Editing Guidelines
NOTE: Information provided in this document is sample standards to follow but are adaptable depending on partner
needs.
Table of Contents
Writing ............................................................................................................................................................................2
Style and Tone...........................................................................................................................................................2
Topics ........................................................................................................................................................................2
Objectives ..................................................................................................................................................................2
Discussion Questions (DQs) ......................................................................................................................................2
Readings ...................................................................................................................................................................3
Additional Materials ...................................................................................................................................................4
Website Links ............................................................................................................................................................4
Citations and Copyright Attributions ...........................................................................................................................4
File Naming Conventions ...........................................................................................................................................5
Formatting ......................................................................................................................................................................7
General ......................................................................................................................................................................7
Bold ...........................................................................................................................................................................7
Bulleted Lists .............................................................................................................................................................8
Spacing ......................................................................................................................................................................8
Topics ...................................................................................................................................................................... 10
Mechanics .................................................................................................................................................................... 11
Punctuation .............................................................................................................................................................. 11
Abbreviations ........................................................................................................................................................... 11
Numbers .................................................................................................................................................................. 11
Capitalization ........................................................................................................................................................... 11
Editing process and expectations................................................................................................................................. 13
Before you submit documents for editing ................................................................................................................. 13
The editing process ................................................................................................................................................. 13
After you receive your documents back from editing ............................................................................................... 13
Microsoft tips and tricks ................................................................................................................................................ 15
Basic Text and Special Characters .......................................................................................................................... 15
Track Changes ........................................................................................................................................................ 15
Additional Materials Sample 1 ...................................................................................................................................... 17
Additional Materials Sample 2 ...................................................................................................................................... 19
2
Writing
Style and Tone
Write course materials with a voice that is both academic and engaging. This means having precise
diction but avoiding constructions that are stiff, impersonal, or difficult to read.
Academic tone: Maintain a tone that is appropriate for the course level and the subject matter. Consider
how an instructor would write if he or she were addressing a small class.
Clear and concise sentences: Keep sentences short, especially in instructional text and assignment
directions. This is the easiest way to improve readability without sacrificing nuance or removing content.
Bias-free language: Avoid bias in your word choice (especially concerning age, race, gender, sexual
orientation, and disabilities), and refrain from making opinionated statements (unless you are citing
authorities from that field).
Engaging, personalized language: To write directions and discussion prompts, use second-person
language, addressing the reader as “you.”
Direct instructions: Use verbs to begin directions (e.g. “Complete the Exercises and Journal Entries in
the textbook as you work through each chapter”). Write these main components as short, direct
commands.
Topics
Topics are short, generally one line each, consisting of main points to be covered in the week. Enter the
weekly topics in the designated area in the Faculty Instructional Guide. (See “Formatting: Topics” for help
formatting long topics or multiple topics in a week.)
Objectives
Objectives are entered in the Faculty Instructional Guide as a numbered list. The numeric system aligns
with the week and the order of the objective in relation to that week (e.g., 2.3 is the third objective in
Week 2.)
Learning
Objectives
1.1
1.2
1.3
1.4
Identify university resources for success.
Develop educational and professional goals.
Recognize the importance of personal responsibility.
Demonstrate the key elements of the writing process.
Discussion Questions (DQs)
The Faculty Instructional Guide has a designated area to include the DQs. The questions are left- aligned
and can include a title above the main text, depending on partner needs.
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Discussion
Motivation and Support
What is your motivation for enrolling in a degree program at this point in your
life? What might you do to keep yourself motivated as you progress through
your program?
Readings
Basic form: When listing textbook readings, use the following form: Read Ch. X of Textbook Title. Use
this style (the Ch. abbreviation and italicized book title) in the Readings list in the Faculty Instructional
Guide and any other place where you need to list a textbook chapter.
Reading
Read Ch. 11 of Becoming a Master Student.
Multiple chapters: When grouping together multiple chapters, separate the numbers by commas, use an
en dash (Ctrl + Number pad minus) for ranges, and use an ampersand (&) before the final number.
Reading
Read Ch. 1–3, 7, 9, & 15 of Becoming a Master Student.
Sections or items in a chapter: To refer to sections of readings in a chapter, use the following form:
Read the section Title in Ch. X of Textbook Title.
Reading
Read the section About Description in Ch. 14 of Sundance Writer.
For multiple sections, follow the same form described above, add the word ‘following’, and use a bulleted
list for the sections followed by a colon (:).
Reading
Read the following sections in Ch. 8 of Becoming a Writer:



