need to delete a sentence in order for everything to be connected better?     

The Paragraph-Cutting Method 

If you’re a hands-on learner this might be just the thing for you!  

Paragraph cutting is much like the PowerPoint Method. If you’re not comfortable with PowerPoint or don’t have the time, print your paper out and lay it in front of you. With scissors, cut the paragraphs out and line them up top to bottom from introduction to conclusion and start reading.  

Just like the PowerPoint method, you can rearrange the paragraphs to see what layout best fits your paper and intent. You can also use this method on individual paragraphs by cutting up the sentences and rearranging them as noted above.  

During this time, you might realize that a sentence you have in Paragraph 1 might actually fit better in Paragraph 3, so you can physically cut it out and move it to the other paragraph. Once you are done take a picture of your finished structure just in case you forget your edits later, and then transfer your edits into your actual paper.        

The Highlighting Method 

The Highlighting Method is a simple way to check the structure of your paper and assess what you do or don’t have in your paper as well. With at least 4 different colored highlighters (or more depending on the type of paper you’re writing or what your rubric asks you to include) highlight the different elements of your paper. Maybe you want your thesis and topic sentences to be highlighted in blue and your supporting evidence to be highlighted in orange. The Highlighting Method gives you a chance to see the placement and type of sentences you have in each paragraph by color-coordinating. This not only helps you to assess your paragraphs but also how much or how little you have in each paragraph.        

   Note in the example of the Highlighter Method above:  

• Topic sentences (which are original thought or observation) are highlighted in yellow.   
• Quotes are highlighted in green.   
• Summary is highlighted in blue. 
• Paraphrasing is highlighted in gray.   
• Anything that is not highlighted is original thought from the writer.   

The end result: This method allows us to see that this paragraph is balanced with original thought as well as a variety of sources and ways in which the writer was able incorporate them into her paragraph.  

Rubrics and Assignment Guidelines  

Teachers typically give a rubric or assignment guideline when assigning a paper so make sure to consult it when you start the revision process to remind yourself what you need to include in your paper. They are extremely helpful in making sure that you have all the big bases covered in your writing since they include what the teacher expects to find when reading your paper, such as word length, formatting, number and type of sources, and how clear your points are.      

It might be helpful for you to print out a copy of the rubric or assignment guideline for yourself and check off if you meet each of paper’s requirements when revising. If you find that you have the box for word length checked off but don’t have enough sources to meet the minimum for the source requirement, this gives you a chance to find additional sources and incorporate them into your paper before the deadline.  

Rubrics and assignment guidelines can be your best friends when you’re revising! Don’t be afraid of using them to your advantage during the revision process!    

Sentence Level Edits   While it’s essential to make sure that there are no issues with the overall structure of your paper, you should also look at some of the smaller problems. You can go about tackling some of the sentence-level edits by proofreading your paper.   

Proofreading   Proofreading is usually the final step when it comes to revising. This is when you read over your paper specifically to look for any mistakes involving things such as spelling, grammar, and punctuation. Even though revising involves more than just checking your grammar, it’s still important to make sure that your paper is grammatically correct. Having grammatical errors in your paper can not only cause you to lose points on your assignment, but it can also cause your readers to become confused and misunderstand what you’re trying to say. Before you begin this process, you should doublecheck to make sure that you’ve handled any larger issues first, such as problems with the organization, style or formatting issues, etc. If everything’s correct, then you’re ready to take a look at the grammatical errors.  While proofreading may seem like a tedious process, there are a few strategies that may help you.  

Proofreading Strategies 

Set your work to the side for a little while.   After you’ve spent some time writing and revising a paper, you become very familiar with it. You know what it says, or what it’s supposed to say. However, this familiarity can actually be a hindrance when it comes to trying to proofread. So, after you’ve finished with your major revisions, consider setting your paper to the side for a bit, maybe overnight, or even just for a few hours if you’re short on time. That way, when you come back to it, you’ll have a fresh perspective to begin proofreading with.  

Don’t just use Spellcheck.   Spellcheck, or any program like it, is a very useful tool when it comes to proofreading. You should always make sure to use it before turning in an assignment, as it can catch errors that you might not have noticed. However, you should not rely on it. There are certain problems that it can’t catch, or that it may miss, so you should look back over your paper after using Spellcheck on it.  

Print out a hard copy.   Printing out a hard copy of your paper has some of the same benefits as setting it aside for a few days. By the time you’ve reached the proofreading stage of revision, you’ll have already become very familiar with your paper, and you’ll have become used to seeing it on a screen. When you print your paper out, you’ll be seeing it in a new format, which can make it easier to spot errors. Also, having a hard copy of your paper gives you the opportunity to mark-up a physical copy of your work.  

Read your work out loud.   Reading your work out loud can help you find grammatical errors, but it’s mainly useful for making sure that your sentences flow together and don’t sound awkward. Something that looks good on paper may actually end up sounding disjointed. This is a great way to ensure that your writing is cohesive. Reading aloud in front of a friend or family member can also be helpful for identifying these types of errors. They may be able to catch things that you may not notice.   

Look for one type of error at a time.   Proofreading may seem like a daunting task, as it encompasses so many things. A way to make it less intimidating can be that you only focus on looking for one type of error at a time. For example, on your first read-through, you look for any spelling errors. Then, on your second read-through, you look for any comma errors. This can help to make the proofreading process a little more manageable.  

Ask another person to review it.   Once you’re finished proofreading your paper, it can still be helpful to have another set of eyes look over it. Like with setting your work aside, or printing out a hard copy, having a fresh perspective look over the paper can be helpful. You can ask a friend or family member to read your work, or you can always make an appointment with a consultant at the Writing Center to go over your paper. If you’d like to set up an appointment with a consultant, click here .   

Many people have trouble knowing when and where to use a comma in their sentences. This can lead to confusion in their readers, because, depending on where a comma is placed, it can change the meaning of the sentence completely. Below are a few general rules that can help you check and make sure that your paper uses commas correctly.  

If you still need some help with this, click here for some more examples of proper comma use.  

Subject Verb Agreement 

Another common mistake that people make while writing a paper is that, in their sentences, their subjects and verbs don’t agree. Subjects and verbs agree when they are both singular or plural, and in the same “person” (first person, third person, etc.). An example of subject-verb agreement would be: “I am” or “he is”, while an example of subject-verb disagreement would be: “He am” or “I is”.    

Here are a few rules you should keep in mind to make sure that your subjects and verbs agree throughout your paper.   

If you still need some help with this, click here for some more examples of subject-verb agreement.  

Active and Passive Voice 

While you’re working on your paper, you should always make sure to keep your writing in the active voice, and not the passive voice. The difference between the two is that in the active voice, the subject of your sentence is performing the action, while in the passive voice, the subject is receiving the action. That may sound confusing, so here’s an example to show you what they both look like.  

Active Voice Example: The hero saved the day.   

Passive Voice Example: The day was saved by the hero.  

In the first example, the subject of the sentence, the hero, is performing the verb. He is actively saving the day. However, in the second example, the action already happened. It’s in the past; the day was saved.   

In your writing, you want to avoid phrases that sound like the second example. The active voice is typically clearer, which makes it easier for your readers to understand what it is that you’re trying to say.   

While you’re editing your writing, if you come across a sentence that includes a “by the…” phrase, that sentence is probably written in the passive voice. You can fix it by rearranging some of your words.   

For example: The knight was kidnapped by the dragon .  

You see we have a “by the” phrase. That means that this sentence is written in the passive voice, so, what we need to do is reorganize. Who is actually doing something in this sentence? The dragon, he is actively kidnapping the knight. The knight is being useless and doing nothing, so why should he be the star of the sentence? He shouldn’t be; the dragon should be the subject instead. So, he and the knight switch places. If the dragon is the new subject, then we need to update our verb as well.  

So, our new sentence would be: The dragon kidnapped the knight.  

This sentence is written in the active voice, because the subject of the sentence, the dragon, is the one who is doing something.   

If you still need some help with this, click here for some more examples of how to change passive voice sentences into active voice.   

Questions to Keep You on Track   

As you’re revising your paper, feel free to use the questions below to help you through the revision process.   

Print out your own checklist here.

References  

Academic Guides. (n.d.). Writing a Paper: Proofreading .  https://academicguides.waldenu.edu/writingcenter/writingprocess/proofreading .   

Hobart and William Smith Colleges. (n.d.). Academics: Revision Strategies . https://www.hws.edu/academics/ctl/writes_revision.aspx .  

Lumen. (n.d.). Guide to Writing . https://courses.lumenlearning.com/styleguide/chapter/subject-verb-agreement/ .   

Purdue Writing Lab. (n.d.). Changing Passive to Active Voice // Purdue Writing Lab . Purdue Writing Lab. https://owl.purdue.edu/owl/general_writing/academic_writing/active_and_passive_voice/changing_passive_to_active_voice.html .  

Student Success. (n.d.). Commas (Eight Basic Uses) . https://www.iue.edu/student-success/coursework/commas.html .  

The Writing Center. (n.d.). Subject-Verb Agreement .  https://writingcenter.gmu.edu/guides/subject-verb-agreement .  

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Writing a Paper: Revising in General

Overall revision strategies.

• Grammar Revision Journal Template

Here are some revision strategies to keep in mind:

Adjust your expectations .

• Be aware that the first draft of your writing will need to go through the revision process. Even experienced and professional writers are not able to produce their best document the first time.  

Plan for revision time.

• Give yourself time away from the document—an hour, a day, a week—so that you can look back at the document again with fresh eyes.

Think big picture.

• Remember that the revision process focuses on your overall ideas and your overall organization. Use the revision checklist to check for this.

Set a goal for your revisions.

