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Revising Drafts

Rewriting is the essence of writing well—where the game is won or lost. —William Zinsser

What this handout is about

This handout will motivate you to revise your drafts and give you strategies to revise effectively.

What does it mean to revise?

Revision literally means to “see again,” to look at something from a fresh, critical perspective. It is an ongoing process of rethinking the paper: reconsidering your arguments, reviewing your evidence, refining your purpose, reorganizing your presentation, reviving stale prose.

But I thought revision was just fixing the commas and spelling

Nope. That’s called proofreading. It’s an important step before turning your paper in, but if your ideas are predictable, your thesis is weak, and your organization is a mess, then proofreading will just be putting a band-aid on a bullet wound. When you finish revising, that’s the time to proofread. For more information on the subject, see our handout on proofreading .

How about if I just reword things: look for better words, avoid repetition, etc.? Is that revision?

Well, that’s a part of revision called editing. It’s another important final step in polishing your work. But if you haven’t thought through your ideas, then rephrasing them won’t make any difference.

Why is revision important?

Writing is a process of discovery, and you don’t always produce your best stuff when you first get started. So revision is a chance for you to look critically at what you have written to see:

• if it’s really worth saying,
• if it says what you wanted to say, and
• if a reader will understand what you’re saying.

The process

What steps should i use when i begin to revise.

Here are several things to do. But don’t try them all at one time. Instead, focus on two or three main areas during each revision session:

• Wait awhile after you’ve finished a draft before looking at it again. The Roman poet Horace thought one should wait nine years, but that’s a bit much. A day—a few hours even—will work. When you do return to the draft, be honest with yourself, and don’t be lazy. Ask yourself what you really think about the paper.
• As The Scott, Foresman Handbook for Writers puts it, “THINK BIG, don’t tinker” (61). At this stage, you should be concerned with the large issues in the paper, not the commas.
• Check the focus of the paper: Is it appropriate to the assignment? Is the topic too big or too narrow? Do you stay on track through the entire paper?
• 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 altogether? For more information visit our handout on thesis statements .
• Think about your purpose in writing: Does your introduction state clearly what you intend to do? Will your aims be clear to your readers?

What are some other steps I should consider in later stages of the revision process?

• 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 detail early on and then let your points get thinner by the end?
• Check that you have kept your promises to your readers: Does your paper follow through on what the thesis promises? Do you support all the claims in your thesis? Are the tone and formality of the language appropriate for your audience?
• Check the organization: Does your paper follow a pattern that makes sense? Do 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 work better if you moved some things around? For more information visit our handout on reorganizing drafts.
• Check your information: Are all your facts accurate? Are any of your statements misleading? Have you provided enough detail to satisfy readers’ curiosity? Have you cited all your information appropriately?
• Check your conclusion: Does the last paragraph tie the paper together smoothly and end on a stimulating note, or does the paper just die a slow, redundant, lame, or abrupt death?

Whoa! I thought I could just revise in a few minutes

Sorry. You may want to start working on your next paper early so that you have plenty of time for revising. That way you can give yourself some time to come back to look at what you’ve written with a fresh pair of eyes. It’s amazing how something that sounded brilliant the moment you wrote it can prove to be less-than-brilliant when you give it a chance to incubate.

But I don’t want to rewrite my whole paper!

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.

But I work so hard on what I write that I can’t afford to throw any of it away

If you want to be a polished writer, then you will eventually find out that you can’t afford NOT to throw stuff away. As writers, we often produce lots of material that needs to be tossed. The idea or metaphor or paragraph that I think is most wonderful and brilliant is often the very thing that confuses my reader or ruins the tone of my piece or interrupts the flow of my argument.Writers must be willing to sacrifice their favorite bits of writing for the good of the piece as a whole. In order to trim things down, though, you first have to have plenty of material on the page. One trick is not to hinder yourself while you are composing the first draft because the more you produce, the more you will have to work with when cutting time comes.

But sometimes I revise as I go

That’s OK. Since writing is a circular process, you don’t do everything in some specific order. Sometimes you write something and then tinker with it before moving on. But be warned: there are two potential problems with revising as you go. One is that if you revise only as you go along, you never get to think of the big picture. The key is still to give yourself enough time to look at the essay as a whole once you’ve finished. Another danger to revising as you go is that you may short-circuit your creativity. If you spend too much time tinkering with what is on the page, you may lose some of what hasn’t yet made it to the page. Here’s a tip: Don’t proofread as you go. You may waste time correcting the commas in a sentence that may end up being cut anyway.

How do I go about the process of revising? Any tips?

• Work from a printed copy; it’s easier on the eyes. Also, problems that seem invisible on the screen somehow tend to show up better on paper.
• Another tip is to read the paper out loud. That’s one way to see how well things flow.
• Remember all those questions listed above? Don’t try to tackle all of them in one draft. Pick a few “agendas” for each draft so that you won’t go mad trying to see, all at once, if you’ve done everything.
• Ask lots of questions and don’t flinch from answering them truthfully. For example, ask if there are opposing viewpoints that you haven’t considered yet.

Whenever I revise, I just make things worse. I do my best work without revising

That’s a common misconception that sometimes arises from fear, sometimes from laziness. The truth is, though, that except for those rare moments of inspiration or genius when the perfect ideas expressed in the perfect words in the perfect order flow gracefully and effortlessly from the mind, all experienced writers revise their work. I wrote six drafts of this handout. Hemingway rewrote the last page of A Farewell to Arms thirty-nine times. If you’re still not convinced, re-read some of your old papers. How do they sound now? What would you revise if you had a chance?

What can get in the way of good revision strategies?

Don’t fall in love with what you have written. If you do, you will be hesitant to change it even if you know it’s not great. Start out with a working thesis, and don’t act like you’re married to it. Instead, act like you’re dating it, seeing if you’re compatible, finding out what it’s like from day to day. If a better thesis comes along, let go of the old one. Also, don’t think of revision as just rewording. It is a chance to look at the entire paper, not just isolated words and sentences.

What happens if I find that I no longer agree with my own point?

If you take revision seriously, sometimes the process will lead you to questions you cannot answer, objections or exceptions to your thesis, cases that don’t fit, loose ends or contradictions that just won’t go away. If this happens (and it will if you think long enough), then you have several choices. You could choose to ignore the loose ends and hope your reader doesn’t notice them, but that’s risky. You could change your thesis completely to fit your new understanding of the issue, or you could adjust your thesis slightly to accommodate the new ideas. Or you could simply acknowledge the contradictions and show why your main point still holds up in spite of them. Most readers know there are no easy answers, so they may be annoyed if you give them a thesis and try to claim that it is always true with no exceptions no matter what.

How do I get really good at revising?

The same way you get really good at golf, piano, or a video game—do it often. Take revision seriously, be disciplined, and set high standards for yourself. Here are three more tips:

• The more you produce, the more you can cut.
• The more you can imagine yourself as a reader looking at this for the first time, the easier it will be to spot potential problems.
• The more you demand of yourself in terms of clarity and elegance, the more clear and elegant your writing will be.

How do I revise at the sentence level?

Read your paper out loud, sentence by sentence, and follow Peter Elbow’s advice: “Look for places where you stumble or get lost in the middle of a sentence. These are obvious awkwardness’s 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. Listen even for the tiniest jerk or stumble in your reading, the tiniest lessening of your energy or focus or concentration as you say the words . . . A sentence should be alive” (Writing with Power 135).

Practical advice for ensuring that your sentences are alive:

• 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.”
• 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 following sentence, “There are several examples of the issue of integrity in Huck Finn,” would be much better this way, “Huck Finn repeatedly 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.
• 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.
• For more information, please visit our handouts on word choice and style .

How can technology help?

Need some help revising? Take advantage of the revision and versioning features available in modern word processors.

Track your changes. Most word processors and writing tools include a feature that allows you to keep your changes visible until you’re ready to accept them. Using “Track Changes” mode in Word or “Suggesting” mode in Google Docs, for example, allows you to make changes without committing to them.

Compare drafts. Tools that allow you to compare multiple drafts give you the chance to visually track changes over time. Try “File History” or “Compare Documents” modes in Google Doc, Word, and Scrivener to retrieve old drafts, identify changes you’ve made over time, or help you keep a bigger picture in mind as you revise.

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.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Elbow, Peter. 1998. Writing With Power: Techniques for Mastering the Writing Process . New York: Oxford University Press.

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

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

Zinsser, William. 2001. On Writing Well: The Classic Guide to Writing Nonfiction , 6th ed. New York: Quill.

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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8.4 Revising and Editing

Learning objectives.

• Identify major areas of concern in the draft essay during revising and editing.
• Use peer reviews and editing checklists to assist revising and editing.
• Revise and edit the first draft of your essay and produce a final draft.