Description
Narration
Example
To refer to information taken from a particular place, use the following form: something is in Table X (or
Illustration or Figure) on p. Y of Textbook Title.
Review the laws affecting intellectual property in Table 8.11 and Figure 8.13 on p. 110 of
Intellectual Property in the Internet Age.
4
Page numbers: Use the abbreviations p. (single number) and pp. (multiple pages).
Identify vocabulary words at the end of the chapter, and then answer the review questions on
pp. 12–13 & 15 of Intellectual Property in the Internet Age.
Additional Materials
Additional materials are documents beyond the standard development worksheet that can act as
appendixes, references, or other form of supplemental information. Depending on the partner’s needs,
the document may be converted to PDF format. To see examples of materials, click the links below or
scroll to the end of the document.
Sample Additional Materials 1
Sample Additional Materials 2
Website Links
Because web addresses are often changed, links in course materials can become broken and unusable.
Always double-check links, and be sure to provide the title of the website and the title of the specific web
page along with the link.
For more ideas, see “7 Essential Books on Music, Emotion, and the Brain” on the Brain Pickings
website: http://www.brainpickings.org/index.php/2011/03/21/must-read-books-music-emotionbrain/
Citations and Copyright Attributions
Scholarly citations: To quote a small amount of text or attribute an idea to an authority, use a scholarly
citation (following the partner’s preferred style guide, usually MLA or APA). Citations are not needed if
you are simply listing chapter or section titles in the textbook, but you should cite the textbook
appropriately when you quote or paraphrase its content.
See the Perdue OWL site for citation examples of different types of works. Below are brief samples of
basic citations and references. Please see the OWL link for a more comprehensive list.
APA
In-text citation (paraphrasing):
After reviewing the cases and the potential positives and negatives, it was obvious that the
situation could end unfavorably (Deyoung, 2012).
In-text citation (quotation):
According to Deyoung (2012), these types of cases “often end disastrously” (p. 34).
5
Reference citation:
Deyoung, T. (2012). Intellectual property in the Internet age. Bloomington, IN: Triplecrown.
MLA
In-text citation (paraphrasing):
After reviewing the cases and the potential positives and negatives, it was obvious that the
situation could end unfavorably (Deyoung, 2012).
In-text citation (quotation):
According to Deyoung, these types of cases “often end disastrously” (34).
Works-cited citation:
APA:
Deyoung, T. (2012). Intellectual Property in the Internet Age (3rd ed.). Bloomington: Triplecrown.
MLA:
Deyoung, Thomas. Intellectual Property in the Internet Age. 3rd. ed. Bloomington: Triplecrown,
2012. Print.
Copyright attributions: Any borrowing of content that goes beyond modest paraphrasing or quotations
(as much as a student would be allowed to include in a research paper) probably requires permission
from the copyright holder. Recreation or reprinting of figures, images, and tables almost always requires
this kind of permission. When you receive permission, include an attribution note immediately before or
after the borrowed material:
From Tom Malkin, Social Media in Corporate Communications. Copyright 2012 Rainstick Media.
Used with permission.
File Naming Conventions
When saving files, add the course code in the original file name and include spaces by using an
underscore.
If necessary, add the version number after the course code to signify the current version of the course
update. The version code is dependent on the partner’s naming convention. If you are making changes to
a course development document and keeping a trail of changes is important, add the dates separated by
periods at the end of a document title to show a trail of dates.
See examples below, notice the red font to signify the changes:
6
File Names:
ENG101_Synergis_FIG.doc
ENG101_Course_Development_Worksheet.doc
Files with Version Codes:
ENG101v1_Synergis_FIG.doc OR ENG101_v1_Synergis_FIG.doc
ENG101r2_Course_Development_Worksheet.doc OR
ENG101_r2_Course_Development_Worksheet.doc
Dates Added to Track Changes:
ENG101_Synergis_FIG_11.17.12.doc
ENG101_Course_Development_Worksheet_1.10.13.doc
7
Formatting
General
Text is in Arial font, 10 pt., black, single spaced. Page margins are 1 inch on all sides.
Bold
Assignment title and directions: When you write activities and assignments, the title should be in bold,
and the instruction sentences generally start with a verb. The first verb starting an instruction sentence is
in bold. The major tasks in the assignments should each have their own line starting with a bolded verb.
See example below:
Critical Thinking Development
Refer to the Elder & Paul article, “Critical thinking: A stage theory of critical thinking,” in the
Library Reserve.
Identify your stage of critical thinking.
Answer the following questions:


How might you progress to the next stage of development?
What obstacles might hinder your progress?
No bold for explanatory text: For introductory or follow-up text in activities and assignments—items that
are not directions—the text should be aligned with the title, with no bolding. See examples below:
Example 1:
Thesis Statement
A thesis statement summarizes the purpose of an essay and is usually found in the first paragraph
of the essay.
Review the instructions for the Academic and Professional Success Essay assignment.
Create a thesis statement for your essay.
Example 2:
Class Space
Read the Smith & Paul article “Classroom Spaces” in the Library Reserve.
What space are you currently using to complete your coursework?
Think about your ideal work space – a place where you can read, study, and work on the online
components of your courses. Where is it? What does it include? How might you create this space
for yourself?
8
Bulleted Lists
Bullets are generally used to list questions, assignment requirements, or main points. For bullets in the
assignment field, use the solid round bullet for the first level. For a sub-list, indent from the original solid
bullet and use the hollow white bullet.
The first (solid bullet) list level should be aligned left, positioned at .25 inch from the left margin with text
indented at .5 inch. The second (hollow white bullet) level is positioned .75 inch with text indented at 1
inch. See example below:
Time Commitments and Availability
Complete Exercise 8 in Ch. 2 of the text.


Review the Time Monitor and note the areas you can use for class and homework. Be sure
to leave time for family, friends, and yourself.
Answer the following questions:
o
o
Do you have enough time each week to devote to your education?
If not, what changes are you willing to make to accommodate your education?
Spacing
Bolded directions: Do not put blank line spaces between lines of bolded instructions unless some of the
lines overlap into a second line. (If only the last line overlaps, omit the spaces).
No spaces between lines:
Interests and Competencies
Access My Career Plan in Phoenix Career Services located on the student website.
Complete the Career Interest Profiler (if you have not done so already).
Complete the Career Plan Building Activity: Competencies.
Add spaces if lines overlap to a second line:
Strategies to Overcome Barriers
List the top three external barriers and the top three internal barriers from the Barriers to
Improvement assignment you completed in Workshop Two.
Describe a strategy that can be used to overcome each barrier and support the improvement.
Use your readings and additional research. See Figure 10.1 of Leading for Learning. Cite the
strategies consistent with APA guidelines.
Explain why you think each strategy would work for your school.
9
No spaces if only the last line overlaps:
Thesis Statement and Informal Outline
Review the assignment directions for the Personal Responsibility Essay, due in Week Five.
Create a thesis statement and informal outline for your Personal Responsibility Essay.
Complete the University of Phoenix Material: Thesis Statement and Informal Outline Worksheet
on the student website.
Bullets and other text: Use a blank line space before and after sections of body text. For instance, a
group of questions and direct instructions in bulleted lists are separated by a space before and after the
grouping. Spaces are also added after assignment titles.
If bullet points are lengthy—three or more lines—you can add space between each one to improve
readability.
See examples below; notice the spaces between sections and the title:
Example 1:
Goal Mapping
Complete the Goal Mapping Worksheet by including the following information:



One long-term educational goal and one long-term professional goal
At least 2 short-term goals for each long-term goal
An action plan for achieving the short-term and long-term goals that addresses actions for
o
o
o
o

Today
This week
This month
This year
Answer the following questions:
o
o
o
Why do you think it is important to set goals?
What strategies do you think may be helpful in achieving your goals?
How can you enlist the help of people in your support structure in achieving your goals?
Example 2:
Academic and Professional Success Essay
Write a 350- to 700-word essay in which you include the following:




Define what personal responsibility means to you.
Describe how you practice personal responsibility in your life.
Explain the relationship between personal responsibility and success.
Include a preliminary plan to practice personal responsibility in your education and
profession.
10
Format your essay consistent with the style guidelines required by your program.
Topics
Long topics: If the topic overlaps beyond the designated area provided, indent the second line to align
with the start of the original topic. To do this:

Press Enter on the second line so that it acts as a separate sentence.