• Think critically about your revisions and set clear writing goals to address skill development. If you have difficulty with conclusions, establish a writing goal to review the Writing Center’s resources on conclusions and apply those strategies to your next project. If you struggle with word choice, consider a goal where you use a thesaurus or other strategies to improve academic diction and then set up a paper review appointment to receive feedback on your revisions. For grammar errors, make a goal to keep a grammar revision journal of common errors, the required rule, and possible revisions. 

Become a peer reviewer.

• Start a writing group or exchange drafts with some of your peers. Becoming a careful reader and responder to other people’s work will help you to more critically read and revise your own writing. 

Read your writing out loud.

• Read your writing out loud to yourself or to someone else. Alternatively, have someone read your writing out loud to you. This will give you a chance to hear the words outside of your own head and give you the opportunity to listen for how the ideas and the words flow together and/or where they become confusing.

Save each draft as its own separate document.

• Each time you revise a draft, save it as a new file. That way, if you decide to go back to something you wrote previously, you have access to the previous version.

Take advantage of our Paper Review Service

• We also encourage you to sign up for our paper review service as a way of enhancing your revisions skills. You can make an appointment with a Writing Center instructor to receive personalized feedback on your revisions as well as suggestions on how to achieve your writing goals. In fact, students who make three or more paper review appointments per term are statistically more likely to see academic improvement as they invest in their writing skills. We invite you to take advantage of this opportunity and start the revision process today. Click here to learn more about our paper review appointments .

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Revision Checklist

Using a revision checklist may be helpful to think about the piece of writing as a whole. Use this model or create a checklist of your own.

• The introduction gives adequate and appropriate background information. It is organized from more general to more specific.
• There is a clear thesis (or a clear controlling idea) in the introduction.
• The body paragraphs of the document have a clear topic sentence /main idea. Each paragraph is focused on one main idea that is relevant to the topic of the paragraph as well as to the overall thesis. Using the MEAL plan may help with this.
• Each body paragraph is adequately developed .
• Ideas are cohesive and flow from one to the next. Transitions between paragraphs and between sentences are used effectively.
• The conclusion successfully signals the end of the document.
• Formal scholarly voice is used throughout the document.
• Sources are cited per APA guidelines for both citations and in the references .
• The appropriate template is used.
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Editing and Revising

Writing is a process, and an integral part of that process is revision. Revision is best thought of as re-vision or re-seeing: looking at a text from a new perspective, which means re-thinking even its most fundamental precepts. This might involve reconsidering your position on a controversial topic, re-evaluating the quality of the evidence used to support your claims, or re-defining your audience and or purpose.

Editing is a little bit like cleaning up the kitchen after cooking a big meal. Your essay’s “cleanliness” includes smooth transitions between paragraphs, logical organization of your thoughts and presentation of information, overall clarity, proper documentation for sources used in the writing, and effective language usage (standard grammar, punctuation, and spelling).

Revising and editing are inextricably connected. A text must be both revised and edited well in order to be successful. If an essay, for example, is revised extensively, but not edited, problems such as grammar errors will make the essay’s meaning difficult to comprehend and stand in the way of its success.

The reverse is also true. Consider the poor writer who tirelessly edits an essay whose ideas are not fully formed. The result is a very polished text—perfect grammar, clear sentence structures, no spelling errors—that no one can comprehend, despite its orderliness, because its basic meaning is unclear, undeveloped, or unsubstantiated.

The Revision Process

After you have written a complete draft having a beginning, middle, and end, it’s time to re-see what you’ve written and think about what you’ve said, how you’ve said it, and why. Believe it or not, revising can be fun. You’ve already chosen your topic, defined its scope, conveyed your thesis, presented your information or position, supported your claims with evidence (which might have required a great deal of research), addressed potential counter-arguments, and arrived at a satisfying conclusion. That’s a lot of work, starting from scratch, getting over the terror of the blank page, and committing your thoughts to paper. You’ve already done the hard work. Now it’s time to read, re-read, review, reflect, and revise.

The revision process is recursive, which means that writers will go through several stages of the process at different times .

One method of revision is the post-draft outline. It helps you identify the organization of your writing so that you can improve it.

Post-Draft Outlining

This revision strategy requires you to outline a draft that you have already completed. This breaks down the essay into its parts to allow you to see if your organization is sound, if you have repeated your points, whether your introduction and/or conclusion need work, if there are points you need to make that you haven’t yet, etc. A good way to set this up is to count the paragraphs in your draft and write that many numbers on a separate piece of paper like this:

Then in one sentence, as briefly as possible, state the point of each paragraph. You are not looking for the topic sentence. You are trying to boil down what the paragraph is about. If your topic sentence actually reflects what the paragraph is about, that’s fine. It should, just don’t trust that it will. If it doesn’t, you will want to revise it.

A possible outlined draft (this one for a paper on homeschooling) might look something like this:

• Parents want what’s best for their children: Is homeschooling best?
• (Introduction)
• Homeschooling is growing for many reasons (religious, etc.).
• Homeschooling gives parents the freedom to set the educational environment
• (Activities, peers, etc.).
• Not all children need to be homeschooled, but children should have that option
• (Conclusion).

This is a clear outline, and so it indicates that the paper is strong in terms of organization. The reader can tell that distinct points are being made in the paper, that the paper is logically organized, and that there is a clear introduction and conclusion. This outline is for a very short paper (six paragraphs), but the same process can be applied to longer texts.

Now consider this outline, written for a different paper, also on homeschooling:

• Two groups of homeschoolers: religious and other
• Can’t get religion in school
• Parents want to pass on their faith to their children
• Homeschools put kids at disadvantage—no state/federal guidelines
• What do you think about the paper this outline was written from?
• What sense do you get from paragraphs two and three about the big point the author is trying to make?
• Is the author against homeschooling? For it?
• Can you identify a thesis here? What is the paper’s main point?

If you are struggling, you should be: This outline shows that the paper has several problems.

First, as readers, we think we will be reading a paper about two types of homeschoolers, religious and other, as described in the first paragraph. However, in the remainder of the paragraphs the author only discusses religious homeschoolers. As readers, we have to shift gears: Now we think the paper is going to be about why religious parents might want to homeschool their kids.

And then, all of a sudden, we are hit with the idea that homeschooling harms children.

Quite likely, this author did not recognize the disorganization of the paper, or that they had changed the angle on the topic, the central focus, several times. When writers are too close to their own work (which is almost always), it is easy to overlook that information is missing or misplaced. We’ve all started writing and ended up wandering, digressing beyond the point of no return. We can be forgiven for that—but outlining totally strips down the essay, so we can see its bare bones, meaning that even though we are close to the work, we can readily identify its strengths and weaknesses.

You can also apply outlining to a single paragraph, rather than a whole paper.

Let’s look at this one:

Many people are unaware of a growing trend in American society. This trend is parents taking the initiative and dedication towards ensuring that their children are given a quality education. Homeschooled children are growing in numbers every year. It’s clear that there are many advantages to having children learn at home.

This paragraph has five sentences, so your outline will have five points. When you summarize sentences, do it in as few words as possible:

• Growing trend in U.S.
• Trend = parents want a good education for children
• Solution = homeschool
• Homeschooled children increasing in number each year
• Why? Many advantages…

This outline shows a clear logical progression from point 1 to point 2 and so on. This outline demonstrates that the above is a well-constructed paragraph.

Now it’s your turn to practice. Below you will find a paragraph. Grab a piece of scrap paper and outline it sentence by sentence:

Homeschooling is often associated with two groups: religious and non-religious. Religious groups want their children to embrace their religion. To this end they take them to church on Sunday, involve them in church activities during the week, and teach them from the scripture. Religious homeschoolers want to be in charge of their children’s education while emphasizing their belief in religion. Religion and education are mixed together to build the children’s character, morals, and values. Religion is the faith that they hold above anything else. Religion is a subject that they can’t receive at public schools.

Here is one possible outline of this paragraph:

• Homeschooling = religious and non-religious groups
• Want kids to have religion
• Have religious activities all week
• Parents in charge of education and religion
• Both mixed is good for child
• Religion very important
• Can’t get it in school
• What do you think about this paragraph?
• Is it structured like the last paragraph we looked at?
• What are the similarities and differences between them?

It’s repetitive (paragraphs two and six say roughly the same thing), and it uses the word religion/religious too many times (nine times). Also, the topic sentence suggests that the paragraph is going to talk about two groups (religious and not), but it only talks about one.

• How could this paragraph be revised?
• Would reordering the sentences help?
• What about changing the topic to just religious homeschooling?

There are countless ways to revise this paragraph; your choices will depend on the focus that you, the author, want to take.

Here’s one attempt at revising this paragraph:

While parents choose to homeschool for several reasons, many do so to instill their religious beliefs in their children. By homeschooling, they are able to involve their children in church activities and teach them from the scripture throughout the week. This gives parents the opportunity to shape both their children’s religious and academic education, thereby building in their children a strong moral character. Given that religion cannot be received in the public schools, homeschooling allows these parents the ability to pass on their faith.

Note how many of the “religion” words were removed, without changing the focus of the topic, which is a religious angle on homeschooling. This makes the paragraph less repetitive.

The focus has also been changed from two homeschooling groups to just religious homeschooling. In other words, now the topic sentence fits the paragraph.

Paramedic Method of Revision

The Paramedic Method of Revision is a technique that targets wordiness and helps streamline your writing so it is clear and concise. To start, we will need to review prepositions (See Table 1 for examples). A good test that identifies most prepositions is whether they can fit into the following sentence:

The squirrel ran ___ the tree (up, over, with, under, around, at, below, from, to).

Prepositions

Is “president” a preposition? What about “and” or “this”? Why not? “The squirrel ran this the tree” is not a possible sentence. Neither is “The squirrel ran president the tree” or “The squirrel ran and the tree.” See how this test helps us to identify prepositions? “President,” “this,” and “and” do not fit into that blank, and so we know that they are not prepositions.