Revising and editing are the two tasks you undertake to significantly improve your essay. Both are very important elements of the writing process. You may think that a completed first draft means little improvement is needed. However, even experienced writers need to improve their drafts and rely on peers during revising and editing. You may know that athletes miss catches, fumble balls, or overshoot goals. Dancers forget steps, turn too slowly, or miss beats. For both athletes and dancers, the more they practice, the stronger their performance will become. Web designers seek better images, a more clever design, or a more appealing background for their web pages. Writing has the same capacity to profit from improvement and revision.

Understanding the Purpose of Revising and Editing

Revising and editing allow you to examine two important aspects of your writing separately, so that you can give each task your undivided attention.

• When you revise , you take a second look at your ideas. You might add, cut, move, or change information in order to make your ideas clearer, more accurate, more interesting, or more convincing.
• When you edit , you take a second look at how you expressed your ideas. You add or change words. You fix any problems in grammar, punctuation, and sentence structure. You improve your writing style. You make your essay into a polished, mature piece of writing, the end product of your best efforts.

How do you get the best out of your revisions and editing? Here are some strategies that writers have developed to look at their first drafts from a fresh perspective. Try them over the course of this semester; then keep using the ones that bring results.

• Take a break. You are proud of what you wrote, but you might be too close to it to make changes. Set aside your writing for a few hours or even a day until you can look at it objectively.
• Ask someone you trust for feedback and constructive criticism.
• Pretend you are one of your readers. Are you satisfied or dissatisfied? Why?
• Use the resources that your college provides. Find out where your school’s writing lab is located and ask about the assistance they provide online and in person.

Many people hear the words critic , critical , and criticism and pick up only negative vibes that provoke feelings that make them blush, grumble, or shout. However, as a writer and a thinker, you need to learn to be critical of yourself in a positive way and have high expectations for your work. You also need to train your eye and trust your ability to fix what needs fixing. For this, you need to teach yourself where to look.

Creating Unity and Coherence

Following your outline closely offers you a reasonable guarantee that your writing will stay on purpose and not drift away from the controlling idea. However, when writers are rushed, are tired, or cannot find the right words, their writing may become less than they want it to be. Their writing may no longer be clear and concise, and they may be adding information that is not needed to develop the main idea.

When a piece of writing has unity , all the ideas in each paragraph and in the entire essay clearly belong and are arranged in an order that makes logical sense. When the writing has coherence , the ideas flow smoothly. The wording clearly indicates how one idea leads to another within a paragraph and from paragraph to paragraph.

Reading your writing aloud will often help you find problems with unity and coherence. Listen for the clarity and flow of your ideas. Identify places where you find yourself confused, and write a note to yourself about possible fixes.

Creating Unity

Sometimes writers get caught up in the moment and cannot resist a good digression. Even though you might enjoy such detours when you chat with friends, unplanned digressions usually harm a piece of writing.

Mariah stayed close to her outline when she drafted the three body paragraphs of her essay she tentatively titled “Digital Technology: The Newest and the Best at What Price?” But a recent shopping trip for an HDTV upset her enough that she digressed from the main topic of her third paragraph and included comments about the sales staff at the electronics store she visited. When she revised her essay, she deleted the off-topic sentences that affected the unity of the paragraph.

Read the following paragraph twice, the first time without Mariah’s changes, and the second time with them.

Nothing is more confusing to me than choosing among televisions. It confuses lots of people who want a new high-definition digital television (HDTV) with a large screen to watch sports and DVDs on. You could listen to the guys in the electronics store, but word has it they know little more than you do. They want to sell what they have in stock, not what best fits your needs. You face decisions you never had to make with the old, bulky picture-tube televisions. Screen resolution means the number of horizontal scan lines the screen can show. This resolution is often 1080p, or full HD, or 768p. The trouble is that if you have a smaller screen, 32 inches or 37 inches diagonal, you won’t be able to tell the difference with the naked eye. The 1080p televisions cost more, though, so those are what the salespeople want you to buy. They get bigger commissions. The other important decision you face as you walk around the sales floor is whether to get a plasma screen or an LCD screen. Now here the salespeople may finally give you decent info. Plasma flat-panel television screens can be much larger in diameter than their LCD rivals. Plasma screens show truer blacks and can be viewed at a wider angle than current LCD screens. But be careful and tell the salesperson you have budget constraints. Large flat-panel plasma screens are much more expensive than flat-screen LCD models. Don’t let someone make you by more television than you need!

Answer the following two questions about Mariah’s paragraph:

Collaboration

Please share with a classmate and compare your answers.

• Now start to revise the first draft of the essay you wrote in Section 8 “Writing Your Own First Draft” . Reread it to find any statements that affect the unity of your writing. Decide how best to revise.

When you reread your writing to find revisions to make, look for each type of problem in a separate sweep. Read it straight through once to locate any problems with unity. Read it straight through a second time to find problems with coherence. You may follow this same practice during many stages of the writing process.

Writing at Work

Many companies hire copyeditors and proofreaders to help them produce the cleanest possible final drafts of large writing projects. Copyeditors are responsible for suggesting revisions and style changes; proofreaders check documents for any errors in capitalization, spelling, and punctuation that have crept in. Many times, these tasks are done on a freelance basis, with one freelancer working for a variety of clients.

Creating Coherence

Careful writers use transitions to clarify how the ideas in their sentences and paragraphs are related. These words and phrases help the writing flow smoothly. Adding transitions is not the only way to improve coherence, but they are often useful and give a mature feel to your essays. Table 8.3 “Common Transitional Words and Phrases” groups many common transitions according to their purpose.

Table 8.3 Common Transitional Words and Phrases

After Maria revised for unity, she next examined her paragraph about televisions to check for coherence. She looked for places where she needed to add a transition or perhaps reword the text to make the flow of ideas clear. In the version that follows, she has already deleted the sentences that were off topic.

Many writers make their revisions on a printed copy and then transfer them to the version on-screen. They conventionally use a small arrow called a caret (^) to show where to insert an addition or correction.

1. Answer the following questions about Mariah’s revised paragraph.

2. Now return to the first draft of the essay you wrote in Section 8 “Writing Your Own First Draft” and revise it for coherence. Add transition words and phrases where they are needed, and make any other changes that are needed to improve the flow and connection between ideas.

Being Clear and Concise

Some writers are very methodical and painstaking when they write a first draft. Other writers unleash a lot of words in order to get out all that they feel they need to say. Do either of these composing styles match your style? Or is your composing style somewhere in between? No matter which description best fits you, the first draft of almost every piece of writing, no matter its author, can be made clearer and more concise.

If you have a tendency to write too much, you will need to look for unnecessary words. If you have a tendency to be vague or imprecise in your wording, you will need to find specific words to replace any overly general language.

Identifying Wordiness

Sometimes writers use too many words when fewer words will appeal more to their audience and better fit their purpose. Here are some common examples of wordiness to look for in your draft. Eliminating wordiness helps all readers, because it makes your ideas clear, direct, and straightforward.

Sentences that begin with There is or There are .

Wordy: There are two major experiments that the Biology Department sponsors.

Revised: The Biology Department sponsors two major experiments.

Sentences with unnecessary modifiers.

Wordy: Two extremely famous and well-known consumer advocates spoke eloquently in favor of the proposed important legislation.

Revised: Two well-known consumer advocates spoke in favor of the proposed legislation.

Sentences with deadwood phrases that add little to the meaning. Be judicious when you use phrases such as in terms of , with a mind to , on the subject of , as to whether or not , more or less , as far as…is concerned , and similar expressions. You can usually find a more straightforward way to state your point.

Wordy: As a world leader in the field of green technology, the company plans to focus its efforts in the area of geothermal energy.

A report as to whether or not to use geysers as an energy source is in the process of preparation.

Revised: As a world leader in green technology, the company plans to focus on geothermal energy.

A report about using geysers as an energy source is in preparation.

Sentences in the passive voice or with forms of the verb to be . Sentences with passive-voice verbs often create confusion, because the subject of the sentence does not perform an action. Sentences are clearer when the subject of the sentence performs the action and is followed by a strong verb. Use strong active-voice verbs in place of forms of to be , which can lead to wordiness. Avoid passive voice when you can.

Wordy: It might perhaps be said that using a GPS device is something that is a benefit to drivers who have a poor sense of direction.

Revised: Using a GPS device benefits drivers who have a poor sense of direction.

Sentences with constructions that can be shortened.

Wordy: The e-book reader, which is a recent invention, may become as commonplace as the cell phone.

My over-sixty uncle bought an e-book reader, and his wife bought an e-book reader, too.

Revised: The e-book reader, a recent invention, may become as commonplace as the cell phone.

My over-sixty uncle and his wife both bought e-book readers.

Now return once more to the first draft of the essay you have been revising. Check it for unnecessary words. Try making your sentences as concise as they can be.

