Editorial Process

Editing is the process of preparing language, images, or sound for presentation through correction, condensation, organization, and other modifications. A person who edits is called an editor. An important part of editing is the idea conception angle, and having the judgment to assign who does the work. Editing is therefore also a modality that applies human relations and creative skills as well. In a sense, the editing process originates with the idea for the work itself, and in the relationship between the author and the editor.
Editorial style governs all those aspects of the presentation of printed matter on which the author or editor must make choice between various alternatives.
These aspects include:
•    Orthography (spelling, hyphenation)
•    Punctuation
•    Type styles (italic, bold, small capitals)
•    Capitalization
•    Use of quotation marks (other than for quoted matter)
•    Numbers
•    Abbreviations
•    Accent and diacriticals
•    Treatment of quotations
With the editorial department certain decisions commonly made or implemented by the Editor may cross over with the responsibility of the designer, and it may be useful to them with the design and production colleagues if they pose extraordinary problems.
These include:
Content, layout and style of standard displayed elements, such as title and contents pages, headings, copyright information etc
Layout and presentation of tables, boxes, figures and other extra-textual material and indentations in lists, notes, bibliographies and indexes.
Any or all of these decisions may be afresh for each Editorial task (as in much book work) or made once and for all and enshrined in a style manual (as in journals and some book work).
The purpose of conscious decision-making about editorial style is to maintain consistency, so that in the finished publication the appearance and presentation of the material interpose no obstacles between the next and the reader’s understanding.
The general purpose of editorial consistency is dealt with in the Editor’s function where a checklist, including points of editorial style, is presented. It is important to note that material quoted from other sources should not be made to conform to the style chosen for the text of the publication.

Creating and maintaining editorial
There are three stages in making editorial style decision. The Editor must:
•    Identify those points that require editorial decisions;
•    Make an appropriate decision, according to accepted conventions or the particular requirements of the script;
•    Record the decisions for future reference.
Identifying style points
In order to deal successfully and consistently with editorial style you must be:
•    Aware of all areas in which alternatives are possible;
•    Aware of what the alternatives are.
It is important to realize that style is embodied in some aspect of the script that you may decide not to change. But you are making a style decision no less by accepting the existing style than by making a change.
It is therefore just as important to note existing style points that you leave unaltered as it is to keep a record of changes made, because:
•    The author may not apply his/her chosen style consistently;
•    An existing style may have implications for other decisions.
One advantage to looking through the whole script before starting work is that you will spot some style hazards the material contains. You might, for example, notice that the author:
•    Is inconsistent in using italics to highlight new terms;
•    Overuses capitals or scare quotes;
•    Consistently uses American spellings for certain for certain words( it might not be sensible to change these)
Use active rather than passive voice.
Not: ‘hopes were lost.’ (by whom?)
But: ‘I lost hope.’
•    In active voice, the subject clearly performs the action:
o    ‘Adaex offers a valuable New Orientation program.’
•    In passive voice, the subject is acted upon and may be unclear:
o    ‘A valuable New Orientation program is offered.’

The active voice is generally preferred because it is more direct and clear. Passive voice is appropriate only when it is important to draw attention to the thing acted upon or when you want to de-emphasize the subject.
Use short, simple words. Write and rewrite for brevity. Using short, simple, straightforward words is usually the most effective way to communicate your message. Sample short replacements include:

ascertain (study)
endeavor (try)
enumerate (list)    


initiate (start)
modification (change)
utilize (use)
Avoid wordiness. Wordiness slows down the speed and can distract from your message.
Not: In light of the fact that you have failed to take the test during the time in which it was available, I am at this point going to have to fail you from the class.
But: Because you missed the deadline to take the test, you did not pass the class.
Use specific and concrete language. This will give your writing interest, as well as richer, more pertinent content.
Not: The student was interested in the class.
The dog jumped on top of the car.
But: The student paid close attention to the discussion and asked thoughtful questions.
The Saint Bernard jumped on top of the red Corvette.
Avoid clichés. Avoid overused, unoriginal phrases.
Not: As per our conversation, enclosed please find an application for course forgiveness that should be returned at your earliest convenience.
But: Please return the enclosed course forgiveness application by May 25, 2004.
Strive for sentence variety. Keep your writing interesting by using a variety of sentence structures and lengths. Vary the complexity of sentences, and make sure sentences link together coherently by using transitional words such as "first," "next" and "finally."
Use Parallel Structure. Sentences, headings and lists should be balanced using parallel sentence structure. When multiple ideas exist in one sentence, they should be expressed in similar style and form.
•    Parallel Verbs
Not: The student likes speaking in class, working in groups, and to read textbooks.
But: The student likes speaking in class, working in groups, and reading textbooks.
•    Parallel Adverbs
Not: Editors should proof their documents thoroughly, precisely, and in a careful manner.
But: Editors should proof their documents thoroughly, precisely and carefully.
•    Parallel Lists
Not: Please purchase pens, notepads, scissors, and get some ink cartridges.
But: Please purchase pens, notepads, scissors and ink cartridge