One note: There are a few prepositions that sound a bit odd in this sentence (for example, of), but they are prepositions just the same.

The next thing we need to identify are forms of the verbs, “to be” and “to have.”

These verbs are really common and have many forms. For instance, “being” and “is,” “had” and “having”—can you think of other forms of these verbs?

Here are some more:

BE: was, were, wasn’t, am, are, been, be

HAVE: has, hasn’t, hadn’t, have

With our memories jogged about prepositions and the verb forms of “to be” and “to have,” we can now look at the Paramedic Method of Revision , which involves a series of steps:

Step 1. Identify Overused Prepositions and Vague or Passive Be and Have Verbs

Identify all the forms of “to be” and “to have” (is, were, being, to be, had, having, hasn’t, etc…):

• The little girl was found safe at the mall down the street after having been declared missing for ten days.

Now you try

• The dog was having too much fun when his owners were away from home.

Here’s the answer

Next, identify all the prepositions, like this:

• The dog with the black spots on his back lives over the tracks from my house.

Now you try one. Identify all the prepositions:

• Go over the bridge, down Main Street, up Markham Blvd, and turn into the third driveway.
• So at this point in the revision strategy, we’ve marked all the versions of “to be” (was, were, am, be,…), “to have” (have, had, having, has, ….) and the prepositions (from, to, over, under, around, below,…), like this:

The latest book of the month is a fascinating gem which will be cherished for years.

Step 2: Revise Identified Words

Try to delete the highlighted words. How? First, insert verbs that actually do something:

• “I am a race-car driver” -> “I drive race cars.”

Often, you will find the verb you need (in this case “drive”) posing as an adjective or noun (in this case “driver”) somewhere in the sentence. Find it and make it a verb.

How do you revise the overuse of prepositions? Well, often, prepositions are acting as adjectives, so make them into one. How would you change this: “The boy with the blue hair”?

• “The boy with the blue hair” -> “The blue-haired boy.”

The result is junk-free writing, real words carrying real meaning. There’s an added bonus here too. It has been proven in psychological tests that the clearer the writing, the more people understand it (i.e. the fewer unnecessary words). By using this technique, your point will be clearer.

There’s nothing wrong with prepositions, or the verb form of BE and HAVE. The problem is that most writing is packed full of them, which can create unspecific meanings. Give some other words a chance, and express yourself with more accuracy and intent.

Let’s go back to one of our earlier examples. Try to re-write this sentence, getting rid of as many of the marked words as possible:

• The little girl was found safe at the mall down the street after being declared missing for ten days.

What’s the problem? For starters, there are lots of prepositional phrases. Did you notice a waltzing rhythm as you were reading? At the mall, down the street, … It’s also a passive sentence, meaning that there’s no real subject for the verb “found.” Who found her? We don’t know from this sentence because it is passive, but when you’re the author, you should make sure this information is known. For this example, let’s say the police found the girl.

Here’s one revision:

• Police discovered the little girl safe ten days later at the local mall.

Solution : active verb, no more distracting rhythm.

Let’s look at another example. First identify the BE/HAVE forms and the prepositions:

• They had an argument at the house of their neighbor.

Here’s the marked-up version:

Is there a hidden verb lurking somewhere that could replace “had”?

How about “argument”?

Couldn’t we change this to “argued”?

Here’s our first revision:

• They argued at the house of their neighbor. Now, can we do anything about those prepositions? We may not be able to get rid of both, but we can get rid of one:
• They argued at their neighbor’s house.

We started with a ten-word sentence and revised it to a clean six words. How’s that for eliminating wordiness?

Reading your essay aloud is perhaps the single-most effective way to revise it. It’s an especially effective method for those writers who fear they don’t have good command of basic writing principles because all you have to do is listen–hear what the sentence sounds like. This encourages you to revise the sentence as you would speak it, and since most of us speak well, even if we have writing problems, it’s a way of addressing problems that we wouldn’t otherwise likely identify or know how to correct.

Now the twist: Read your paper backwards, starting with the last sentence first, then the next-to-last, etc. This seemingly odd suggestion is a useful one because reading your essay backwards dissociates each sentence from the larger meaning of the text, enabling you to focus just on the sentence and whether or not it makes sense on its own. Because the basic unit of each paragraph is the sentence, you want to make sure that each sentence you write is capable of standing on its own in terms of meaning and clarity. If you discover a sentence that doesn’t make sense on its own, in isolation from its context, then chances are it won’t make sense in the context of your paragraph (and, hence, your paper) either.

After you’ve made changes to sentences that need revision, read your paper aloud again, this time straight through from top to bottom. Listen to the sentences as if you were listening to music. Does anything sound clunky? Monotonous? Redundant? This will give you a chance not only to revise individual words, but also to revise for sound. This is a very good way to improve sentence variety. For example, if you have three sentences in a row that are roughly the same length (which sounds monotonous when you read them aloud), try combining two of them to make one longer sentence. The result is two sentences of different lengths, which will make for a more pleasant reading experience for your audience.

Take a Break From Writing

This sounds like yet another easy assignment. It is, but only if you haven’t procrastinated much and have left enough time between writing your draft and submitting your final essay to take a break from your paper.

Most writers are too close to what they have written to effectively revise it, and putting your work aside for several days give you a chance to create some distance from what you’ve written, allowing you to return to it, even a few short days later, with fresh eyes.

Your Readers and Your Thesis

Have you kept your promise to your readers? A thesis is a lot like a promise, a promise you make to your readers about the journey your essay will take them on. You likely started thinking about your thesis long before you began drafting your essay, and at that point it was tentative. As you gathered information, researched your topic, and crafted a compelling angle, your thesis changed according to the direction your draft was taking at every stage.

Then came time to commit. In your rough draft, you had to stake your claim. The next step was to get comments from your instructor and peer reviewers in your class. Their critical commentary helped you think about ways to improve your essay.

You’ve diligently applied the above revision methods to your paper. But did your thesis get the full attention it deserves?

The thesis is one of the most important parts of any text. It is a one- or two-sentences passage that describes your essay’s main point, as well as its purpose. Your thesis answers the question that is implied by your desire to write the paper. Hence, the above analogy to a promise made to your readers. Your thesis lets readers know what your paper will discuss, and why—and if it’s a persuasive essay, your thesis also lets your readers know by what means you’ve come to the conclusions you have, i.e., why you hold the position you do, the evidence that has led you there.

The Editing Process

Now that you’ve revised your work, you have a collection of ideas you’re proud of, in a form that seems logical. What could possibly be left to do? Oh, yes, the aforementioned “clean-up.”

Don’t let your best ideas become obscured by sloppy writing. Editing is the last act you will perform on your essay before you submit it for evaluation. Take your time, and don’t underestimate the importance of this part of the process! Leave at least one whole work session (an hour or two at least, depending on the length of your essay).

Running spell-check and grammar-check does not constitute editing. You can do these things, but be aware that there are likely a number of spelling, punctuation and grammar errors that the automated programs will not catch.

Here are some ways to make sure you turn in your paper in the best shape possible:

Read Aloud Part 2

Reading your essay aloud, whether to a specific person or just to yourself, is useful for both revision and editing. The value this gesture potentially brings to editing is that it allows you to hear, literally, all kinds of problems with language. You might now know, for example, that the subject and verb of a sentence disagree, but you can hear if something sounds awry. Take this simple example:

• One of the doors are open.

Reading this sentence aloud, you can tell immediately that it doesn’t sound right. Why? You probably thought, perhaps unconsciously that “doors” is the subject of the sentence, so you wrote “doors are open.” But, in fact, “one” is the subject of the sentence, and it’s singular, so the verb must follow:

• One of the doors is open.

Chances are you could correct this sentence without even naming the problem. The other aspect of your essay that reading aloud can help with is identifying unnecessary and vague words and phrases. If your sentence sounds like a mouthful it probably is! Can you say what you’re trying to say in fewer words? Try re-working an especially long sentence to see if you can communicate your intended meaning more succinctly.

If you notice that some of your sentences use “I” or “in my view,” be especially careful to make sure that what you are offering is more than just your opinion. In an informative piece, this might be a fact; in a persuasive piece, this might be an argument that is supported with evidence gathered in your research.

Vague language is one of the most common problems with rough drafts. After all, you know what you mean. Read aloud for overly general, non-specific language. Here’s an example, taken from a thesis statement:’

• My essay will explain my views on capital punishment.

This is vague because it says nothing about what your views are, or why you hold them.

Consider this revised statement: – Capital punishment is unjust because it fails to deter crime.

Your reader will know your position and know why you hold it. What follows is the (correct) assumption that your paper will be an argument against capital punishment.

Many writers also want to add that there are pros and cons to their arguments, advantages and disadvantages, and while this impulse is understandable (and may be helpful to you in the draft stage), it doesn’t typically advance your thesis—and because you are taking a position on a controversial topic, readers will assume there are inherent pros and cons. The best strategy is to name, very specifically, the chief positions being debated. An example using the above topic, capital punishment, might look like this:

Some lawmakers have argued that capital punishment deters crime, while other stakeholders, including victims’ families, hold that incarceration is just as effective at deterrence as the death penalty.

When you are editing your essay, make sure that your words are as precise as they can be. Don’t say “people” when you mean “residents of Delaware County who pay taxes.” Don’t hesitate to use a thesaurus if you think your word choice could use improvement, but you can’t think of the most precise word.

Check for Redundancy

As you are reading aloud, be aware of any passages that sound monotonous or sing-songy. This is a sign that you are on your way to lulling your readers to sleep with repetitive sentence patterns. An easy way to correct this is to combine shorter sentences to make one longer sentence, as well as to break up long sentences into two shorter sentences. Sentence combining allows you to combine sentences that are closely related in order to enhance clarity, underscore connections among ideas, and reduce choppiness. Look through your draft for sentences that are explanation or connection.