Choosing Specific, Appropriate Words

Most college essays should be written in formal English suitable for an academic situation. Follow these principles to be sure that your word choice is appropriate. For more information about word choice, see Chapter 4 “Working with Words: Which Word Is Right?” .

• Avoid slang. Find alternatives to bummer , kewl , and rad .
• Avoid language that is overly casual. Write about “men and women” rather than “girls and guys” unless you are trying to create a specific effect. A formal tone calls for formal language.
• Avoid contractions. Use do not in place of don’t , I am in place of I’m , have not in place of haven’t , and so on. Contractions are considered casual speech.
• Avoid clichés. Overused expressions such as green with envy , face the music , better late than never , and similar expressions are empty of meaning and may not appeal to your audience.
• Be careful when you use words that sound alike but have different meanings. Some examples are allusion/illusion , complement/compliment , council/counsel , concurrent/consecutive , founder/flounder , and historic/historical . When in doubt, check a dictionary.
• Choose words with the connotations you want. Choosing a word for its connotations is as important in formal essay writing as it is in all kinds of writing. Compare the positive connotations of the word proud and the negative connotations of arrogant and conceited .
• Use specific words rather than overly general words. Find synonyms for thing , people , nice , good , bad , interesting , and other vague words. Or use specific details to make your exact meaning clear.

Now read the revisions Mariah made to make her third paragraph clearer and more concise. She has already incorporated the changes she made to improve unity and coherence.

1. Answer the following questions about Mariah’s revised paragraph:

2. Now return once more to your essay in progress. Read carefully for problems with word choice. Be sure that your draft is written in formal language and that your word choice is specific and appropriate.

Completing a Peer Review

After working so closely with a piece of writing, writers often need to step back and ask for a more objective reader. What writers most need is feedback from readers who can respond only to the words on the page. When they are ready, writers show their drafts to someone they respect and who can give an honest response about its strengths and weaknesses.

You, too, can ask a peer to read your draft when it is ready. After evaluating the feedback and assessing what is most helpful, the reader’s feedback will help you when you revise your draft. This process is called peer review .

You can work with a partner in your class and identify specific ways to strengthen each other’s essays. Although you may be uncomfortable sharing your writing at first, remember that each writer is working toward the same goal: a final draft that fits the audience and the purpose. Maintaining a positive attitude when providing feedback will put you and your partner at ease. The box that follows provides a useful framework for the peer review session.

Questions for Peer Review

Title of essay: ____________________________________________

Date: ____________________________________________

Writer’s name: ____________________________________________

Peer reviewer’s name: _________________________________________

• This essay is about____________________________________________.
• Your main points in this essay are____________________________________________.
• What I most liked about this essay is____________________________________________.

These three points struck me as your strongest:

These places in your essay are not clear to me:

a. Where: ____________________________________________

Needs improvement because__________________________________________

b. Where: ____________________________________________

Needs improvement because ____________________________________________

c. Where: ____________________________________________

The one additional change you could make that would improve this essay significantly is ____________________________________________.

One of the reasons why word-processing programs build in a reviewing feature is that workgroups have become a common feature in many businesses. Writing is often collaborative, and the members of a workgroup and their supervisors often critique group members’ work and offer feedback that will lead to a better final product.

Exchange essays with a classmate and complete a peer review of each other’s draft in progress. Remember to give positive feedback and to be courteous and polite in your responses. Focus on providing one positive comment and one question for more information to the author.

Using Feedback Objectively

The purpose of peer feedback is to receive constructive criticism of your essay. Your peer reviewer is your first real audience, and you have the opportunity to learn what confuses and delights a reader so that you can improve your work before sharing the final draft with a wider audience (or your intended audience).

It may not be necessary to incorporate every recommendation your peer reviewer makes. However, if you start to observe a pattern in the responses you receive from peer reviewers, you might want to take that feedback into consideration in future assignments. For example, if you read consistent comments about a need for more research, then you may want to consider including more research in future assignments.

Using Feedback from Multiple Sources

You might get feedback from more than one reader as you share different stages of your revised draft. In this situation, you may receive feedback from readers who do not understand the assignment or who lack your involvement with and enthusiasm for it.

You need to evaluate the responses you receive according to two important criteria:

• Determine if the feedback supports the purpose of the assignment.
• Determine if the suggested revisions are appropriate to the audience.

Then, using these standards, accept or reject revision feedback.

Work with two partners. Go back to Note 8.81 “Exercise 4” in this lesson and compare your responses to Activity A, about Mariah’s paragraph, with your partners’. Recall Mariah’s purpose for writing and her audience. Then, working individually, list where you agree and where you disagree about revision needs.

Editing Your Draft

If you have been incorporating each set of revisions as Mariah has, you have produced multiple drafts of your writing. So far, all your changes have been content changes. Perhaps with the help of peer feedback, you have made sure that you sufficiently supported your ideas. You have checked for problems with unity and coherence. You have examined your essay for word choice, revising to cut unnecessary words and to replace weak wording with specific and appropriate wording.

The next step after revising the content is editing. When you edit, you examine the surface features of your text. You examine your spelling, grammar, usage, and punctuation. You also make sure you use the proper format when creating your finished assignment.

Editing often takes time. Budgeting time into the writing process allows you to complete additional edits after revising. Editing and proofreading your writing helps you create a finished work that represents your best efforts. Here are a few more tips to remember about your readers:

• Readers do not notice correct spelling, but they do notice misspellings.
• Readers look past your sentences to get to your ideas—unless the sentences are awkward, poorly constructed, and frustrating to read.
• Readers notice when every sentence has the same rhythm as every other sentence, with no variety.
• Readers do not cheer when you use there , their , and they’re correctly, but they notice when you do not.
• Readers will notice the care with which you handled your assignment and your attention to detail in the delivery of an error-free document..

The first section of this book offers a useful review of grammar, mechanics, and usage. Use it to help you eliminate major errors in your writing and refine your understanding of the conventions of language. Do not hesitate to ask for help, too, from peer tutors in your academic department or in the college’s writing lab. In the meantime, use the checklist to help you edit your writing.

Editing Your Writing

• Are some sentences actually sentence fragments?
• Are some sentences run-on sentences? How can I correct them?
• Do some sentences need conjunctions between independent clauses?
• Does every verb agree with its subject?
• Is every verb in the correct tense?
• Are tense forms, especially for irregular verbs, written correctly?
• Have I used subject, object, and possessive personal pronouns correctly?
• Have I used who and whom correctly?
• Is the antecedent of every pronoun clear?
• Do all personal pronouns agree with their antecedents?
• Have I used the correct comparative and superlative forms of adjectives and adverbs?
• Is it clear which word a participial phrase modifies, or is it a dangling modifier?

Sentence Structure

• Are all my sentences simple sentences, or do I vary my sentence structure?
• Have I chosen the best coordinating or subordinating conjunctions to join clauses?
• Have I created long, overpacked sentences that should be shortened for clarity?
• Do I see any mistakes in parallel structure?

Punctuation

• Does every sentence end with the correct end punctuation?
• Can I justify the use of every exclamation point?
• Have I used apostrophes correctly to write all singular and plural possessive forms?
• Have I used quotation marks correctly?

Mechanics and Usage

• Can I find any spelling errors? How can I correct them?
• Have I used capital letters where they are needed?
• Have I written abbreviations, where allowed, correctly?
• Can I find any errors in the use of commonly confused words, such as to / too / two ?

Be careful about relying too much on spelling checkers and grammar checkers. A spelling checker cannot recognize that you meant to write principle but wrote principal instead. A grammar checker often queries constructions that are perfectly correct. The program does not understand your meaning; it makes its check against a general set of formulas that might not apply in each instance. If you use a grammar checker, accept the suggestions that make sense, but consider why the suggestions came up.

Proofreading requires patience; it is very easy to read past a mistake. Set your paper aside for at least a few hours, if not a day or more, so your mind will rest. Some professional proofreaders read a text backward so they can concentrate on spelling and punctuation. Another helpful technique is to slowly read a paper aloud, paying attention to every word, letter, and punctuation mark.

If you need additional proofreading help, ask a reliable friend, a classmate, or a peer tutor to make a final pass on your paper to look for anything you missed.

Remember to use proper format when creating your finished assignment. Sometimes an instructor, a department, or a college will require students to follow specific instructions on titles, margins, page numbers, or the location of the writer’s name. These requirements may be more detailed and rigid for research projects and term papers, which often observe the American Psychological Association (APA) or Modern Language Association (MLA) style guides, especially when citations of sources are included.

To ensure the format is correct and follows any specific instructions, make a final check before you submit an assignment.

With the help of the checklist, edit and proofread your essay.