With the Ruler feature on, move the (left-aligned) indent tabs that correspond to the second line until
it aligns to the start of the original topic. See “Create or Modify a Tab Stop” on Microsoft.com.
Multiple topics in a week: Sometimes one week can have more than one topic; in that case, indent the
second topic until it aligns to the start of the original topic. Follow the instructions in the previous
paragraph on how to indent the second line. See examples below:
One Topic:
Week Two: Critical Thinking and Problem Solving
Overlapping Topic:
Week One: Application of the Principles of Instructional
Program Management and Evaluation
Multiple Topics:
Week One: Evaluation Tools and Techniques
Conferencing Tools and Techniques
11
Mechanics
The small details of capitalization, numbers, and abbreviations may vary depending on the style (APA or
MLA), but most of the rules are the same for all American academic styles. See the APA Publication
Manual or the MLA Handbook for more details, or look online (for example: Perdue OWL MLA guide,
Perdue OWL APA guide).
Punctuation




Put only one space after period.
Use the serial comma. (Sarah, Emily, and Marissa)
Avoid slashes.
Use semicolons in lists with internal commas. (Akron, Ohio; Madison, Wisconsin; and Boulder,
Colorado)
Abbreviations


No periods are used for abbreviations (except those with all lowercase letters, like p. and pp.)
Generally, define on first reference using parenthesis; afterwards use only the abbreviation.
The American Medical Association (AMA) was… As the health care system shifts to meet the
needs of customers, AMA…



There is no need to define common abbreviations that would be in the dictionary (USA, amt, TV).
Avoid Latin abbreviations when you can substitute English equivalents.
BCE and CE (or AD and BC) are uppercase; a.m. and p.m. are lowercase.
Numbers
APA: Use words for one through nine, numerals for 10 and above. Also use numerals for decimals,
percentages, measurements with units, page numbers, and dates and times. Use numerals for centuries
(e.g., “the 20th century”).
MLA: Use words for numbers that can be expressed in one or two words (including numbers one through
one hundred), numerals for numbers that would take three or more words. Also use numerals for
decimals, percentages, measurements with units, page numbers, and dates and times. Use words for
centuries (e.g., “the twentieth century”).
Capitalization
APA: Capitalize the first word of a title or subtitle; capitalize all “major words” (verbs, nouns, pronouns,
adjectives, adverbs) and ALL words of four letters or more. Do not capitalize conjunctions, articles (such
as a, an, or the), or short (two- or three-letter) prepositions.
Writing With a Direct Voice: Putting Clarity Before Pizazz
12
MLA: Capitalize the first word of a title or subtitle; capitalize all “principal words” (verbs, nouns, pronouns,
adjectives, adverbs, and subordinating conjunctions). Do not capitalize articles, prepositions, coordinating
conjunctions, or the to in infinitives.
Writing with a Direct Voice: Putting Clarity before Pizazz
13
Editing process and expectations
Before you submit documents for editing
Read through everything and try to catch gaps, inconsistencies, and errors: Make sure directions
and content all make sense to a new reader. Remember that while an editor can fix punctuation mistakes
easily, he or she may have to rely on guesswork to fill content gaps or clarify assignment instructions.
Review guidelines for the style guide you are following (MLA or APA): Most importantly, check that
your citations are complete and accurate (see “Citations and Copyright Attributions” above). The style
guide will also determine how headings and titles are capitalized and how numbers, abbreviations, and
punctuation are used (see “Mechanics” above).
Make note of any special circumstances or irregularities: Any information you can provide to the
editor ahead of time will save time and potential hassle. Note any issues when you email the editor, or put
comments into your document.
The editing process
What the editor does: The editor will review your documents for correctness, consistency, and
readability. He or she will edit with the following goals in mind:








Clear and concise writing, especially in activity and assignment directions
Appropriate tone and writing style based on the institution, level, and subject matter
Factual correctness in use of terms (based on textbooks and other sources)
Excellent grammar and usage
Consistent style (such as MLA or APA)
Proper citations for outside materials
Consistency in titles, point values, directions, and so on
Correct formatting based on template
Track changes: The editor will use Track Changes in Microsoft Word to review your document and make
corrections. (See “Track Changes tips” below.)
Communication: Watch for emails or phone calls from the editor. He or she might have questions that
cannot wait until after the editing process.
After you receive your documents back from editing
Review the editor’s major feedback: Read the editor’s email and see if there are any major issues you
should discuss with him or her before proceeding.
14
Read through the document and look for comments: The editor will use comments to make queries
throughout the document. Usually these are issues that the editor has left for you to address yourself.
Thoroughly read through the edits: You may find it beneficial to switch back and forth between your
original version and the final edited view as you accept the edits. The editor has likely practiced excellent
restraint with his or her changes, but you should still double-check that the final text is correct throughout.
15
Microsoft tips and tricks
Basic Text and Special Characters
Text and paragraph setting: Text should be black, Arial, 10 pt., except for headings. Paragraph spacing
should be set to zero. For best results, use the automatic styles in the document—select a block of text
and simply click the appropriate style button. Check the template the basic formatting specifications.
Keyboard shortcuts for text entry: The following are some helpful shortcuts.
Bold
Ctrl + B
Italics
Ctrl + I
Copy, cut, paste
Ctrl + C, Ctrl + X, Ctrl + V
Undo, redo
Ctrl + Z, Ctrl + Y
En dash –
Ctrl + Number pad minus
Em dash —
Ctrl + Alt + Number pad minus
Copyright ©
Ctrl + Alt + C
Trademark ™
Ctrl + Alt + T
Reg. trademark ®
Ctrl + Alt + R (may need to be superscripted)
Superscript
Ctrl + Shift + Plus
Track Changes
Turning tracking on or off: You can check to see if Track Changes is on by going to the Review ribbon
in Word. Click Track Changes to turn on or off tracking. The box will be lightly shaded when tracking is on.
Alternatively, you can press Ctrl + Shift + E to toggle tracking on or off.
16
Configuring before first use: Do the following to set up your computer for the most productive track
changes viewing.


Click the File tab and select Options. Make sure that your name and initials are filled in.
Click the Review tab, then select Show Markup, scroll down to Balloons, and select Show all
revisions in balloons.
Different views: The Track Changes menu allows you to see your document in three different views:



Original: How your document looked before it went to editing.
Final showing markup: The edited copy of the document, where you can see all changes and
comments.
Final: How your document would look if you accepted every change.
Comments: When you receive your document back from editing, look for comments on the right side of
the document (in Final showing markup view). These are queries from editor—questions or follow-up
items that will require some action on your part.
Reviewing and accepting changes: When you receive your document back from editing, you will want
to review the editor’s changes thoroughly but quickly. The following is one suggested approach:

In Final showing markup view, review the edits briefly. Look for comments from the editor and
deal with each one.

In Final showing markup view, go paragraph by paragraph (or row by row in a table) and review
the edits. For a section with large changes, it may be helpful to switch between Original and Final
view. If there are any changes you do not want to make, reject those individually (using the
Reject button on the Review pane). Once you are comfortable with how the final version will look,
select that entire section with your mouse and click Accept (or press Ctrl + Alt + Num. pad 4).