Remember: Punctuation changes always change the rhythm of a sentence—just make sure that new punctuation doesn’t get in the way of what you’re trying to say.

Here’s an example of several sentences that could be improved by this method: – Olin loves to play tennis. He doesn’t like wearing traditional “tennis whites.” He prefers tournaments that allow players to wear bright colors on the court.

Edited version: – Olin loves to play tennis, but he doesn’t like wearing traditional “tennis whites”; he prefers tournaments that allow players to wear bright colors on the court.

Check out the APA Style’s tips on avoiding redundancy too .

Avoid Clichés

Writers often resort to clichés as a kind of short-cut to meaning, especially if they think the reader will “get” the intended meaning; however, the meaning of a cliché is subjective–”it’s raining cats and dogs” will not mean the same amount of rain to everyone, and the meaning of a cliché is also rooted in cultural knowledge; not all readers will understand it. Clichés are therefore not appropriate for academic and professional writing that aims to be specific and inclusive.

Examples of Cliches

Guidelines for Unbiased Language

When writing about people, whether they are the authors you are citing in your paper, the subjects you are studying in your research, or any individual or group of people, inclusive language is key to connecting with your readers without alienating anyone. Since the 1960s, the pronoun phrases “he or she,” “his or her,” and “him or her” have been used for referring to an unidentified person. Yet “he or she” assumes all people self-identify as either male or female while ignoring those who potentially self-identify as transgender and gender-nonconforming. These students would use “ze” or “they” as their pronouns. Using unbiased language therefore means avoiding use of “he or she” or any other binary phrasing such as “the opposite sex” that implies there are only two genders, excluding all others.

Using the specific “identified pronoun” for your readers is important. If you are writing to one person or about one person whom you know identifies as “she,” “he,” “ze,” or “they,” use the specific identified pronoun for your specific audience. However, in many academic and professional writing situations, the audience will be people you do not know personally. To write inclusively therefore means using a non-binary, gender neutral pronoun: they/their/them.

For example, the sentence “Students sharpen their pencils” is both grammatically correct and gender-neutral. Click a topic below for more information about “Singular They” and other tutorials on using unbiased language from the Publication Manual of the American Psychological Association , (7th ed.):

Singular They

Avoid Over-Quoting

Quoting refers to using a source without altering it in any way; passages are used from a source word-for-word. In college writing, quotations are used sparingly since too many quotations can make a paper sound like a summary of another person’s work rather than your original work. Your own ideas can become diluted in a sea of other authors’ words with too many quotes. Quotations additionally include quotation marks and in-text citations, which can slow down the reading. Quotations also interject another author’s voice in your paper, and the switch from your voice to another’s can also slow down the reading.

Guidelines for When to Quote

• When you are critiquing or agreeing with someone’s exact words. For instance, if you wanted to argue that a movie reviewer’s comments were biased, you would want to quote the exact words of the reviewer, so your reader would understand your comment.
• When you want to include dialogue in your paper. For example, if you wanted to highlight a point someone made in an interview, you would want to quote the exact words spoken in the interview.
• When the original author’s words are so eloquent, profound, or unique (such as research results) that you cannot find a way to paraphrase and maintain the same meaning or impact of the original passage, you would want to quote those words.

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Editing and Proofreading

What this handout is about.

This handout provides some tips and strategies for revising your writing. To give you a chance to practice proofreading, we have left seven errors (three spelling errors, two punctuation errors, and two grammatical errors) in the text of this handout. See if you can spot them!

Is editing the same thing as proofreading?

Not exactly. Although many people use the terms interchangeably, editing and proofreading are two different stages of the revision process. Both demand close and careful reading, but they focus on different aspects of the writing and employ different techniques.

Some tips that apply to both editing and proofreading

• 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.
• Decide which medium lets you proofread most carefully. Some people like to work right at the computer, while others like to sit back with a printed copy that they can mark up as they read.
• 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.

Editing is what you begin doing as soon as you finish your first draft. You reread your draft to see, for example, whether the paper is well-organized, the transitions between paragraphs are smooth, and your evidence really backs up your argument. You can edit on several levels:

Have you done everything the assignment requires? Are the claims you make accurate? If it is required to do so, does your paper make an argument? Is the argument complete? Are all of your claims consistent? Have you supported each point with adequate evidence? Is all of the information in your paper relevant to the assignment and/or your overall writing goal? (For additional tips, see our handouts on understanding assignments and developing an argument .)

Overall structure

Does your paper have an appropriate introduction and conclusion? Is your thesis clearly stated in your introduction? Is it clear how each paragraph in the body of your paper is related to your thesis? Are the paragraphs arranged in a logical sequence? Have you made clear transitions between paragraphs? One way to check the structure of your paper is to make a reverse outline of the paper after you have written the first draft. (See our handouts on introductions , conclusions , thesis statements , and transitions .)

Structure within paragraphs

Does each paragraph have a clear topic sentence? Does each paragraph stick to one main idea? Are there any extraneous or missing sentences in any of your paragraphs? (See our handout on paragraph development .)

Have you defined any important terms that might be unclear to your reader? Is the meaning of each sentence clear? (One way to answer this question is to read your paper one sentence at a time, starting at the end and working backwards so that you will not unconsciously fill in content from previous sentences.) Is it clear what each pronoun (he, she, it, they, which, who, this, etc.) refers to? Have you chosen the proper words to express your ideas? Avoid using words you find in the thesaurus that aren’t part of your normal vocabulary; you may misuse them.

Have you used an appropriate tone (formal, informal, persuasive, etc.)? Is your use of gendered language (masculine and feminine pronouns like “he” or “she,” words like “fireman” that contain “man,” and words that some people incorrectly assume apply to only one gender—for example, some people assume “nurse” must refer to a woman) appropriate? Have you varied the length and structure of your sentences? Do you tends to use the passive voice too often? Does your writing contain a lot of unnecessary phrases like “there is,” “there are,” “due to the fact that,” etc.? Do you repeat a strong word (for example, a vivid main verb) unnecessarily? (For tips, see our handouts on style and gender-inclusive language .)

Have you appropriately cited quotes, paraphrases, and ideas you got from sources? Are your citations in the correct format? (See the UNC Libraries citation tutorial for more information.)

As you edit at all of these levels, you will usually make significant revisions to the content and wording of your paper. Keep an eye out for patterns of error; knowing what kinds of problems you tend to have will be helpful, especially if you are editing a large document like a thesis or dissertation. Once you have identified a pattern, you can develop techniques for spotting and correcting future instances of that pattern. For example, if you notice that you often discuss several distinct topics in each paragraph, you can go through your paper and underline the key words in each paragraph, then break the paragraphs up so that each one focuses on just one main idea.

Proofreading

Proofreading is the final stage of the editing process, focusing on surface errors such as misspellings and mistakes in grammar and punctuation. You should proofread only after you have finished all of your other editing revisions.

Why proofread? It’s the content that really matters, right?

Content is important. But like it or not, the way a paper looks affects the way others judge it. When you’ve worked hard to develop and present your ideas, you don’t want careless errors distracting your reader from what you have to say. It’s worth paying attention to the details that help you to make a good impression.

Most people devote only a few minutes to proofreading, hoping to catch any glaring errors that jump out from the page. But a quick and cursory reading, especially after you’ve been working long and hard on a paper, usually misses a lot. It’s better to work with a definite plan that helps you to search systematically for specific kinds of errors.

Sure, this takes a little extra time, but it pays off in the end. If you know that you have an effective way to catch errors when the paper is almost finished, you can worry less about editing while you are writing your first drafts. This makes the entire writing proccess more efficient.

Try to keep the editing and proofreading processes separate. When you are editing an early draft, you don’t want to be bothered with thinking about punctuation, grammar, and spelling. If your worrying about the spelling of a word or the placement of a comma, you’re not focusing on the more important task of developing and connecting ideas.

The proofreading process

You probably already use some of the strategies discussed below. Experiment with different tactics until you find a system that works well for you. The important thing is to make the process systematic and focused so that you catch as many errors as possible in the least amount of time.

• Don’t rely entirely on spelling checkers. These can be useful tools but they are far from foolproof. Spell checkers have a limited dictionary, so some words that show up as misspelled may really just not be in their memory. In addition, spell checkers will not catch misspellings that form another valid word. For example, if you type “your” instead of “you’re,” “to” instead of “too,” or “there” instead of “their,” the spell checker won’t catch the error.
• Grammar checkers can be even more problematic. These programs work with a limited number of rules, so they can’t identify every error and often make mistakes. They also fail to give thorough explanations to help you understand why a sentence should be revised. You may want to use a grammar checker to help you identify potential run-on sentences or too-frequent use of the passive voice, but you need to be able to evaluate the feedback it provides.
• Proofread for only one kind of error at a time. If you try to identify and revise too many things at once, you risk losing focus, and your proofreading will be less effective. It’s easier to catch grammar errors if you aren’t checking punctuation and spelling at the same time. In addition, some of the techniques that work well for spotting one kind of mistake won’t catch others.
• Read slow, and read every word. Try reading out loud , which forces you to say each word and also lets you hear how the words sound together. When you read silently or too quickly, you may skip over errors or make unconscious corrections.
• Separate the text into individual sentences. This is another technique to help you to read every sentence carefully. Simply press the return key after every period so that every line begins a new sentence. Then read each sentence separately, looking for grammar, punctuation, or spelling errors. If you’re working with a printed copy, try using an opaque object like a ruler or a piece of paper to isolate the line you’re working on.
• Circle every punctuation mark. This forces you to look at each one. As you circle, ask yourself if the punctuation is correct.
• Read the paper backwards. This technique is helpful for checking spelling. Start with the last word on the last page and work your way back to the beginning, reading each word separately. Because content, punctuation, and grammar won’t make any sense, your focus will be entirely on the spelling of each word. You can also read backwards sentence by sentence to check grammar; this will help you avoid becoming distracted by content issues.
• Proofreading is a learning process. You’re not just looking for errors that you recognize; you’re also learning to recognize and correct new errors. This is where handbooks and dictionaries come in. Keep the ones you find helpful close at hand as you proofread.
• Ignorance may be bliss, but it won’t make you a better proofreader. You’ll often find things that don’t seem quite right to you, but you may not be quite sure what’s wrong either. A word looks like it might be misspelled, but the spell checker didn’t catch it. You think you need a comma between two words, but you’re not sure why. Should you use “that” instead of “which”? If you’re not sure about something, look it up.
• The proofreading process becomes more efficient as you develop and practice a systematic strategy. You’ll learn to identify the specific areas of your own writing that need careful attention, and knowing that you have a sound method for finding errors will help you to focus more on developing your ideas while you are drafting the paper.