Key Takeaways

• Revising and editing are the stages of the writing process in which you improve your work before producing a final draft.
• During revising, you add, cut, move, or change information in order to improve content.
• During editing, you take a second look at the words and sentences you used to express your ideas and fix any problems in grammar, punctuation, and sentence structure.
• Unity in writing means that all the ideas in each paragraph and in the entire essay clearly belong together and are arranged in an order that makes logical sense.
• Coherence in writing means that the writer’s wording clearly indicates how one idea leads to another within a paragraph and between paragraphs.
• Transitional words and phrases effectively make writing more coherent.
• Writing should be clear and concise, with no unnecessary words.
• Effective formal writing uses specific, appropriate words and avoids slang, contractions, clichés, and overly general words.
• Peer reviews, done properly, can give writers objective feedback about their writing. It is the writer’s responsibility to evaluate the results of peer reviews and incorporate only useful feedback.
• Remember to budget time for careful editing and proofreading. Use all available resources, including editing checklists, peer editing, and your institution’s writing lab, to improve your editing skills.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• Revision Strategies
• Time Management
• Reading Aloud
• Asking Questions
• Revising on Paper
• Summarizing

1. Revision Strategies

Revision is a process of re-visioning (i.e., looking at again) and rethinking a written work. During revision, writers reassess the structure, ideas, and support of their work. There are several ways to revise, all of which involve keeping the "big picture" of the writing project in mind. Some strategies work better for some writers than others, but all writers must remain open to new techniques. Revision strategies can be especially helpful to beginning writers, writers working in a new genre, and those who are experiencing writer's block.

As you work through the writing process, you'll learn which of these strategies work best for you. Approach each strategy with an open mind. All of them can help you to improve a draft, and to overcome writer's block.

2. Time Management

The first strategy is simple: give yourself enough time between drafts (or deadlines) to revise. You'll see your work more clearly — the good and the bad — when you're not rushed. A day or two of revision is ideal, but even a few hours away from your project will enable you to see your work as readers will see it. This is a valuable perspective to have when optimizing your draft.

3. Reading Aloud

You can also distance yourself from your work by reading it out loud. Writers sometimes overlook mistakes and problem areas when reading silently. It's probably safe to say that everyone is more experienced as a listener than as a reader. Take advantage of your ears' experience with language to identify words, sentences and paragraphs that don't flow as well as they could, or should.

4. Asking Questions

Another effective revision strategy is to ask questions about the draft. For example, it can be helpful to ask "Do I still agree with my thesis?" It's not uncommon for a writer's opinion to change during the writing process. One of the worst mistakes a writer can make is to argue for something that he or she no longer believes.

You can also ask yourself whether you've provided enough support for your thesis. Should you change your thesis to better align it with supporting information or vice versa? You should also ask questions about the rest of your work, including the broad requirements and purposes of the writing project. Following are examples of good revision questions:

• Have I fulfilled the requirements of the assignment on a conceptual level, or only on a technical level (e.g., page length, format and layout, etc.)?
• Are the tone, voice, and syntax used in my draft appropriate for the assignment?
• How will my audience react to this work, and what can (or should) I do to shape their response?
• Have I ignored counterarguments that should be addressed?

5. Revising on Paper

Many experienced writers revise their drafts, especially later drafts, using paper copies. Like reading out loud, revising on paper sometimes enables you to view your work from a different perspective, and from a critical distance. You might see the "big picture" better on paper than you did on the screen.

Paper copies can enable you to understand how ideas, proposals and positions you've included in your draft do (or do not) fit together. It's also easier for most writers to jot down ideas, notes, and comments on a piece of paper than with a word processing application. The use of paper copies enables writers (especially beginning writers) to separate the revision and drafting steps of the writing process.

6. Summarizing

You can often discover weaknesses in your arguments by rewriting (or verbally stating) the main ideas of your essay. By writing out your ideas, or telling them to another person, you may find a different way to phrase your thesis, for example. You may also notice small things (important small things) that you would not have detected otherwise.

hint This strategy is particularly effective when it is combined with the techniques described previously (or any effective technique you may discover on your own.)

• giving yourself time between drafts to revise
• reading drafts out loud
• asking questions of your theses and assignments
• revising on paper
• summarizing your main points and ideas

Source: Adapted from Sophia Instructor Gavin McCall

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Revising A College Essay – Tips And Examples

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Making sure your college application essay is error-free, engaging, full of real examples, and free of grammatical mistakes may be a huge challenge. However, in academic writing , it is crucial to revise your college essay extensively before submitting it to ensure your hard work pays off and your messages are conveyed effectively. This article provides helpful tips for revising a college essay and improving your score.

Inhaltsverzeichnis

• 1 Revising a College Essay – In a Nutshell
• 2 Definition: Revising a college essay
• 3 Preparation before revising a college essay
• 4 Revising a college essay: Style and tone
• 5 Revising a college essay: Grammar and punctuation
• 6 Second opinion after revising a college essay

Revising a College Essay – In a Nutshell

• When revising a college essay, do not become defensive and limit the number of people who will read it.
• Once the initial draft of your essay is completed, set it aside and wait some time before returning to it for revision, editing, and proofreading.
• Select and proofread one paragraph at a time to alleviate stress and anxiety when revising a college essay.

Definition: Revising a college essay

Revising a college essay entails looking at your thoughts’ structure and progression. Revising a college essay is important because it helps:

• Refine the content and structure
• Improving clarity and coherence
• Ensuring the message is effectively communicated to the reader

The typical process of revising a college essay involves:

• Reviewing the content
• Making necessary changes to improve clarity
• Checking for grammatical errors
• Polishing the final draft

Throughout the process, it is important to consider the target audience, the purpose of the essay, the flow of ideas, and the overall coherence of the essay.

Preparation before revising a college essay

When revising a college essay for the first time, focus on the ideas presented and how well they flow together, rather than correcting any grammar mistakes you see.

Step1: Overall message

Step2: transition & flow, step 3: quality of content.

Here are some questions to consider when revising a college essay:

• How should I interpret the results of my essay?
• Have I addressed your question?
• Does it provide a lesson, or is it only illustrative?
• Do I illustrate my morals using personal anecdotes and case studies?
• Do these beliefs coincide with those of the school?
• Is there a good balance between focusing on myself and focusing on someone else or anything else?

Answering any of these questions negatively when revising a college essay means you need to rework your essay, as explained in the table below.

When revising a college essay, ensure it has a logical structure and flows well by highlighting each paragraph’s subject phrase and transition sentence. Adjust these subject and transition phrases as needed to create a coherent structure.

Conclude Revising a college essay by reading the essay over again to make sure it flows smoothly. Similarly, ensure your essay has an engaging opening and a satisfying conclusion that expands on the ideas presented in the essay’s body.

Call attention to anything confusing, dull, or redundant when revising a college essay. If you want your essay to stand out, you should:

• Go back and explain any unclear pieces
• Add lively language to the dull parts
• Cut away any unnecessary information

Check that your essay highlights the aspects of you that universities care about most: your hobbies, good qualities, and personality.

Revising a college essay: Style and tone

It’s important to employ the right tone while writing an essay, so read it and see whether you have struck the right balance between formality and informality. Consider the following questions:

• Is there a sense of myself in the essay? Do the words I have chosen flow well?
• Is it a weak point? Do my reflections about myself come over in my writing?
• Is the tone friendly and professional?
• Is it appropriate to broach such delicate subjects with such tact?

Read it aloud

You may overlook issues with voice and form in your writing if you read your essay quietly. Therefore, hearing it read aloud may assist when revising a college essay. Examples are overusing words, constructing sentences without parallelism, and using phrases that do not sound natural.

During the editing process, you should read your essay out loud numerous times. Errors in language and punctuation may be uncovered in this way as well.

Here are some options to consider:

• Perform a dramatic reading.
• Listen to it read out by someone else.
• Use text-to-speech software to hear it read back.
• Put yourself on tape and listen to it afterward.

Revising a college essay: Grammar and punctuation

After checking for overall coherence and writing style, read your essay once again for grammatical and punctuation faults.

Step 1: Run a spell check

Step 2: check punctuation, capitalization & verbs, step 3: sentence structure, step 4: coherency & consistency.

Start by checking for spelling, grammatical, and punctuation errors using your word processor’s spell check when revising a college essay.

Some small mistakes in punctuation or capitalization may slip by spell check when revising a college essay. Verify that verb tense and subject agreement is proper.

Look for sentence fragments, run-ons, and other grammar problems. Use a range of sentence lengths and styles when revising a college essay to keep the reading engaging.

The parallel structure of longer, more involved sentences should be checked. Clarity is maintained by removing unnecessary or inappropriate modifiers.

It’s important to maintain uniformity in your usage of abbreviations, acronyms, and verb tenses when revising a college essay. Modify any names or references to the prior institution if you want to submit the same essay to several schools.

