{"id":168,"date":"2017-07-20T16:30:12","date_gmt":"2017-07-20T16:30:12","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/chapter\/higher-order-concerns-for-editing\/"},"modified":"2017-07-20T16:30:12","modified_gmt":"2017-07-20T16:30:12","slug":"higher-order-concerns-for-editing","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/chapter\/higher-order-concerns-for-editing\/","title":{"raw":"Higher Order Concerns for Editing","rendered":"Higher Order Concerns for Editing"},"content":{"raw":"<h2 class=\"p1\"><span class=\"s1\"><b>Introduction<\/b><\/span><\/h2>\n<p class=\"p1\"><span class=\"s1\">Regardless of writers\u2019 levels of experience or areas of expertise, many struggle with revision, a component of the writing process that encompasses everything from transformative changes in content and argumentation to minor corrections in grammar and punctuation. Perhaps because revision involves so many forms of modification, it is the focus of most scientific writing guides and handbooks.<\/span><span class=\"s1\">\u00a0Revision can be daunting; how does one progress from initial drafts (called \u201crough drafts\u201d for\u00a0good reason) to a polished piece of scholarly writing?<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Developing a process for revision can help writers produce thoughtful, polished texts and grow their written communication skills. Consider, then,\u00a0a systematic approach to revision, including strategies to employ at every step of the process.<\/span><\/p>\n\n<h2 class=\"p1\"><span class=\"s1\"><b>A System for Approaching Revision<\/b><\/span><\/h2>\n<p class=\"p1\"><span class=\"s1\"><img class=\"alignright size-medium wp-image-994\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2232\/2017\/07\/20163011\/arrow-310601_1280-1-150x300.png\" alt=\"Blue arrow pointing down\" width=\"150\" height=\"300\"\/>Generally, revision should be approached in a top-down manner by addressing <strong>higher-order concerns (HOCs)<\/strong> before moving on to <strong>lower-order concerns (LOCs)<\/strong>. In writing studies, the term \u201chigher order\u201d is used to denote major or global issues such as thesis, argumentation, and organization, whereas \u201clower order\u201d is used to denote minor or local issues such as grammar and mechanics.[footnote]McAndrew DA, Registad TJ. <em>Tutoring writing: a practical guide for conferences<\/em>. Portsmouth (NH): Boynton\/Cook; 2001.[\/footnote]<\/span><span class=\"s1\">\u00a0The more analytical work of revising HOCs often has ramifications for the entire piece. Perhaps in refining the argument, a writer will realize that the discussion section does not fully consider the study\u2019s implications. Or, a writer will try a new organizational scheme and find that a paragraph no longer fits and should be cut. Such revisions may have far-reaching implications for the text. <\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Dedicating time to tweaking wording or correcting grammatical errors is unproductive if the sentence will be changed or deleted. Focusing on HOCs before LOCs allows writers to revise more effectively and efficiently.<\/span><\/p>\n\n<h2 class=\"p1\"><span class=\"s1\"><b>Revision Strategies<\/b><\/span><\/h2>\n<p class=\"p1\"><span class=\"s1\">Bearing in mind the general system of revising from HOCs to LOCs, you can employ several revision strategies. <\/span><\/p>\n\n<ul><li class=\"p1\"><span class=\"s1\"><strong>Begin by evaluating how your argument addresses your rhetorical situation<\/strong>\u2014that is, the specific context surrounding your writing, including the audience, exigence, and constraints.[footnote]Bitzer L. \"The rhetorical situation.\" <em>Philos Rhetoric<\/em> 1968; 1 (1): 1-14.[\/footnote]<\/span><span class=\"s1\">\u00a0<\/span>\n<ul><li class=\"p1\"><span class=\"s1\">For example, you may write an article describing a new treatment. If the target journal\u2019s audience comes from a variety of disciplines, you may need to include substantial background explanation, consider the implications for practitioners and scholars in multiple fields, and define technical terms. By contrast, if you are addressing a highly specialized audience, you may be able to dispense with many of the background explanations and definitions because of your shared knowledge base. You may consider the implications only for specialists, as they are your primary audience. Because this sort of revision affects the entire text, beginning by analyzing your rhetorical situation is effective.