Think you’ve got it?

Then give it a try, if you haven’t already! This handout contains seven errors our proofreader should have caught: three spelling errors, two punctuation errors, and two grammatical errors. Try to find them, and then check a version of this page with the errors marked in red to see if you’re a proofreading star.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Especially for non-native speakers of English:

Ascher, Allen. 2006. Think About Editing: An ESL Guide for the Harbrace Handbooks . Boston: Wadsworth Cengage Learning.

Lane, Janet, and Ellen Lange. 2012. Writing Clearly: Grammar for Editing , 3rd ed. Boston: Heinle.

For everyone:

Einsohn, Amy. 2011. The Copyeditor’s Handbook: A Guide for Book Publishing and Corporate Communications , 3rd ed. Berkeley: University of California Press.

Lanham, Richard A. 2006. Revising Prose , 5th ed. New York: Pearson Longman.

Tarshis, Barry. 1998. How to Be Your Own Best Editor: The Toolkit for Everyone Who Writes . New York: Three Rivers Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Revise an Essay: A Step-by-Step Guide

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Writing an essay is just the first step in producing a polished and compelling piece of academic work. Revision is where the real magic happens, transforming a rough draft into a refined essay that clearly conveys your ideas and arguments. But how do you revise an essay effectively? This guide will walk you through the best way to revise an essay, offering practical tips and techniques to ensure your work is clear, coherent, and compelling.

How do You Revise an Essay?

Here is a step-by-step guide if you need to revise your essay before submission.

Step 1: Take a Break

Before you dive into revising your essay, take a break from your work. This could be a few hours or even a day, depending on your deadline. Stepping away from your essay allows you to return with fresh eyes and a more objective perspective, making it easier to spot errors and areas for improvement.

Step 2: Review the Assignment Guidelines

Before you begin revising, revisit the assignment guidelines. Ensure your essay meets all the requirements, including word count, formatting, and content criteria. This step is essential to avoid any penalties for not adhering to the instructions provided by your institution.

Step 3: Read Your Essay Aloud

Reading your essay aloud is one of the best ways to identify awkward phrasing, run-on sentences, and other issues that may disrupt the flow of your writing. Hearing your words can highlight problems that you might miss when reading silently. Take note of any sections that sound unclear or cumbersome.

Step 4: Revise for Content and Structure

Thesis Statement: Ensure your thesis statement is clear, concise, and effectively sets up your argument. It should be prominently placed at the end of your introduction and guide the direction of your entire essay.

Introduction: Check that your introduction effectively engages the reader and provides a roadmap for your essay. It should introduce the main topic and set the stage for your argument.

Body Paragraphs: Each paragraph should focus on a single idea that supports your thesis. Ensure that each paragraph begins with a clear topic sentence and is followed by evidence and analysis. Revise paragraphs that lack focus or clarity, and make sure there is a logical flow between them.

Conclusion: Your conclusion should summarise your main points and restate your thesis in light of the evidence presented. Avoid introducing new information and aim to leave the reader with a lasting impression.

Step 5: Revise for Coherence and Flow

Effective transitions are crucial for a coherent essay. They help guide the reader through your argument and ensure a smooth flow from one paragraph to the next. Check that each paragraph logically follows the previous one and then revise your writing from start to finish in order to avoid any abrupt transitions.

Don’t forget to aintain a consistent tone , style, and tense throughout your essay. Inconsistencies can confuse the reader and detract from your argument. Finally, aim for clear and concise sentences. Avoid overly complex language or jargon that may obscure your meaning. If a sentence is too long or complicated, revise it for simplicity and clarity.

Step 6: Revise Paragraphs for Precision and Conciseness

When you revise an essay, pay close attention to each paragraph. Ensure every sentence serves a purpose and contributes to your overall argument. Remove any redundant or irrelevant information that may detract from your main points. Revise paragraphs that are overly lengthy by breaking them into smaller, more manageable sections.

Step 7: Check for Grammar and Punctuation Errors

Grammar and punctuation errors can undermine the credibility of your essay. Use a grammar checker tool to catch common mistakes, but don’t rely solely on automated tools . Carefully proofread your essay to identify errors such as subject-verb agreement issues, incorrect punctuation , and improper use of tenses.

Step 8: Get Feedback

Another pair of eyes can provide valuable insights into your essay. Ask a friend, classmate, or tutor to read your work and offer constructive feedback. They can help identify areas you might have overlooked and provide suggestions for improvement.

Step 9: Make Final Adjustments

After incorporating feedback and making necessary revisions, read through your essay one last time. Check for any remaining errors or areas that need refinement. Ensure your essay is polished and ready for submission.

Tips for Effective Revision

Create a Revision Checklist: A checklist can help you stay organised and ensure you cover all aspects of your essay. Include items such as checking the thesis statement, reviewing paragraph structure, and proofreading for errors.

Use a Highlighter: Highlight key points, transitions, and areas that need improvement. This visual aid can help you focus on specific sections during your revision process.

Take Breaks: Revising an essay can be intensive. Take short breaks to rest your mind and maintain focus.

Stay Objective: Try to view your essay from the perspective of a reader. Be critical and honest about areas that need improvement.

Common Mistakes to Avoid

• Skipping the Break: Jumping straight into revision without taking a break can lead to missed errors and less effective revisions. Always give yourself some time away from your essay before revising.
• Ignoring Feedback: Constructive criticism can be invaluable. Don’t ignore feedback from others; instead, use it to strengthen your essay.
• Focusing Only on Grammar: While grammar is important, content and structure are equally crucial. Don’t get so caught up in minor errors that you overlook bigger issues with your argument or organisation.
• Procrastinating: Start your revisions early to avoid last-minute stress. Rushed revisions are often less thorough and effective.

Final Thoughts

Revising an essay is an essential part of the writing process. It allows you to refine your ideas, improve clarity, and ensure your argument is compelling and coherent. By following these steps and tips, you can effectively revise your essay and enhance its overall quality.

If you’re looking for expert help to polish your essay, our academic editing services are here to assist you. Our experienced editors can provide detailed feedback and help you refine your writing, ensuring your essay is clear, concise, and ready for submission. Contact us today to take your essay to the next level and achieve academic success!

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Writing Center

How to revise drafts, now the real work begins....

After writing the first draft of an essay, you may think much of your work is done, but actually the real work – revising – is just beginning. The good news is that by this point in the writing process you have gained some perspective and can ask yourself some questions: Did I develop my subject matter appropriately? Did my thesis change or evolve during writing? Did I communicate my ideas effectively and clearly? Would I like to revise, but feel uncertain about how to do it?

Also see the UMN Crookston Writing Center's  Revising and Editing Handout .

How to Revise

First, put your draft aside for a little while.  Time away from your essay will allow for more objective self-evaluation. When you do return to the draft, be honest with yourself; ask yourself what you really think about the paper.

Check the  focus  of the paper.  Is it appropriate to the assignment prompt? Is the topic too big or too narrow? Do you stay on track throughout the entire paper? (At this stage, you should be concerned with the large, content-related issues in the paper, not the grammar and sentence structure).

Get  feedback .  Since you already know what you’re trying to say, you aren’t always the best judge of where your draft is clear or unclear. Let another reader tell you. Then discuss aloud what you were trying to achieve. In articulating for someone else what you meant to argue, you will clarify ideas for yourself.

Think honestly about your thesis.  Do you still agree with it? Should it be modified in light of something you discovered as you wrote the paper? Does it make a sophisticated, provocative point? Or does it just say what anyone could say if given the same topic? Does your thesis generalize instead of taking a specific position? Should it be changed completely?

Examine the  balance  within your paper.  Are some parts out of proportion with others? Do you spend too much time on one trivial point and neglect a more important point? Do you give lots of details early on and then let your points get thinner by the end? Based on what you did in the previous step, restructure your argument: reorder your points and cut anything that’s irrelevant or redundant. You may want to return to your sources for additional supporting evidence.

Now that you know what you’re really arguing, work on your  introduction and conclusion . Make sure to begin your paragraphs with topic sentences, linking the idea(s) in each paragraph to those proposed in the thesis.

Proofread.  Aim for precision and economy in language. Read aloud so you can hear imperfections. (Your ear may pick up what your eye has missed). Note that this step comes LAST. There’s no point in making a sentence grammatically perfect if it’s going to be changed or deleted anyway.

As you revise your own work, keep the following in mind:

Revision means rethinking your thesis. It is unreasonable to expect to come up with the best thesis possible – one that accounts for all aspects of your topic – before beginning a draft, or even during a first draft. The best theses evolve; they are actually produced during the writing process. Successful revision involves bringing your thesis into focus—or changing it altogether.

Revision means making structural changes. Drafting is usually a process of discovering an idea or argument. Your argument will not become clearer if you only tinker with individual sentences. Successful revision involves bringing the strongest ideas to the front of the essay, reordering the main points, and cutting irrelevant sections. It also involves making the argument’s structure visible by strengthening topic sentences and transitions.

Revision takes time. Avoid shortcuts: the reward for sustained effort is an essay that is clearer, more persuasive, and more sophisticated.