Second opinion after revising a college essay

Before you send in your application, be sure to acquire some comments on your essay. Avoid getting too many pieces of advice contradicting each other by sticking to two or three readers.

Get opinions from individuals who understand you well, such as your instructors or loved ones. Having someone with great writing abilities and knowledge of the college admissions process would be best to read your essay and provide input on its substance, tone, and flow. Put these queries to your readers or editors and wait for their responses:

• Is it easy to recall what you read in the introduction?
• Should I include examples of how I have put my ideals into practice?
• Do paragraphs flow into one another easily?
• Please tell me what you learned from reading my essay.
• Where did you become confused, bored, or frustrated?
• Does my voice come through in the essay?
• Is it a weak point? Is there evidence of honest introspection?
• Does it seem to have the right tone?
• Do you find my humor amusing, if any?

Feedback from a teacher, guidance counselor, or mentor

Here is the best team to get feedback from.

A teacher already acquainted with your work is a good resource for advice on narrative, flow, and language when Revising a college essay. Your English instructor is a good choice.

• Acquainted with your work
• Possesses a solid foundation in writing, grammar, and style fundamentals for narrative essays
• Possibly too many requests for assistance from other students
• Possible unfamiliarity with the format expected of college essays

Guidance counselor

You may even ask your school’s guidance counselor, who should know what admissions authorities search for in a college application essay.

• Has a solid understanding of how to apply to universities
• Undoubtedly swamped with requests for assistance from other learners
• Possibly will not be acquainted with your work or you as a person

Your extracurricular activity mentor or coach is another responsible adult you can approach.

• Is familiar with your history
• Perhaps they are not used to writing in a collegiate fashion
• Possibly not a very good writer

Feedback from family or friends

Having family and friends review your work when revising a college essay is a great way to ensure it accurately represents who you are. However, if you want more in-depth criticism, ask for assistance from relatives who excel in writing or English.

• Acquainted with your history, character, and major life events
• Allows you to gauge the degree to which your essay displays honesty and openness
• Potentially not the best person to edit your essay
• Potentially will provide emotionally-neutral recommendations
• Negative comments from a loved one may be particularly trying

Feedback from a professional coach or editor

When revising a college essay, an essay editor can provide impartial, experienced input after you have heard criticism from friends and family.

• Has an expert understanding of entrance essays for universities
• Provides insightful, impartial criticism of your writing’s structure, organization, and style
• Not acquainted with you or your history

Tip for considering feedback in your essay

When revising a college essay, get some sleep or take a few hours off after getting comments. Then, when some time has passed, come back with a clear head to consider comments.

The number of revisions you do depends on the kind of writing you do. Keep each essay draft in its file in case you need to go back to it for ideas or words.

What should be considered when revising a college admission essay?

When revising a college essay, you should first look for any overarching problems with the paper’s content, flow, tone, style, or clarity. The next step is to proofread for typos and fix grammatical problems.

When revising a college essay, how many times should I do It?

There can be multiple revision phases, depending on the length and complexity of your essay. Always take a break from working on your essay after each round of editing so that you can return to it with fresh eyes.

What are the goals of revising a college essay?

Revising a college essay makes remembering the specifics of your studied subject easier. Students who review the material are more likely to try any questions on the subject in the test.

What impact does revising a college essay have on the substance of your writing?

Revising a college essay effectively entails examining your response to the assignment’s directions and the clarity of your concept communication by revising a college essay. Similarly, correction of grammatical, punctuation, and presentational errors will be aided by revision.

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Table of Contents

Collaboration, information literacy, writing process, working through revision: rethink, revise, reflect.

• CC BY-NC-ND 4.0 by Megan McIntyre - University of Arkansas

Revision is what happens after you’ve written something; this might mean you have a full draft or a paragraph or two. It’s an opportunity for you to revisit your work, rethink your approach, and make changes to your text so that your work better fits the task you were given or your goals for writing in the first place. In what follows, I lay out some definitions for revision and then offer five steps that can help you revise your work in thoughtful but manageable ways. These steps are most helpful when you have a section or the full piece drafted but can also be helpful at most any step of the writing process.

Revision is your chance to revisit your work and rethink how you’ve approached the writing situation (whether a writing assignment for a class, an article for your school’s student paper, or a brief document, like a memo, for your job or internship). Revising a draft means reviewing what you’ve already written and (often with the help of feedback from a teacher, supervisor, colleague, or peer) making changes, usually significant, to the text you’ve written. 

As Joseph M. Moxley lays out in his “ Revision: Questions to Consider ,” there are a few key areas where you might make revisions:

• The purpose, focus, or thesis of your text
• The evidence or support you use
• The organization or order of information
• The formatting, style, or layout of your text

Revision might also involve making smaller changes, though that’s often called “ editing ,” which focuses on sentence-level changes to grammar, style, word choice, and/or punctuation. Polished texts tend to undergo both revision and editing at various stages of the writing process.

Five Steps for Making Substantive but Manageable Revisions

Now that we know what revision is, let’s talk about how to do it. As an experienced writer and a long-time writing teacher, I’ve found that there are five key steps for successfully revising my work. First, I solicit feedback. In some classes, feedback may be a required part of the writing process (like when your teacher requires you to submit a draft so that they can offer you suggestions). Even if it’s not, though, you can reach out for feedback from your professors, supervisors, or peers; you might also make an appointment at your university’s writing center. Once I have feedback from trusted sources, I need to interpret that feedback (step two) and translate it into concrete plans for revision (step three). Next (step four), I need to make changes to the text itself. Below, I’ll share some strategies for doing this work, including creating a reverse outline, focusing on the thesis or main idea, reading only for evidence, examining introductions and conclusions, and reading aloud for flow, connection, and clarity of ideas. Finally (step 5), I reflect on the changes I’ve made by revisiting the feedback I received and articulating how my revisions respond to that feedback and improve my work.

Step 1: Ask for Feedback

When feedback is already part of your class , you won’t really have to ask for feedback, but it can still be useful to think about the kind of feedback that you most want: are you struggling with making sure your essay makes a specific point and that point is clear to the reader? If so, this may mean that feedback about your main idea (sometimes called a thesis ) could be helpful. Or would you like feedback about your evidence (the sources you chose, how you used quotations or paraphrased the work you cited, the details you selected, or whether there’s enough support for the claims you make)? Would you like to know how well the reader (whether your professor or a peer) could follow the organization ? Articulating the kind of feedback you want can help your reader focus their attention; it can also help you re-read your own work with a critical eye.

When you want to ask your professor or supervisor for feedback , consider some of the same questions as above, and ask your professor/supervisor directly. The more specific you are about the kind of feedback you want, the easier it will be for your reader to figure out how to help. Be cognizant, though, of the time you’re asking your reader to spend, and give them enough turnaround time to actually give you useful feedback prior to the deadline. For instance, if you want feedback about the organization of a five-page paper, a week may not be enough time, given your professor’s other responsibilities. If, though, you want feedback on a smaller section like your introduction, conclusion, main idea, or a single paragraph in the paper, a week may be enough time. Professors may also have different practices for giving feedback; for example, some may ask you to meet them during office hours to talk through your draft or questions while others may be happy to provide written feedback via email. Always check your syllabus and/or the assignment to see if there’s information about the best way to proceed.

If you decided to reach out for feedback, here’s a template that might be helpful:

Dear Professor [professor’s last name],

My name is [your name], and I’m a student in [name of class]. I was hoping you might have time to give me some feedback on [name of the assignment]. Specifically, I was hoping you would read [part of paper] and give me feedback on my [particular issue; for example, you might ask about use of sources, the organization of the paragraph, or the paragraph’s connection back to the main idea of the text] .

When you visit the writing center : here, too, you might consider asking some of the same questions above: would feedback about your main idea be helpful? Or would you like feedback about your evidence? Would you like to know how well the reader could follow the organization? Many writing center consultations involve reading your paper aloud with the writing consultant, but for longer papers, you may not have time to review the entire text. What part of the paper do you want to focus on first? One other tip: bring the assignment itself and any feedback you’ve already received with you to your writing center appointment. Your consultant can help you review both the assignment and previous feedback and help you make a plan for revision.

Step 2: Interpret Feedback : Once you’ve asked for feedback, you’ll need to (1) figure out what it means, (2) make a plan about how to incorporate the feedback, and (3) make changes to your text. Feedback might do some or all of the following things: tell you how your text is working well, ask questions meant to lead to revision or point out areas that aren’t working, and give you advice for how to make changes to the text. Let’s look at examples of each of these and think about how we might translate those into a to-do list of sorts.