<\/span><\/li>\n<\/ul><\/li>\n \t<li class=\"p1\"><span class=\"s1\"><strong>Analyze your thesis or main argument for clarity<\/strong>. <\/span><\/li>\n \t<li class=\"p1\"><span class=\"s1\"><strong>Evaluate the global organization of your text by writing a reverse outline<\/strong>. Unlike traditional outlines, which are written before drafting, reverse outlines reflect the content of written drafts. <\/span>\n<ul><li class=\"p1\"><span class=\"s1\">In a separate document or in your text\u2019s margins, record the main idea of each paragraph. Then, consider whether the order of your ideas is logical. This method also will help you identify ideas that are out of place or digressive. You may also evaluate organization by printing the text and cutting it up so that each paragraph appears on a separate piece of paper. You may then easily reorder the paragraphs to test different organizational schemes.<\/span><\/li>\n<\/ul><\/li>\n<\/ul><h2>Completing a Post-Draft Outline<\/h2>\nThe reverse outline mentioned above is also known as a <strong>post-draft outline<\/strong>. Guidance for how to complete one for an entire essay draft, as well as for an individual problematic paragraph, are found in this presentation.\n\n","rendered":"<h2 class=\"p1\"><span class=\"s1\"><b>Introduction<\/b><\/span><\/h2>\n<p class=\"p1\"><span class=\"s1\">Regardless of writers\u2019 levels of experience or areas of expertise, many struggle with revision, a component of the writing process that encompasses everything from transformative changes in content and argumentation to minor corrections in grammar and punctuation. Perhaps because revision involves so many forms of modification, it is the focus of most scientific writing guides and handbooks.<\/span><span class=\"s1\">\u00a0Revision can be daunting; how does one progress from initial drafts (called \u201crough drafts\u201d for\u00a0good reason) to a polished piece of scholarly writing?<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Developing a process for revision can help writers produce thoughtful, polished texts and grow their written communication skills. Consider, then,\u00a0a systematic approach to revision, including strategies to employ at every step of the process.<\/span><\/p>\n<h2 class=\"p1\"><span class=\"s1\"><b>A System for Approaching Revision<\/b><\/span><\/h2>\n<p class=\"p1\"><span class=\"s1\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-994\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2232\/2017\/07\/20163011\/arrow-310601_1280-1-150x300.png\" alt=\"Blue arrow pointing down\" width=\"150\" height=\"300\" \/>Generally, revision should be approached in a top-down manner by addressing <strong>higher-order concerns (HOCs)<\/strong> before moving on to <strong>lower-order concerns (LOCs)<\/strong>. In writing studies, the term \u201chigher order\u201d is used to denote major or global issues such as thesis, argumentation, and organization, whereas \u201clower order\u201d is used to denote minor or local issues such as grammar and mechanics.<a class=\"footnote\" title=\"McAndrew DA, Registad TJ. Tutoring writing: a practical guide for conferences. Portsmouth (NH): Boynton\/Cook; 2001.\" id=\"return-footnote-168-1\" href=\"#footnote-168-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/span><span class=\"s1\">\u00a0The more analytical work of revising HOCs often has ramifications for the entire piece. Perhaps in refining the argument, a writer will realize that the discussion section does not fully consider the study\u2019s implications. Or, a writer will try a new organizational scheme and find that a paragraph no longer fits and should be cut. Such revisions may have far-reaching implications for the text. <\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Dedicating time to tweaking wording or correcting grammatical errors is unproductive if the sentence will be changed or deleted. Focusing on HOCs before LOCs allows writers to revise more effectively and efficiently.<\/span><\/p>\n<h2 class=\"p1\"><span class=\"s1\"><b>Revision Strategies<\/b><\/span><\/h2>\n<p class=\"p1\"><span class=\"s1\">Bearing in mind the general system of revising from HOCs to LOCs, you can employ several revision strategies. <\/span><\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\"><strong>Begin by evaluating how your argument addresses your rhetorical situation<\/strong>\u2014that is, the specific context surrounding your writing, including the audience, exigence, and constraints.<a class=\"footnote\" title=\"Bitzer L. &quot;The rhetorical situation.&quot; Philos Rhetoric 1968; 1 (1): 1-14.\" id=\"return-footnote-168-2\" href=\"#footnote-168-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/span><span class=\"s1\">\u00a0<\/span>\n<ul>\n<li class=\"p1\"><span class=\"s1\">For example, you may write an article describing a new treatment. If the target journal\u2019s audience comes from a variety of disciplines, you may need to include substantial background explanation, consider the implications for practitioners and scholars in multiple fields, and define technical terms. By contrast, if you are addressing a highly specialized audience, you may be able to dispense with many of the background explanations and definitions because of your shared knowledge base. You may consider the implications only for specialists, as they are your primary audience. Because this sort of revision affects the entire text, beginning by analyzing your rhetorical situation is effective.