Think about your purpose in writing: Does your introduction clearly state what you intend to do? Will your aims be clear to your readers?

Check the organization. Does your paper follow a pattern that makes sense? Doe the transitions move your readers smoothly from one point to the next? Do the topic sentences of each paragraph appropriately introduce what that paragraph is about? Would your paper be work better if you moved some things around?

Check your information. Are all your facts accurate? Are any of our statements misleading? Have you provided enough detail to satisfy readers’ curiosity? Have you cited all your information appropriately?

Revision doesn’t necessarily mean rewriting the whole paper. Sometimes it means revising the thesis to match what you’ve discovered while writing. Sometimes it means coming up with stronger arguments to defend your position, or coming up with more vivid examples to illustrate your points. Sometimes it means shifting the order of your paper to help the reader follow your argument, or to change the emphasis of your points. Sometimes it means adding or deleting material for balance or emphasis. And then, sadly, sometimes revision does mean trashing your first draft and starting from scratch. Better that than having the teacher trash your final paper.

Revising Sentences

Read your paper out loud, sentence by sentence, and look for places where you stumble or get lost in the middle of a sentence. These are obvious places that need fixing. Look for places where you get distracted or even bored – where you cannot concentrate. These are places where you probably lost focus or concentration in your writing. Cut through the extra words or vagueness or digression: get back to the energy.

Tips for writing good sentences:

Use forceful verbs – replace long verb phrases with a more specific verb. For example, replace “She argues for the importance of the idea” with ‘she defends the idea.” Also, try to stay in the active voice.

Look for places where you’ve used the same word or phrase twice or more in consecutive sentences and look for alternative ways to say the same thing OR for ways to combine the two sentences.

Cut as many prepositional phrases as you can without losing your meaning. For instance, the sentence “There are several examples of the issue of integrity in  Huck Finn ” would be much better this way: “ Huck Finn  repeated addresses the issue of integrity.”

Check your sentence variety. IF more than two sentences in a row start the same way (with a subject followed by a verb, for example), then try using a different sentence pattern. Also, try to mix simple sentences with compound and compound-complex sentences for variety.

Aim for precision in word choice. Don’t settle for the best word you can think of at the moment—use a thesaurus (along with a dictionary) to search for the word that says exactly what you want to say.

Look for sentences that start with “it is” or “there are” and see if you can revise them to be more active and engaging.

By Jocelyn Rolling, English Instructor Last edited October 2016 by Allison Haas, M.A.

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The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

• Preparation: Decide on your topic, do your research, and create an essay outline.
• Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
• Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

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See an example

Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

• Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
• Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
• Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
• Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
• Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

See the full essay example

The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

• Returns to your thesis
• Ties together your main points
• Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

• Including new arguments or evidence
• Undermining your arguments (e.g. “This is just one approach of many”)
• Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Write your essay conclusion

Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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Writing with artificial intelligence, structured revision – how to revise your work.

• © 2023 by Joseph M. Moxley - Professor of English - USF , Julie Staggers - Washington State University

Learn how to revise your writing in a strategic, professional manner Use structured revision practices to revise your work in a strategic, professional manner.  Learn about why structured revision is so useful to teams & collaborative writing.

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Related Concepts: What is Academic Dishonesty? ; Academic Writing – How to Write for the Academic Community ; Editing ; Plagiarism ; Proofreading ; Revision ; Rhetorical Analysis ; Rhetorical Reasoning ; Rhetorical Stance ; Standard Written English ; Style

Structured Revision – How to Revise

Some situations require substantive revision whereas others require moderate or light revision. For instance,

• if you are writing an essay for class and it constitutes a major part of your grade, then you may need to spend considerable time revising it
• if you are writing a proposal to a client for a big job, you know you cannot rest until your writing demonstrates that you understand the clients’ perspective
• if you are writing an email to a friend, your discourse is likely to be more informal than if you are writing to an academic or professional audience .

Because every situation is difficult, there is no one single way to revise documents. However, this doesn’t mean you need to treat every writing task as if it’s a space walk. There are, in practice, a number of discourse conventions that define the discourse practices of writers in academic and professional writing contexts .

Step 1: Engage in Rhetorical Reasoning

Your first step when developing a plan for revising a document is taking an honest look at the rhetorical situation :

What is the Rhetorical Situation ?

As a first step in rhetorical analysis question

• Who your audience ?
• What do you hope to achieve by writing this document?
• What is your purpose ? thesis? research question?

. composing and interpretation are dynamic, rhetorical, social processes.

, question is. What do they need from you? What is your purpose? thesis? What is your context? Is this

• a personal situation
• a workplace situation
• a school situation
• an applied or basic research situation ?

By engaging in audience analysis, you can learn the discourse conventions your audiences expects you to adopt in order to communicate with them. that characterize the works of discourse community. For instance,

• the evaluative criteria might focus on tone as it reflects sincerity, honesty, candor, authenticity, trustworthiness
• writers, speakers, knowledge workers adopt
• the evaluative criteria might focus on Information Literacy Perspectives & Practices , research methods , and citation.

Step 2: Inspect the Document @ the Global Level

After you have reflected on the exigency, the call to write , you are ready to analyze the document at a higher-level of abstraction — the Global Level , or, what some people call the rhetorical level.

Begin your inspection by focusing only on the top-level elements , such as

• Letter of Transmittal
• Executive Summary
• Statement of the Problem
• Research Methods
• Results (optional)
• Recommendations
• Implementation Schedule
• Budget (guesstimate)
• Call to Action

At this point, you’re looking for problems in the document’s organizational schema.

At a glance, does the title, introduction, and headings (along with the table of contents if one exists) answer these questions for the intended reader, listener, user . . . of the document: 

• What is this document about?
• What organizational problem or need is being address?
• What is the occasion for this report?
• What type of document is this?
• What will the document accomplish?
• Where in the document can I find answers to the questions I might logically have?

If you cannot answer these questions based on a quick skim, make notes about the problems you see.

At the global level , you’re likely to encounter

Rhetorical Problems

• Structural Problems,
• Language Problems, and
• Critical & Analytical Thinking Problems.

For rhetorical problems , check to see if….

Structural Problems

For section-level problems , check to see if the…

Language Problems

For language-level problems , check to see if….

Critical & Analytical Thinking Problems @ the Global Level

For critical & analytical thinking problems , check to see if

Critical & Analytical Thinking Problems

For Critical & Analytical Thinking Problems , check to see if

• Do the proposed solutions make sense given the problem statement?
• Is the recommendation a realistic solution?
• Does the Gantt chart and other planning documents seem reasonable?

Step 3: Inspect the Document @ the Section Level

Next, critique the document section-by-section.

The intended readers for the document should be able to skim a section and answer these questions for that section : 

• What is this section about?
• What is the function of this section?
• What topics does this section address?
• How does this section connect to the sections before/after it?

If you cannot answer these questions, make notes about the problems you see.

At the section level , you’re likely to encounter

• rhetorical problems
• structural problems, and
• language problems , as outlined below:

To find rhetorical problems, ask these questions:

• Does the opening mislead readers?
• Do the headings mislead readers?
• Are the visuals and data appropriate for the target audience?
• Does color or design mislead readers by focusing their attention on less important information?

To find structural problems, ask these questions:

• Is this section one that conventional report structure would place in this location? Is this where a reader would expect to find this section?
• Does the heading adequately and accurately reflect the section’s contents (e.g. does the heading say the section is going to address a topic that the section does not actually address?)
• Are topics unbalanced?
• Do key topics need to be addressed in more depth because readers will find them challenging?
• Is color used consistently?

Keep an eye out for parallelism problems . Look at headings, opening paragraphs , subheadings, topic sentences , transitions , and visuals .

Language Problems concern how  a  text  is  composed  — its  diction ,  grammar , use of  mechanics ,  sentence structure , and  style of writing .  concern The Elements of Style , especially brevity , clarity , flow , simplicity , and unity

To find language problems, ask these questions:

• Is the diction appropriate for the target audience(s)?
• Is the style of writing appropriate given the rhetorical situation ?
• Are key terms used consistently across sections?

Step 4: Inspect the Document at the Paragraph Level

Read the document paragraph-by-paragraph, placing check marks as you go.

Your goal is to analyze whether the paragraphs in the document are well formed and structured.

• Do the paragraphs conform to the reader’s expectations for the genre and media of the document?
• Are the paragraphs unified?
• Is there a logical progression across paragraphs, informed by the given to new contract?
• Does the document use the rhetorical moves you believe it needs to help readers better understand paragraph unity and paragraph transitions?
• Are the paragraphs following a coordinate order, deductive order, or Inductive order? Would you recommend a different order to improve flow?
• What recommendations, if any, would you make regarding paragraph transitions ?

Step 5: Inspect the Document at the Sentence Level

Sentence-level perspective.

As you re-read your work or the work of others, place check marks next to:

• Sentences you find tedious
• Sentences you have to read more than once
• Sentences you don’t quite feel right about

Are there any problems in the document with brevity ; clarity ; flow, coherence, unity; and simplicity ?

What about grammar and mechanics ?

How to Revise Co-Authored Projects

Revising a document you wrote yourself can be hard work. Revising a document written by a group can be even more difficult:

• Once any text exists, it’s hard to get rid of either because writers don’t want to “lose” their hard work or are afraid of cutting important information by mistake.
• Documents – and especially formal reports – address multiple types of readers, whose needs and ways of interacting with the document differ.
• Documents that have been written by a team will have more problems with consistency than documents written by individuals.
• Writers may disagree about what changes to make.

Structured revision helps a team prioritize its revision efforts. It also allows the team to make strategic decisions about what work can be done and should be done given the time available and the relative importance of the project. 