Look for information about what’s already working : generous readers often want writers to know what their text does well, and instructors might begin their feedback by telling students what’s already working. This positive feedback shouldn’t just make us feel good about our work. (Though, we should; writing is hard work!) This positive feedback can also give us a blueprint for how to revise sections that aren’t working as well. Let’s look at an example

Here, the instructor tells the writer that the first sentences of this paragraph “offer a clear, specific idea of what the paragraph will cover.” These kinds of “topic sentences” help readers more easily follow an idea or argument, and this piece of positive feedback means we have a clear idea of how to do that work well, so we might ask ourselves, “how well do the opening sentences of my other paragraphs prepare the reader for the content of the paragraph?”If the answer is “not that well,” consider using the topic sentence your reviewer commented on as a model for revision.

Look for information about what’s not working: Feedback will often also point to places in your text that are not quite working. This may take the form of questions that ask for additional information (e.g., “What evidence do you have to support that?” or “How do you know that?”), express confusion (e.g., “As a reader, I’m not sure I follow the order of information in this paragraph.”), or point to places that need specific revisions or additions (e.g., “This paragraph feels disconnected to me. It needs a transition that connects it to the paragraph before it.”). Each of these questions or comments could lead to a specific revision. For example, if my reader asks, “How do you know that?,” it likely means that I need to add additional evidence, detail, and/or context to make it clear how I came to a particular conclusion. I’ll want to make sure to note these questions as I’m drafting my revision plan in the step below.

Look for advice about how to make changes or which changes to make: Sometimes, like with the last example above (“This paragraph feels disconnected to me. It needs a transition that connects it to the paragraph before it.”), your reader will also tell you what kind of changes to make. In this case, adding a transitional sentence or idea will help solve the problem the reader identifies (the lack of connection between paragraphs and ideas). 

Step 3: Translate Feedback into a Concrete Revision Plan

List changes in order of importance or impact: Once you have gotten feedback and spent some time thinking about what that feedback means, you’ll need to make a plan for addressing the feedback. In a separate document, make a list of the feedback you’ve gotten; then, put it in order according to which piece of feedback might lead to revisions that will have the most significant impact on the draft. Let’s think about an example: on a recent draft of an article I wrote, the reviewers gave me three pieces of feedback:

• Add additional evidence to the first section of the text
• Reorder the paragraphs in the final section so that the sections are better connected to one another
• Use fewer contractions throughout

Now, it might be tempting to do the final thing (“use fewer contractions throughout”) first; after all, this is the easiest and most straightforward piece of feedback to implement. But, is that the best place to start? Probably not. First of all, adding evidence and changing the organization of a section may mean deleting sentences that contain contractions or adding new sentences with contractions. That is to say, taking on the first two pieces of feedback may change my plan for responding to that third piece of feedback. And secondly, if I have a very limited time to make the requested revisions, spending time on those first two pieces of feedback will likely have the greatest impact on my draft. They require more work on my part, but they also lead to more significant and impactful revisions to my text.

Decide if there’s feedback that you disagree with and/or don’t plan to incorporate. All feedback is useful because it helps us as writers understand how readers interpret our work, but just because all feedback is useful doesn’t mean we have to implement every piece of feedback we get. If there are suggestions for revision with which you disagree, it’s important for you to articulate (both to yourself and, if possible, to your professor or supervisor) why you disagree and/or why you aren’t planning to make the suggested changes. Let’s think through an example: when I was in graduate school, I wrote a final paper about teaching for one of my theory classes. Throughout the paper, I used “I.” During peer review, one of my peers commented that the use of “I” undercut my authority and credibility and that I should change everything to third person. I disagreed: I think using “I” in that paper gave me more credibility because it allowed me to make clear that my claims were based both on the sources I was using as evidence and on my own experiences. I didn’t stop using “I,” and when asked by my professor why, I told her exactly what I just wrote here: using “I” was an important part of my approach to this topic, and I thought it enhanced my credibility. Sometimes, feedback asks us to make changes that go against the goals or purposes we have for our writing, and when that happens, it sometimes makes sense to decide against incorporating that feedback. The key is to know why you’re making such a choice and to be able to articulate that reason to others.

Share your plan with your professor/supervisor: At this point in the process (when you’ve received specific feedback but haven’t started making changes to your text) it might be a good idea to send a brief email or have a brief conversation with the person who gave you the assignment to see if your plan for revisions also make sense to them. If there are changes suggested by your readers that you’re not planning to incorporate, this is also a good time to articulate that to your professor and discuss why you don’t plan to make those particular changes. Your professor or supervisor might also have some additional suggestions for how to make changes that could be helpful as you begin to make revisions.

Step 4: Make Changes

In many of the examples above, there are specific, concrete changes that flow naturally from the feedback I received. But sometimes, feedback is more general or applies to a large section of a text. In those cases, you might need some additional strategies for figuring out which specific changes you want to make and how to make those changes. Here are few strategies that might be helpful at this point in the process: 

Create a reverse outline: Creating a reverse outline allows you to see the main ideas of each of your paragraphs and think about the overall organization of your text. To create a reverse outline, you’ll need a full draft of your text. Next to each paragraph, add a word or phrase that conveys the main topic of the paragraph. (If you find yourself wanting to write multiple words/phrases, that’s often an indication that the paragraph in question should be more than one paragraph.) Once you’ve done this for each paragraph, make a list of these words and phrases in order. Are there similar words or phrases in different sections of your text? Do you need to move paragraphs around to make sure similar ideas are close to one another? Does the order of ideas make sense to you? Is there an important idea missing?

Focus on the thesis or main idea: Focusing on your main idea allows you to ensure that the text serves the purpose you intended or makes the argument you intended. Start by highlighting or underlining your main idea. Does the section you underlined adequately capture what you intended your main idea to be? Are there things missing? 

Next, look at each paragraph. Does each of your paragraphs move your reader closer to understanding that main idea? Are there ideas covered by paragraphs or sections that don’t show up in your main idea? If so, should you revise your main idea to represent these ideas? Or, if there are sections that don’t help to advance your readers’ understanding of the main idea, should you remove these sections?

Review your evidence: Each of your paragraphs needs evidence. Different kinds of text use different kinds of evidence. Sometimes, evidence takes the form of quotes, paraphrases, or ideas from scholarly or expert sources. Other times, evidence takes the form of specific details or narratives. Thinking about your purpose for writing (and, if there’s an assignment involved, the specific requirements of the assignment), what kinds of evidence does your text need? Do each of your paragraphs have adequate evidence to support the main idea or purpose of that paragraph?

Examine introductions and conclusions : Introductions and conclusions give writers a chance to clearly communicate their purposes, so it’s always a great idea to review these two sections as you make revisions. Does your introduction help the reader understand both your topic and your purpose for writing about it? Does your conclusion make clear what you wanted your reader to understand? Making changes to introductions and conclusions can make a big difference to your reader’s overall experience of your text.

Step 5: Reflect on the Changes You’ve Made

So now you’re done, right? You’ve solicited feedback, interpreted the comments you received, and made changes to your work. What’s left? The answer is reflection. Reflection asks us to look back on the process that allowed us to compose and revise our texts and think about how that process and the changes we’ve made might help us compose differently in the future.Taking time to reflect allows you to think through how the feedback you received on this piece of writing might change your writing process moving forward. What have you learned about your strengths as a writer? What have you learned about your challenges? What have you learned about how to address those challenges? Answering these questions will allow you to more easily apply what you’ve learned writing this specific document to other writing contexts.

Revisit feedback: Once you’ve made changes to your text, it’s a good idea to return to the feedback and consider if there’s anything in that feedback you haven’t yet responded to. Did the feedback include a suggested revision you decided not to make? Are there additional changes that the feedback encourages? If you’ve chosen not to implement any of the suggested changes, how would you justify that decision?

Articulate how the changes you made address that feedback : Finally, it can be useful to take a few minutes to articulate how the revisions you made address the feedback you received. What changes did you actually make to your text? And for each of those changes, what piece of feedback were you responding to? These notes might be helpful as you work on future drafts of this project and/or future writing projects.

Reflect on (and write a little about) how this process of writing, feedback, and revision might change your process moving forward. This is your chance to take a few notes about how you might approach another writing situation differently because of what you’ve learned about yourself as a writer. What has this process taught you about your strengths? What has it taught you about your challenges? How will you approach those challenges differently based on what you learned here?

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Questions to ask when revising a paper.

In an effort to make our handouts more accessible, we have begun converting our PDF handouts to web pages. Download this page as a PDF: Questions to Ask When Revising a Paper Return to Writing Studio Handouts

Here are some questions to help you get started on revising a paper. Under each question are some suggested revision activities to assist you in this process.

Full descriptions of the recommended activities can be found on our Revision resource page.

Questions and Corresponding Revision Strategies

Does the writing have a clear sense of purpose.

Suggested Revision Strategies: Underline Your Main Point, Memory Draft. See also: Reverse Outline, 3×5 Note Card, Cubing

Is my paper’s main idea, or thesis, clearly stated early on (within the first paragraph, ideally)?