<\/span><\/li>\n<\/ul>\n<\/li>\n<li class=\"p1\"><span class=\"s1\"><strong>Analyze your thesis or main argument for clarity<\/strong>. <\/span><\/li>\n<li class=\"p1\"><span class=\"s1\"><strong>Evaluate the global organization of your text by writing a reverse outline<\/strong>. Unlike traditional outlines, which are written before drafting, reverse outlines reflect the content of written drafts. <\/span>\n<ul>\n<li class=\"p1\"><span class=\"s1\">In a separate document or in your text\u2019s margins, record the main idea of each paragraph. Then, consider whether the order of your ideas is logical. This method also will help you identify ideas that are out of place or digressive. You may also evaluate organization by printing the text and cutting it up so that each paragraph appears on a separate piece of paper. You may then easily reorder the paragraphs to test different organizational schemes.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2>Completing a Post-Draft Outline<\/h2>\n<p>The reverse outline mentioned above is also known as a <strong>post-draft outline<\/strong>. Guidance for how to complete one for an entire essay draft, as well as for an individual problematic paragraph, are found in this presentation.<\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-168\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Revision and Adaptation. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Revision Strategies. <strong>Authored by<\/strong>: Kristin Messuri. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/pulmonarychronicles.com\/ojs\/index.php?journal=pulmonarychronicles&#038;page=article&#038;op=view&#038;path%5B%5D=263&#038;path%5B%5D=662\">http:\/\/pulmonarychronicles.com\/ojs\/index.php?journal=pulmonarychronicles&#038;page=article&#038;op=view&#038;path%5B%5D=263&#038;path%5B%5D=662<\/a>. <strong>Project<\/strong>: Pulmonary Chronicles. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Post-Draft Outline. <strong>Authored by<\/strong>: Alexis McMillan-Clifton. <strong>Provided by<\/strong>: Tacoma Community College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/prezi.com\/ilic1tcomvne\/?utm_campaign=share&#038;utm_medium=copy&#038;rc=ex0share\">http:\/\/prezi.com\/ilic1tcomvne\/?utm_campaign=share&#038;utm_medium=copy&#038;rc=ex0share<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Image of arrow. <strong>Authored by<\/strong>: ClkerFreeVectorImages. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/en\/arrow-down-blue-handdrawn-pointing-310601\/\">https:\/\/pixabay.com\/en\/arrow-down-blue-handdrawn-pointing-310601\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-168-1\">McAndrew DA, Registad TJ. <em>Tutoring writing: a practical guide for conferences<\/em>. Portsmouth (NH): Boynton\/Cook; 2001. <a href=\"#return-footnote-168-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-168-2\">Bitzer L. \"The rhetorical situation.\" <em>Philos Rhetoric<\/em> 1968; 1 (1): 1-14. <a href=\"#return-footnote-168-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":19,"menu_order":5,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Revision Strategies\",\"author\":\"Kristin Messuri\",\"organization\":\"\",\"url\":\"http:\/\/pulmonarychronicles.com\/ojs\/index.php?journal=pulmonarychronicles&page=article&op=view&path%5B%5D=263&path%5B%5D=662\",\"project\":\"Pulmonary Chronicles\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Post-Draft Outline\",\"author\":\"Alexis McMillan-Clifton\",\"organization\":\"Tacoma Community College\",\"url\":\"http:\/\/prezi.com\/ilic1tcomvne\/?utm_campaign=share&utm_medium=copy&rc=ex0share\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Revision and Adaptation\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of arrow\",\"author\":\"ClkerFreeVectorImages\",\"organization\":\"\",\"url\":\"https:\/\/pixabay.com\/en\/arrow-down-blue-handdrawn-pointing-310601\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-168","chapter","type-chapter","status-publish","hentry"],"part":155,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/wp-json\/pressbooks\/v2\/chapters\/168","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":0,"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/wp-json\/pressbooks\/v2\/chapters\/168\/revisions"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/wp-json\/pressbooks\/v2\/parts\/155"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/wp-json\/pressbooks\/v2\/chapters\/168\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/wp-json\/wp\/v2\/media?parent=168"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/wp-json\/pressbooks\/v2\/chapter-type?post=168"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/wp-json\/wp\/v2\/contributor?post=168"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-styleguide2\/wp-json\/wp\/v2\/license?post=168"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}