Ideally, when conducted for a team project, individuals will independently conduct structured revisions before sharing insights with one another. This approach can help you answer the following questions:

• What are the most significant problems in the document – and where are they located?
• How much time do we have for revisions and editing?
• Should we spend on our time on the top-level design of the document, the content of a particular section, or sentence-level problems?

Porter,  J. E., Sullivan, P. , and Johnson-Eilola, J.  (2009).  Professional Writing Online 3.0 , 3 rd ed. New York: Pearson.

Brevity - Say More with Less

Clarity (in Speech and Writing)

Coherence - How to Achieve Coherence in Writing

Flow - How to Create Flow in Writing

Inclusivity - Inclusive Language

The Elements of Style - The DNA of Powerful Writing

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10 Tips on How to Revise Effectively and Ace your Exams

(Last updated: 19 October 2023)

Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

Revision plays a crucial role in achieving exam success, that’s why developing effective revision strategies can make all the difference. Here are 10 tips to help you revise effectively and maximise your exam performance:

Start Early

It’s never too early to start revising. The earlier you start your revision, the better. Avoid procrastination, and give yourself ample time to review and absorb the material, allowing for a gradual, stress-free learning process.

Create a Revision Timetable

A revision timetable helps you manage your time efficiently, ensuring you cover all subjects and topics. Allocate specific time slots for each subject and adjust your schedule based on your progress.

Break Down Information

Breaking down information into smaller, manageable chunks makes it easier to process and remember. Use bullet points, lists, and flashcards to summarise key points and concepts.

Use Active Revision Techniques

Active revision techniques, such as teaching the material to someone else, creating mind maps, or testing yourself with quizzes, can help reinforce your understanding and improve recall.

Vary Your Revision Methods

Keep your revision sessions engaging by using a variety of methods. Switch between reading, writing, creating visual aids, and interactive activities to maintain your focus and motivation.

Stay Organised

Keep your study materials organised and easily accessible. Use folders, binders, and digital tools to categorise your notes, resources, and practice papers.

Take Regular Breaks

Revision can be mentally taxing, so it's crucial to take regular breaks to rest and recharge. Follow the Pomodoro Technique which involves 25-minute focused work sessions followed by a five-minute break.

Stay Healthy

Maintain a healthy lifestyle during your revision period. Prioritise sleep, eat nutritious meals, stay hydrated, and incorporate regular exercise to boost your energy levels and concentration.

Stay Positive

A positive mindset can significantly impact your revision and exam performance. Keep your end goals in sight, acknowledge your progress, and be kind to yourself during this challenging period.

Seek Feedback and Clarify Doubts

Don't hesitate to ask for feedback on your revision efforts and exam practice. Discuss any uncertainties or challenges with your teachers, tutors, or classmates. Clarifying doubts and addressing misconceptions early can enhance your understanding and improve your overall exam performance.

Revise Smart, Succeed Big

In conclusion, effective revision requires planning, organisation, and a variety of active learning techniques. By following these tips and staying motivated, you can maximise your potential and achieve your desired exam results.

If you need further assistance with your revision or exam preparation, we can help. Our experienced academics can provide personalised tutoring support, helping you develop effective revision strategies, and build confidence in your exam-taking abilities. Contact us today to enhance your exam performance and reach your academic goals.

How to write a first-class essay and ace your degree

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Trying to devise a structure for your essay can be one of the most difficult parts of the writing process. Making a detailed outline before you begin writing is a good way to make sure your ideas come across in a clear and logical order. A good outline will also save you time in the revision process, reducing the possibility that your ideas will need to be rearranged once you've written them.

The First Steps

Before you can begin outlining, you need to have a sense of what you will argue in the essay. From your analysis and close readings of primary and/or secondary sources you should have notes, ideas, and possible quotes to cite as evidence. Let's say you are writing about the 1999 Republican Primary and you want to prove that each candidate's financial resources were the most important element in the race. At this point, your notes probably lack much coherent order. Most likely, your ideas are still in the order in which they occurred to you; your notes and possible quotes probably still adhere to the chronology of the sources you've examined. Your goal is to rearrange your ideas, notes, and quotes—the raw material of your essay—into an order that best supports your argument, not the arguments you've read in other people's works. To do this, you have to group your notes into categories and then arrange these categories in a logical order.

Generalizing

The first step is to look over each individual piece of information that you've written and assign it to a general category. Ask yourself, "If I were to file this in a database, what would I file it under?" If, using the example of the Republican Primary, you wrote down an observation about John McCain's views on health care, you might list it under the general category of  "Health care policy." As you go through your notes, try to reuse categories whenever possible. Your goal is to reduce your notes to no more than a page of category listings.

Now examine your category headings. Do any seem repetitive? Do any go together? "McCain's expenditure on ads" and "Bush's expenditure on ads," while not exactly repetitive, could easily combine into a more general category like "Candidates' expenditures on ads." Also, keep an eye out for categories that no longer seem to relate to your argument. Individual pieces of information that at first seemed important can begin to appear irrelevant when grouped into a general category.

Now it's time to generalize again. Examine all your categories and look for common themes. Go through each category and ask yourself, "If I were to place this piece of information in a file cabinet, what would I label that cabinet?" Again, try to reuse labels as often as possible: "Health Care," "Foreign Policy," and "Immigration" can all be contained under "Policy Initiatives." Make these larger categories as general as possible so that there are no more than three or four for a 7-10 page paper.

With your notes grouped into generalized categories, the process of ordering them should be easier. To begin, look at your most general categories. With your thesis in mind, try to find a way that the labels might be arranged in a sentence or two that supports your argument. Let's say your thesis is that financial resources played the most important role in the 1999 Republican Primary. Your four most general categories are "Policy Initiatives," "Financial Resources," "Voters' Concerns," and "Voters' Loyalty." You might come up with the following sentence: ÒAlthough McCain's policy initiatives were closest to the voters' concerns, Bush's financial resources won the voters' loyalty.Ó This sentence should reveal the order of your most general categories. You will begin with an examination of McCain's and Bush's views on important issues and compare them to the voters' top concerns. Then you'll look at both candidates' financial resources and show how Bush could win voters' loyalty through effective use of his resources, despite his less popular policy ideas.

With your most general categories in order, you now must order the smaller categories. To do so, arrange each smaller category into a sentence or two that will support the more general sentence you've just devised. Under the category of "Financial Resources," for instance, you might have the smaller categories of "Ad Expenditure," "Campaign Contributions" and "Fundraising." A sentence that supports your general argument might read: "Bush's early emphasis on fundraising led to greater campaign contributions, allowing him to have a greater ad expenditure than McCain."

The final step of the outlining process is to repeat this procedure on the smallest level, with the original notes that you took for your essay. To order what probably was an unwieldy and disorganized set of information at the beginning of this process, you need now only think of a sentence or two to support your general argument. Under the category "Fundraising," for example, you might have quotes about each candidate's estimation of its importance, statistics about the amount of time each candidate spent fundraising, and an idea about how the importance of fundraising never can be overestimated. Sentences to support your general argument might read: "No candidate has ever raised too much money [your idea]. While both McCain and Bush acknowledged the importance of fundraising [your quotes], the numbers clearly point to Bush as the superior fundraiser [your statistics]." The arrangement of your ideas, quotes, and statistics now should come naturally.

Putting It All Together

With these sentences, you have essentially constructed an outline for your essay. The most general ideas, which you organized in your first sentence, constitute the essay's sections. They follow the order in which you placed them in your sentence. The order of the smaller categories within each larger category (determined by your secondary sentences) indicates the order of the paragraphs within each section. Finally, your last set of sentences about your specific notes should show the order of the sentences within each paragraph. An outline for the essay about the 1999 Republican Primary (showing only the sections worked out here) would look something like this:

I. POLICY INITIATIVES

II.  VOTERS' CONCERNS

III.  FINANCIAL RESOURCES

            A.  Fundraising

                        a.  Original Idea

                        b.  McCain Quote/Bush Quote

                        c.  McCain Statistics/Bush Statistics

            B.  Campaign Contributions

            C.  Ad Expenditure

IV.  VOTERS' LOYALTY

Copyright 2000, David Kornhaber, for the Writing Center at Harvard University

Essay Papers Writing Online

A comprehensive guide to essay writing.

Essay writing is a crucial skill that students need to master in order to succeed academically. Whether you’re a high school student working on a history paper or a college student tackling a critical analysis essay, having a solid understanding of the essay writing process is essential.

In this comprehensive guide, we’ll explore the essential tips and tricks that will help you improve your essay writing skills. From generating ideas and organizing your thoughts to crafting a strong thesis statement and polishing your final draft, we’ve got you covered.

Not only that, but we’ll also provide you with useful templates that you can use as a framework for your essays. These templates will help you structure your writing, stay focused on your main argument, and ensure that your essay flows smoothly from one point to the next.

The Ultimate Essay Writing Guides

Essay writing can be a challenging task for many students, but with the right guidance and tips, you can improve your writing skills and produce high-quality essays. In this ultimate guide, we will provide you with valuable advice, tricks, and templates to help you excel in your essay writing endeavors.

1. Understand the Prompt: Before you start writing your essay, make sure you fully understand the prompt or question. Analyze the requirements and key points that need to be addressed in your essay.

2. Create an Outline: Organize your ideas and thoughts by creating a detailed outline for your essay. This will help you structure your arguments and ensure a logical flow of information.

3. Research Thoroughly: Conduct extensive research on your topic to gather relevant information and evidence to support your arguments. Use credible sources and cite them properly in your essay.

4. Write Clearly and Concisely: Avoid using jargon or complex language in your essay. Write in a clear and concise manner to convey your ideas effectively to the reader.

5. Proofread and Edit: Before submitting your essay, make sure to proofread and edit it carefully. Check for grammatical errors, spelling mistakes, and ensure that your essay flows cohesively.

By following these ultimate essay writing guides, you can enhance your writing skills and produce outstanding essays that will impress your instructors and peers. Practice regularly and seek feedback to continuously improve your writing abilities.

