Daily Paragraph Editing

As your children grow, so should their understanding of grammar and writing to succeed in life. Daily Paragraph Editing Grade 4 from Evan-Moor teaches the essential skill of editing. Daily Paragraph Editing Grade 4 covers:

Daily Paragraph Editing, grade 7 reproducible teacher's edition contains everything you need to lead targeted language lessons, including 176 reproducible student activity pages and corresponding teacher support. The teacher's edition includes the following \"extras\": scope and sequence chart annotated answer key assessment rubric reproducible language handbook page of reproducible proofreading marks editing checklist for studentsDaily Paragraph Editing grade 7 provides 36 weeks of frequent, focused language practice to help your seventh graders learn the conventions of standard English grammar and usage. The concise daily activities are ideal \"warm-up\" exercises to begin your language arts block and are adaptable for small-group and whole-class instruction. How it works: students apply grade-level language skills to correct a paragraph on Monday through Thursday; when read together, the four paragraphs form a cohesive composition. A writing prompt on Friday relates to the week's four-paragraph composition and gives students the chance to apply the targeted language conventions.

This article gives tips on proofreading and editing your paper to enhance your style of writing, make your writing more concise, and ensure that you are using proper punctuation. How are revision, proofreading, and editing similar How are they different

Editing is an important part of the writing process. Once your document is fairly well-developed, you need to edit. While your instructors may prize thoughtful argument, rich description, and thorough research, they are also likely to value careful editing.

Be concise. Once you have written a solid draft, a document that has been well researched, take a step back and question whether or not you can delete half of the words. In a world where billions of instant messages and emails are sent daily, brevity is a virtue. People love conciseness. They respect writers and leaders who can explain difficult matters simply.

No matter how much you appreciate the sounds of the words you have used, editing for economy may mean cutting the length of your document in half! By using the editing strategies already discussed, you have begun to chip away needless abstractions, unnecessary jargon, awkward passive constructions, weak verbs, tangled sentence patterns, unnecessary nouns, and strings of prepositional phrases.

Not included in the first paragraph. Date when the test came back positive. Date they gave the test. Date they got symptoms. Are they in hospital now. Date when they came from Italy. --Gryllida (talk) 21:33, 12 March 2020 (UTC)Reply[reply]

Comments by reviewer:The first paragraph of this article, also called as Lede mentions when the event took place, that is, March 24. That happened a week ago. It is no longer \"new\" to be newsworthy. It is not fresh, as anything that happened more than three days ago is just not news anymore.

\"On Tuesday March 31, Prime Minister Sheikh Hasina had previously said the end date of the lockdown was moved from April 4 to April 9, but businesses would be allowed to open during this period if they followed some restrictions. She said, \"The extension of the lockdown from April 4 to April 9 would help complete a 14-day cycle for recovery and testing.\" She also said to cancel events which involved public gatherings, including the Bengali New Year (April 14) celebrations. What is the source for this paragraph\"

\"\"The IEDCR screened many people in this periodwhich period is this referring to and detected the virus on some people's bodies. They included people who had returned home recently from abroad, said Dr Meerjady. \"\" it is difficult to find source for this, this paragraph can be removed

\"COVID-19 is a respiratory virus which spreads through only people No longer true. The World Health Organization (WHO) declared it a pandemic on March 11.This is not the best place for this sentence - maybe in the second paragraph\" Remove the first sentence, move the second one to the end of the second paragraph.

If you are trying to support a clear argument throughout your work, it is important to remember all of the different steps that you have to take to make that argument. There are a lot of different heuristics for outlining an argument, but for a quick and dirty editing exercise, consider the AXES model. AXES stands for Assertion, eXample, Explanation, and Significance. To make an argument in your paper, you need to:

Once you do this for your whole paper, you have a new way of editing. Without considering the details of what you have written, you can see if you transition evenly between each of those four moves. Or, you might find:

On obstacles in the area of women and poverty, the EU and JUSCANZ rejected a proposal from the Holy See to include unfulfilled commitments to provide development assistance in text listing factors that contribute to widening economic inequality between women and men. The reference remains bracketed. Delegates cleared text referring to income inequality, unemployment and deepening poverty among the most vulnerable and marginalized groups. Regarding text listing these groups, the EU suggested, and JUSCANZ and the HOLY SEE opposed, deleting it and placing it later in the text. A compilation of proposals by JUSCANZ and the Holy See, which includes references to, inter alia, rural women, single mothers and indigenous women, was placed in brackets. JUSCANZ, the EU, the HOLY SEE and the RUSSIAN FEDERATION made additions to a sentence listing obstacles that thwart national efforts to combat poverty, including excessive military spending, conflicts, sanctions and low levels of development assistance. JUSCANZ proposed text stating that low levels of ODA and inefficient use of resources are among the factors that hinder national efforts to combat poverty. No final agreement was reached on which of these would be retained. The G-77/CHINA agreed with the general thrust of the paragraph, but noted it would need time to reflect on some of the wording. MEXICO submitted, and later withdrew, a proposal to add a sentence on high military spending absorbing resources for health, education and employment services.

On a paragraph calling on international institutions and other actors to implement the PFA by supporting governments efforts and developing complementary programmes, many delegations supported referring to trade unions and other stakeholders in the list of actors and referring to collaboration between governments and actors \"where appropriate.\" A regional group suggested merging language recognizing the contribution, autonomy and complementary roles of NGOs. The merged text also calls on governments and intergovernmental organizations to continue strengthening partnerships with NGOs, particularly womens groups, in implementing the PFA. Some delegates opposed reference to autonomy, while others noted this concept has already been affirmed in the Beijing Declaration and should be maintained. The reference remains bracketed.

Many delegates supported additional text on achieving gender equality and womens full participation in all spheres of society as essential for good governance, political legitimacy and effective management of social and economic resources. A group of countries expressed concern about referring to good governance and political legitimacy, stating these terms need to be fully qualified. Many delegations proposed deleting the reference to political legitimacy, noting it is encompassed within the concept of good governance. Chair Bhattacharjee suggested bracketing the reference to good governance and discussion of this paragraph was postponed pending the outcome of consultations.

On achieving gender equality, delegates welcomed reference to the empowerment of women. A regional group supported reference to inequalities between women and men and girls and boys and to their responsibilities, opportunities and possibilities. On addressing womens and mens interests, concerns, experiences and priorities in the design, implementation, monitoring and evaluation of all actions, a delegate opposed reference to systematically addressing these interests, concerns, experiences and priorities and suggested retaining the original formulation. She also opposed reference to national monitoring but welcomed language on follow-up and evaluation. Many countries suggested, and a group of countries opposed, reference to national and international monitoring, stating that international monitoring is carried out regularly. The group opposing reference to international monitoring responded that implementation is the primary responsibility of national governments and international monitoring applies only to follow-up mechanisms. Another group of countries suggested the scope of monitoring not be specified to allow introductory paragraphs to remain broad. Chair Bhattacharjee suggested bracketing the reference to monitoring pending further consultations.

One group of countries suggested reference to the life cycle and diversity of women in a paragraph on designing policies and implementing further actions and initiatives to achieve gender equality. Another group of countries suggested adding a reference to indigenous people, migrants, refugees, displaced people and \"other status\" to the list of status reflecting womens diversity. One delegate proposed deleting this list and reference to the life cycle to refer instead to all stages of the life cycle, including in all conditions of life, for all women. 59ce067264

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