Accept edits in Final showing markup view until there are no more changes. As a final step,
look over the document for typos or misspellings that Word might be pointing out. It can be easy
for a missed keystroke during your review to result in a typo.
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Additional Materials Sample 1
Five Cornerstones of Online Communication
Outcomes
4.1 Evaluate discussion responses.
Because online communication occurs solely via the written word, the importance of paying
attention to one’s “online tone” cannot be overstated; unlike in a traditional classroom, body
language, tone of voice, and immediate feedback are absent. Below are five categories that are
the cornerstones of online classroom discussions.
1. Online etiquette
All communication in the online classroom is open to interpretation. Without the
physical and auditory cues of body language, voice inflection, and facial expression,
readers are provided with little physical evidence (other than the words themselves) of
the online writers’ intent. The following is a list of some of the etiquette techniques
online writers can employ to better convey the meaning of what they are writing.
a. Text formatting
 Font colors
 Emphasis (bold, italics, and underlined text)
b. Emoticons (to convey emotion)
c. Use correct but conversational language.
 Correct grammar
 Careful word choice
 Proper punctuation
d. Assume a positive state of mind. Mood plays a large role in how and what we
communicate.
e. Use “I” language instead of “you” (as in “my experience” versus “you are”).
f. Profanity of any kind is prohibited (including profane insinuations or acronyms).
g. Reflect before posting.
2. Grammar
a. Spell check, spell check, and spell check. Then spell check again.
b. Punctuation
c. Word usage and choice
3. Substantive vs. nonsubstantive responses
Student’s responses to discussion questions should be substantive and move the
discussion forward. Here are some suggestions for creating substantive discussion
responses:
a. Share personal or work experiences relevant to the topic. Examples:
 “In my job role as an accountant I find that…”
 “Within my organization…”
 “What I’ve learned is…”
 “My experience tells me…”
18
b. If you agree or disagree with the person, explain why and include examples to
support your position. Remember online etiquette—opinions will differ on
topics. Always be respectful of others backgrounds, cultures, and experiences.
c. Ask questions of other class members.
 “I would like to hear what others have to say on this topic. Classmates?”
 “Hi Whitney! You stated ‘the sky is blue’ and I agree. I do wonder,
however, why is the sky blue?”
 “Hi Joe! I’m a bit confused. Can you clarify for me what you mean by ‘the
stock market fell by 13…’ Do you mean 13 points or 13 percentage points?
Thanks Joe!”
d. Relate the topic to the weekly assignments or readings.
 “In our readings this week, Simon and Schuster state ‘learning is a matter
of experiencing.’ I would agree with this statement.”
 “Something that really stood out to me from our weekly reading was in the
article ‘Good Men, Brave Men.’”
e. Cite your sources.
 “Williams (2011) stated…”
 Provide a citation at the end of a post
4. Research based responses vs. opinion based responses
a. Use of research is clearly stated (see “Cite your sources” above).
b. Factual: based on clear research or evidence
c. Using “I” instead of “you”—e.g. “my experience” versus “you are.”
5. Academic Rigor
a. Cite sources that support your position.
b. Avoid plagiarism—avoiding plagiarism is not just for papers that are submitted;
online discussions count as well!
“Plagiarizing, that is, the offering as one’s own work, the words, ideas, or
arguments of another person or using the work of another without appropriate
attribution by quotation, reference, or footnote. Plagiarism occurs both when
the words of another (in print, electronic, or any other medium) are reproduced
without acknowledgement and when the ideas or arguments of another are
paraphrased in such a way as to lead the reader to believe that they originated
with the writer. It is not sufficient to provide a citation if the words of another
have been reproduced – this also requires quotation marks. It is the
responsibility of all University students to understand the methods of proper
attribution and to apply those principles in all materials submitted.” (University
of Arkansas; Provost and Vice Chancellor for Academic Affairs).
Return to Table of Contents
19
Additional Materials Sample 2
Technology Requirements
You will use different technology devices to complete assignments, download course materials, and
work on other academic tasks. You will be expected to have access to and use the hardware and
software described below.
Please note that as a result of the rapid rate of change in technology, we anticipate that hardware and
software competencies are updated regularly. It is your responsibility to stay abreast of these updates.
Hardware & Peripherals
You are required to have use of a computer system with the following specifications and components:









2 GHz processor or faster
1GB RAM or greater
80 GB hard drive or larger
Cable/DSL broadband connection or better
1024 × 768 resolution monitor or greater and supporting video card
CD-ROM drive
Inkjet or laser printer
A web camera capable of video web conferencing and editing
Headset with a microphone
Software Applications
You are required to have use of the following operating systems and applications*:
•
•
•
•
Operating system: Windows® XP or later OR
Mac OS 10.4 or later, with Windows XP
Microsoft Office 2007 (PC) or later, Office 2008 (MAC)
One of the following Internet browsers: o Microsoft® Internet Explorer 7.0 or later
o
o
o
•
•
•
•
•
•
•
•
Mozilla Firefox 3.5 or later
Google Chrome 7.0 or later
Apple Safari 5.0 or later
Adobe® Reader 9.0 or later
Adobe Flash plug-in 10.0 or later
System configured to allow installation of browser plug-ins as required
Local administrative privileges (for required software installations)
Ability to disable the pop-up blocker
Anti-virus program (updated regularly)
E-mail account
Broadband Internet access
*Updated software requirements may be available on your University Information Technology page
Return to Table of Contents