Tips for Crafting an A+ Essay

1. Understand the Assignment: Before you start writing, make sure you fully understand the assignment guidelines and requirements. If you have any doubts, clarify them with your instructor.

2. Conduct Thorough Research: Gather relevant sources and information to support your arguments. Make sure to cite your sources properly and use credible sources.

3. Create a Strong Thesis Statement: Your thesis statement should clearly outline the main point of your essay and guide your readers on what to expect.

4. Organize Your Ideas: Create an outline to organize your thoughts and ensure a logical flow of ideas in your essay.

5. Write Clearly and Concisely: Use clear, concise language and avoid unnecessary jargon or complex sentences. Be direct and to the point.

6. Revise and Edit: Always proofread your essay for grammar and spelling errors. Revise your work to ensure coherence and clarity.

7. Seek Feedback: Ask a peer or instructor to review your essay and provide constructive feedback for improvement.

8. Use Proper Formatting: Follow the formatting guidelines provided by your instructor, such as font size, margins, and citation style.

9. Stay Focused: Keep your essay focused on the main topic and avoid going off on tangents. Stick to your thesis statement.

10. Practice, Practice, Practice: The more you practice writing essays, the better you will get at it. Keep practicing and refining your writing skills.

Tricks to Improve Your Writing Skills

Improving your writing skills can be a challenging but rewarding process. Here are some tricks to help you become a better writer:

1. Read widely: Reading a variety of genres and styles can help you develop your own voice and writing style.

2. Practice regularly: The more you write, the better you will become. Set aside time each day to practice writing.

3. Get feedback: Share your writing with others and ask for constructive criticism. Feedback can help you identify areas for improvement.

4. Study grammar and punctuation: Good writing requires a solid understanding of grammar and punctuation rules. Take the time to study and practice these essential skills.

5. Edit and revise: Writing is a process, and editing is an important part of that process. Take the time to edit and revise your work to improve clarity and coherence.

6. Experiment with different writing techniques: Try experimenting with different writing techniques, such as using metaphors, similes, or descriptive language, to enhance your writing.

7. Stay inspired: Find inspiration in the world around you. Whether it’s nature, art, or literature, draw inspiration from your surroundings to fuel your writing.

By following these tricks and practicing regularly, you can improve your writing skills and become a more confident and effective writer.

Step-by-Step Essay Writing Templates

When it comes to writing an essay, having a clear and structured template can be incredibly helpful. Here are some step-by-step essay writing templates that you can use to guide you through the process:

• Introduction: Start your essay with a hook to grab the reader’s attention. Provide some background information on the topic and end with a thesis statement that outlines the main argument of your essay.
• Body Paragraphs: Each body paragraph should focus on a single point that supports your thesis. Start with a topic sentence that introduces the main idea of the paragraph, provide evidence to support your point, and then analyze the evidence to show how it relates back to your thesis.
• Conclusion: Summarize the main points of your essay and restate your thesis in a new way. Avoid introducing new information in the conclusion and instead focus on tying together all the points you have made throughout the essay.

Expert Advice for Writing Top-Notch Essays

When it comes to writing a top-notch essay, it’s essential to follow expert advice to ensure your work stands out. Here are some key tips to help you elevate your writing:

1. Start with a strong thesis statement that clearly outlines your main argument.

2. Conduct thorough research to support your points with credible sources.

3. Organize your thoughts logically and ensure your essay flows smoothly from one point to the next.

4. Use a variety of sentence structures and vocabulary to keep your writing engaging.

5. Proofread and edit your essay carefully to eliminate errors and refine your arguments.

By following these expert tips, you can take your essay writing skills to the next level and produce work that is both informative and compelling.

Resources to Enhance Your Essay Writing Process

When it comes to improving your essay writing skills, there are a variety of resources available to help you enhance your process. Here are some valuable resources that can aid you in becoming a more effective and efficient writer:

• Writing Guides: There are countless writing guides and books that offer tips, tricks, and strategies for improving your writing skills. Whether you’re looking to enhance your grammar, structure, or argumentation, these guides can provide valuable insights.
• Online Writing Communities: Joining online writing communities can be a great way to connect with other writers, receive feedback on your work, and engage in writing challenges and prompts. Websites like Writing.com and Wattpad are popular platforms for writers to share their work and receive critiques.
• Writing Workshops and Courses: Participating in writing workshops and courses can help you hone your craft and develop your writing skills. Whether you prefer in-person workshops or online courses, there are many options available to suit your needs and schedule.
• Writing Apps and Tools: Utilizing writing apps and tools can streamline your writing process and help you stay organized. Tools like Grammarly can assist with grammar and spelling checks, while apps like Scrivener can help you organize your research and ideas.
• Libraries and Writing Centers: Visiting your local library or university writing center can provide access to valuable resources, such as writing guides, research materials, and writing tutors who can offer personalized feedback and support.

By taking advantage of these resources, you can enhance your essay writing process and become a more skilled and confident writer.

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How to Revise an Essay – A Simple Step-By-Step Guide

Many students score poor grades because they don’t know how to revise an essay. Writing a brilliant essay requires time, skills, and experience. However, you should revise your essay after writing it to make it better. That way, the educator will have minimal reasons to give you a low grade. It’s crucial to note that revising an essay doesn’t mean a student is a bad writer.

Every writer understands that editing their work before submitting it is crucial. What’s more, good writing results from continuous editing and endless practice. Even a talented and experienced writer turns to professional editors once in a while and says, “Please revise my essay.” That’s because they know they can’t notice all errors if they revise their essay when tired. So, if you want to score the top grades in your essay assignments, always revise them before submission.

What Does It Mean to Revise Your Essay?

Revision means “to see again” or to give something a fresh look from a critical perspective. Revising an essay is an ongoing process that entails rethinking it, reconsidering the arguments in it, reviewing the presented evidence, refining the purpose, reorganizing the presentation, and reviving its stale prose. When you revise your essay you make it better.

Ideally, revision entails more than fixing spelling and punctuation mistakes. That is known as proofreading and it’s crucial before submitting your paper. However, if your essay has predictable ideas, a weak thesis, and a messed-up organization, proofreading won’t help. Instead, you should revise essay first and then proofread.

A Step-by-Step Guide on How to Revise an Essay

If you have adequate time to revise a paper, take it to perfect your work. That way, you will impress the educator with your work. Rewording your essay or using better words and avoiding repetition is only a part of the revision process. And this is what most people call editing, which is an essential final step of polishing a written work. However, rephrasing won’t make a difference if you don’t think through the ideas of your essay. In some cases, students learn how to revise an essay in college. If that’s not the case for you, here are the steps to follow when revising your essay.

Put the draft aside: Once you’re done writing the essay, put the draft aside for some time. That way, you will be more objective when you come back for essay revision. Get feedback: When revising the essay, you know what you want to say. That means you might not be the best judge to determine the clarity of your draft. Therefore, allow another person to revise the essay for you. For instance, you can get free online essay revision to determine where your essay is unclear. Once you get the feedback, use it to clarify your ideas in the essay. Create a backward outline: Revision of an essay begins when you start thinking about the issues or points you’re trying to articulate and how you’ve presented them. And a backward outline enables you to do that. This outline should identify your main idea in every paragraph. Use the outline to rank the ideas based on their importance in supporting your thesis statement. Also, consider the connections you’ve used between the ideas. Rethink the thesis statement: You can restructure the argument, reorder the point, eliminate redundancies or irrelevancies, or add implications and complications based on your previous step. Your essay might also require additional evidence. Fix the conclusion and introduction: Some people revise an essay from the introduction to the conclusion. However, the best approach is to start with the body of the essay. That’s because you will know what you want to introduce and how to conclude your argument when you start with the body. When revising the introduction, make sure that it starts with a topic sentence. Also, make sure that each paragraph has linking ideas based on your thesis statement. Your conclusion should wrap your argument nicely. Proofread: When proofreading your essay, aim for language economy and precision. Your essay revision checklist should include the items to fix when proofreading. These can include grammatical, spelling, and punctuation errors. Take your time to fix all these errors, including factual mistakes.

Some guides on how to revise a paper recommend reading it aloud. That way, you can notice stylistic infelicities. And this can help if you suspect that your eyes might have missed something when revising the essay.

Effective Paper Revision Tips

Many students know the importance and the steps to follow when revising their essays. However, they encounter challenges when trying to complete this task. So, how do you revise an essay fast without leaving some errors unfixed? Here are helpful tips to guide you.

• Create an essay revision plan: Come up with a plan to guide you throughout the revision process. For instance, you can opt to put the draft aside twice during the revision process. And you can do this by taking a break after reorganizing the work and coming back to polish the work by proofreading.
• Get feedback: You can miss some of the mistakes in your essay because you’ve written it. Therefore, consider using a tool or service to revise essay online free of charge. That way, you will get feedback that can guide you in polishing your work. The internet is awash with tools that allow for free essay revision. However, some of these services will require you to sign up first before using them.
• Take your time: Even the smartest writer will take time to revise paper or essay they’ve written. That’s because they know that fixing all issues in written work requires careful attention to detail. For this reason, some writers opt to revise essay online using sophisticated tools. But if this is not an option for you, take your time to fix all errors in your essay.
• Seek assistance: If you don’t have the time to essay revise, seek help from friends or relatives. You can ask a neighbor or a colleague to go through your essay highlighting your mistakes. After that, you can go through the essay fixing the mistakes your friend has highlighted.

If still unsure what revising an essay entails, you can check some revision essay examples online. That way, you will get a hint of what revision essay is and how to complete this task. Alternatively, you can use an online essay revision service. With this option, you pay an expert to revise your essay. And this is the best approach if you have limited time and you don’t want mistakes to ruin your grade after spending hours or days writing the essay. With some services, you say something like, “Please revise my essay free of charge” to get professional assistance.

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