Suggested Revision Strategies: Reverse Outline, Talk Your Paper, Underline Your Main Point

Could I organize my ideas more logically (within a paragraph or among paragraphs)?

Suggested Revision Strategies: Reverse Outline and 3×5 Note Card. See also: Memory Draft, Read Out Loud

Are the topic sentences clearly connected to my paper’s main idea and do (most) topic sentences appear at the beginning of each paragraph?

Put differently: could someone read only the first sentence of each paragraph and thereby get a good sense of what the paper is about?

Suggested Revision Strategies: 3×5 Note Card. See also: Reverse Outline, Unpacking an Idea

Do the sentences in each paragraph relate to that paragraph’s topic sentence?

Suggested Revision Strategies: 3×5 Note Card. See also: Unpacking an Idea

Is there unnecessary repetition of certain points (an indication that the paper’s organization should be tinkered with, overhauled, etc.)?

Suggested Revision Strategies: Reverse Outline, Cubing, Read Out Loud

Is there sufficient (but not excessive) use of texts, evidence, or data?

Suggested Revision Strategies: Unpacking an Idea, Cubing, Talk Your Paper, Outside Reader

Does my paper employ effective transitional words, phrases, and sentences?

Suggested Revision Strategies: Outside Reader, Read Out Loud

Are the sentences well-worded and well-constructed?

Suggested Revision Strategies: Read Out Loud

Should some sentences be combined (for the sake of clarity, to avoid choppiness, etc.)? Should others be broken into two or more sentences, so that distinct—even if also related—ideas receive proper emphasis?

Suggested Revision Strategies: Read Out Loud, Outside Reader

Is the language precise and appropriate to the writing context?

Suggested Revision Strategies: Writing Between the Lines, Read Out Loud

Is the style authentic and engaging?

Suggested Revision Strategies: Talk Your Paper, Read Out Loud

Have I rewritten the introduction in order to remove sentences that are not essential to the set-up of my argument?

We strongly suggest removing, for instance, any “since the dawn of time” statements and others of its type that do not help to introduce your topic.

Suggested Revision Strategies: Talk Your Paper, Underline Your Main Point, Memory Draft

Have I addressed all of the questions (or parts of questions) in the assignment?

Suggested Revision Strategies: Return to the Prompt

Last revised: 07/2008| Adapted for web delivery: 05/2021

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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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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.

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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.

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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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Khan Academy Blog

Introducing Khanmigo’s New Academic Essay Feedback Tool

posted on November 29, 2023

By Sarah Robertson , senior product manager at Khan Academy

Khan Academy has always been about leveraging technology to deliver world-class educational experiences to students everywhere. We think the newest AI-powered feature in our Khanmigo pilot—our Academic Essay Feedback tool—is a groundbreaking step toward revolutionizing how students improve their writing skills.

The reality of writing instruction

Here’s a word problem for you: A ninth-grade English teacher assigns a two-page essay to 100 students. If she limits herself to spending 10 minutes per essay providing personalized, detailed feedback on each draft, how many hours will it take her to finish reviewing all 100 essays?

The answer is that it would take her nearly 17 hours —and that’s just for the first draft!

Research tells us that the most effective methods of improving student writing skills require feedback to be focused, actionable, aligned to clear objectives, and delivered often and in a timely manner . 

The unfortunate reality is that teachers are unable to provide this level of feedback to students as often as students need it—and they need it now more than ever. Only 25% of eighth and twelfth graders are proficient in writing, according to the most recent NAEP scores .

An AI writing tutor for every student

Developed by experts in English Language Arts (ELA) and writing instruction, the pilot Khanmigo Academic Essay Feedback tool uses AI to offer students specific, immediate, and actionable feedback on their argumentative, expository, or literary analysis essays. 

Unlike other AI-powered writing tools, the Academic Essay Feedback tool isn’t limited to giving feedback on sentence- or language-level issues alone, like grammar or spelling. Instead, it provides feedback on areas like essay structure and organization, how well students support their arguments, introduction and conclusion, and style and tone.

The tool also doesn’t just stop at providing feedback, it also guides students through the revision process. Students can view highlighted feedback, ask clarifying questions, see exemplar writing, make revisions, and ask for further review—without the AI doing any actual writing for them.

Unique features of Khanmigo pilot Academic Essay Feedback tool

• Immediate, personalized feedback: within seconds, students get detailed, actionable, grade-level-appropriate feedback (both praise and constructive) that is personalized to their specific writing assignment and tied directly to interactive highlights in their essay.
• Comprehensive approach: feedback covers a wide range of writing skills, from crafting an engaging yet focused introduction and thesis, to overall essay structure and organization, to style and tone, to alignment and use of evidence.
• Interactive revision process: students can interact with Khanmigo to ask questions about specific pieces of feedback, get examples of model writing, make immediate revisions based on the feedback, and see if their revisions addressed the suggestion.
• Support for various essay types: the tool is versatile and assists with multi-paragraph persuasive, argumentative, explanatory, and literary analysis essay assignments for grades 8-12 (and more, coming soon).
• Focus on instruction and growth: like all Khanmigo features, the Academic Essay Feedback tool will not do the work for the student. Teachers and parents can rest assured that Khanmigo is there to improve the students’ independent writing skills, not provide one-click suggested revisions.

How parents can use Khanmigo’s Academic Essay Feedback tool

Any student with Khanmigo access can find the feedback tool under the “Write” category on their AI Activities menu. 

For academic essays, students should simply paste their first draft into the essay field, select their grade level and essay type, and provide the essay instructions from the teacher.

Students then click “Submit” and feedback begins generating. Once Khanmigo is done generating feedback, students can work their way through the suggestions for each category, chat with Khanmigo for help, make revisions, and resolve feedback. They can then submit their second draft for another round of feedback, or copy the final draft to submit to their teacher.

Bringing Khanmigo to your classroom, school, or district

Teachers in Khan Academy Districts partnerships can begin using the Khanmigo Academic Essay Feedback tool with their students right away. Simply direct students to the feedback tool under the “Write” category on their AI Activities menu.

Like all other Khanmigo activities, students’ interactions are monitored and moderated for safety. Teachers or parents can view the student’s initial draft, AI-generated feedback, chat history, and final draft in the student’s chat history. If anything is flagged for moderation, teachers or parents will receive an email notification.

Looking ahead

With the Academic Essay Feedback tool in our Khanmigo pilot, teachers and parents can empower students to take charge of their writing.The tool helps facilitate a deeper understanding of effective writing techniques and encourages self-improvement. For teachers, we think this tool is a valuable ally, enabling them to provide more frequent, timely, detailed, and actionable feedback for students on multiple drafts.

In the coming months, we’ll be launching exciting improvements to the tool and even more writing resources for learners, parents, teachers, and administrators:

• The ability for teachers to create an essay-revision assignment for their students on Khan Academy
• More varied feedback areas and flexibility in what feedback is given
• Support for students in essay outlining and drafting
• Insights for teachers and parents into their students’ full writing process

Stay tuned!

Sarah Robertson is a senior product manager at Khan Academy. She has a M.Ed. in Curriculum and Instruction and over a decade of experience teaching English, developing curriculum, and creating software products that have helped tens of millions of students improve their reading and writing skills.

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Essay Revision: Emphasizing Process Over Product

Posted on March 8, 2023 by Maggie Gilchrist

But how do we as instructors convince students that essays are not a box to check (or a dragon to be slayed)? That the act of writing itself is a practice in thinking critically and an important tool for honing communication skills?   

The first step is to recognize that there is not just one reason why students may have negative feelings toward the writing process. Among many possible reasons for disliking writing assignments, students may:  

• Not understand the need for process.   
• Focus on the grade (and often on one that they feel is arbitrarily given).
• See the finished product as a once and done task that holds no relevance to lifelong learning or their future career goals.  

There are several techniques instructors can use to combat the negative, and often misguided, feelings students have towards the writing process:  

Emphasize the need for process in your course learning objectives and assignment sheets.

Explaining the drafting, peer review, and revision process to your students early and often is an important step in helping students understand the benefits of revision. One useful technique is to build revision into your course by creating scaffolded assignments that break writing essays into manageable chunks that are developed and revised several times. By breaking the writing process into multiple steps, instructors can make the essay writing process seem less daunting and provide students with opportunities to develop their writing skills. For instance, hosting a thesis workshop before a peer review day gives students several chances to revise their work in a low stakes context.   

Take the focus off the grade.

Another benefit to incorporating the revision process directly into assignments is that it lessens some of the anxiety students feel regarding their grades. By receiving feedback at each stage of the writing process (whether directly from the instructor or from their peers), students feel more empowered to take risks, try out new ideas, and are more willing to make and learn from mistakes that are critical to long-term learning and success. Offering low stake opportunities for students to recognize writing errors encourages them to focus on their own development and less on a letter grade.   

Make essays about long-term learning.

Just as important, providing feedback to students at multiple stages creates a dialogue between students and instructors, what Kara Whittman has called “Literacy Narratives,” in which students are encouraged to regard their writing as an ongoing and developing conversation. Rather than throwing together a paper they never look at again, asking students to respond to feedback (whether as a discussion or in the form of essay revisions) allows them to see writing as a tool for developing their ideas, questioning their initial assumptions, and growing both as writers and thinkers.   

Make the learning process transparent.

At the heart of all of this is an underlying problem: we need to communicate more clearly to our students why they are asked to perform certain tasks. By implementing techniques such as TiLT (Tranparency in Learning and Teaching), we can establish a clear, shared goal for students. And once students know why they are performing a task and how it will serve them in the future, they are far better equipped to succeed in the classroom and much more likely to put forth their best effort.   

Interested in learning more emphasizing the writing process? Consider attending a CITL workshop or contact our office for an individual consultation. You can also check out this CITL blog post on TiLT .

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• No phone support

EssayPro excels in customer satisfaction by offering personalized nursing paper writing services tailored to each client’s specific requirements. Their team of elite experts guarantees 5-star quality content, complete originality, and successful outcomes in their nursing papers. With a wide range of services and unlimited revisions, EssayPro ensures that customers are completely satisfied with the final product. Their friendly customer support team is available 24/7 to address any questions or concerns, making EssayPro the best choice for customer satisfaction.

What to Look For in a Nursing Paper Writing Service

Finding a reliable nursing paper writing service can be challenging, but it’s essential to prioritize quality by ensuring collaboration with experienced essay writers capable of providing superior essays. Start by researching each service thoroughly, reading user reviews, and checking their track record. Look for services that offer timely delivery, high-quality standards, and customization options to ensure that the papers are tailored to your specific needs.

Be sure to choose a service that adheres to strict confidentiality policies and offers secure payment methods. By considering these factors, you can find a reliable nursing paper writing service that meets your unique needs and helps you succeed in your academic journey.

Types of Papers and Assignments That Nursing Paper Writing Services Cover

Nursing assignment help services, also known as nursing writing services, cover a wide range of papers and assignments, making it easy for nursing students to find the assistance they need for any project. These services cater to all aspects of nursing education, including:

• Research papers
• Capstone projects
• Dissertations
• Evidence-based practice assignments
• Thesis writing
• PICO questions

With these services, students can get help with any type of nursing assignment they may encounter.

Nursing Paper Help (Writing, Editing, Proofreading)

Nursing paper writing services specialize in providing assistance with nursing essays for all academic levels. These websites employ professional nursing essay writers with substantial medical knowledge and rigorous training, ensuring that your essays are well-researched and tailored to your specific area of study. As a nursing writing service, they are dedicated to helping you achieve academic success.

Apart from writing, editing and proofreading services are also available, allowing you to refine and polish your work to meet the highest standards of nursing practice.

Help With Nursing Research Papers

For nursing students who need help with their writing nursing research paper, services like NursingPaper and PaperHelp offer expert assistance in the form of nursing research paper writing services. These services employ experienced nursing paper writers with proficiencies in various disciplines, ensuring that the papers they deliver are of high quality and meet the requirements of their clients.

Nursing Care Plan Assistance

Nursing care plan assistance is available for students who need help with the practical application of their knowledge. These services provide support for nursing care plans and their implementation, ensuring that students have a comprehensive understanding of their submitted work and that it is completed accurately.

By utilizing nursing care plan assistance, you can focus on other aspects of their education while still receiving the necessary support to succeed in their clinical practice.

Nursing Capstone Project Help

Nursing capstone projects are an essential part of nursing education, allowing students to engage in independent research and explore a specific topic of interest. These services provide expert guidance and support throughout the capstone project process, ensuring that students can successfully complete their projects and contribute to the field of nursing.

Nursing Dissertation Help

For graduate students working on their nursing dissertations, nursing dissertation help is available to provide support and assistance throughout the process. These services offer expert guidance on:

• Selecting a topic
• Conducting research
• Organizing thoughts
• Writing the dissertation
• Revising and editing
• Obtaining feedback
• Proofreading

Nursing Case Study Help

Nursing case study help is available for students who need assistance with the practical application of their knowledge and skills. These services provide support for case study analysis, helping students to understand and apply the principles of nursing in real-life situations.

Evidence Based Practice Assignments

Evidence-based practice assignments are an essential component of nursing education, as they help to ensure that healthcare decisions and interventions are based on the most up-to-date evidence. These assignments can be challenging, but professional nursing paper service can provide the necessary assistance and support to help students succeed in their evidence-based practice assignments.

Nursing Thesis Writing Service

For advanced academic projects, such as a nursing thesis, nursing thesis writing services are available to provide support and assistance throughout the thesis writing process. These services offer expert guidance on:

• Writing the thesis

SOAP Notes Writing Help

Clinical documentation is an essential aspect of nursing practice, and SOAP notes are a structured method of organizing and documenting patient information. SOAP notes writing help ensure that your SOAP notes are well-structured, succinct, and comply with the highest standards of nursing practice.

PICO Questions Assistance

PICO questions are a type of research question used to assist in locating the most appropriate evidence when searching for answers to clinical questions. PICO questions service is essential to those who need help with research and problem-solving, providing guidance on formulating PICO questions and conducting research to answer these questions.

How Much Does a Nursing Paper Cost?

The average cost of a nursing paper can vary depending on factors such as page count, deadline, and writer’s level. Generally, nursing paper writing service starts at $13 per page, but the deadline and academic level can greatly affect the overall cost of your paper.

At NursingEssayWriting, the initial cost for nursing essays starts at $10 per page, while at NursingPaper, the initial cost is $13 per page. Be sure to compare prices on different websites if you’re on a tight budget.

How Do You Write a Nursing Essay?

To write a good nursing essay, start by thoroughly understanding the task at hand and selecting an appropriate topic. Research the topic extensively, create an outline, write an introduction, body paragraphs and a conclusion, then proofread and edit the paper before submitting it.

Use a professional tone and make sure to include a clear conclusion in the first sentence. Additionally, try to make a connection with the reader and ensure that your qualifications for the role are clear. Finally, have a friend or colleague read the essay before submitting it.

Can Nurses Make Money Writing?

Nurse writers with a few years of experience are able to make over $800 per article. Some writers have even gone on to make six figures annually, with some having earned up to $115,000 in their highest-earning years. With the right research and negotiation strategies, nurses can make good money through writing, especially if we’re talking about research papers, theses and dissertations.

How Do I Find a Good Essay Writing Service?

To find a good essay writing service, it is recommended to check out customer ratings and reviews from sites like TrustPilot, SiteJabber, and Google Reviews. Make sure to read user reviews to get an idea of the best services available.

What Is the Best Nursing Essay Writing Service?

We believe that NursingEssayWriting is the best nursing essay writing service, as this website offers affordable and comprehensive assistance to students with any academic tasks in health science & nursing. This website boasts high ratings, hundreds of positive reviews, and has highly experienced experts to write online nursing papers.

What Types of Nursing Assignments Can These Services Help With?

These services can help with various nursing writing assignments, such as essays, care plans, research papers, capstone projects, dissertations, case studies, and SOAP notes. By using a nurse essay writing service, students can ensure that their papers are well-researched, well-written, and adhere to the highest standards of nursing practice.

In conclusion, a professional nursing writing service offers valuable support and assistance to future nurses in need. By considering factors such as specialization, pricing, timely delivery, overall quality, and customer satisfaction, you can find the perfect service to help you succeed in your nursing education. With the help of professional nursing essay writers, you can navigate the challenges of nursing academic tasks and achieve your academic goals.

This article was written in cooperation with Nursing Academic Help.

The news and editorial staff of the Santa Cruz Sentinel had no role in this post’s preparation. This is a paid advertisement and does not necessarily reflect the official policy or position of the Santa Cruz Sentinel, its employees, or subsidiaries.

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Module 4: Research

Assignment: personal analysis essay revision, personal analysis essay revision introduction.

In the Writing module, you completed an essay asking you to reflect on your ethical values.

Assignment Details

The revised essay will be 600-850 words long.  It will demonstrate a clear, supported thesis statement, strong organizational skills, and attention to proofreading and editing.

Additionally, it will incorporate 1-2 credible outside sources to help support the essay’s thesis.  These sources will be cited using MLA in-text citations and the essay will include a MLA Works Cited page.

In order to successfully complete this assessment, a submitted essay must reach “Meets or Exceeds Expectations” in all categories.

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• Performance Assessment: Personal Analysis Essay Revision. Provided by : Lumen Learning. License : CC BY: Attribution