By Suzanne Gilad

Turn your knack for language right into a profitable career

Must-know suggestions and assets for maximizing your accuracy and speed

Interested in turning into a copyeditor or proofreader? need to know extra approximately what each one task involves? This pleasant advisor is helping you place your self for achievement. Polish your abilities, construct a successful résumé and land the task you've regularly sought after. Books, magazines, websites, company files - easy methods to enhance any kind of book and make your self critical to writers, editors, and your boss.

  • Balance among type and rules
  • Master the paintings of the query
  • Use proofreader symbols
  • Edit and facts digital documents
  • construct an exceptional freelancing occupation

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Additional resources for Copyediting & Proofreading For Dummies

Example text

So, in considering the information that he is going to introduce in a program, the CAL writer will have to exercise a great deal of skilled judgement in deciding the relative importance that should be given to one new concept or another as they are introduced, tested and linked with others. The only strict ruIe lobserve is that every I-frame is immediately followed by at least one T -frame. How many more T -frames and INTRODUCTORY TECHNIQUES L-frames are used for that particular fact depends upon its importance.

Thus B is not the answer to his problem. 11). 11 areonly asking fora single response (a 'Yes' or a 'No') they are both testing both aspects of the problem. They are both Lframes, therefore. The record ofthe CAL writer's progress so far is as in Fig. 2. The writer can now be reasonably sure that the two important criteria in understanding Socrates' problem will be understood by the student. He cannot be completely sure, however, until he has tested the sequence with typical students. 10 10 sq cm 28 sqcm A B Is shape B the answer to Socrates' problem?

In short, it is 'learning by doing'. Much research has shown overwhelming evidence that the method of frequent active responses by students is far superior to non-active methods in the speed with which skills are learned or in the accuracy with which facts are retained. The importance of active, continual participation in the learning process by 27 28 INTRODUCING CAL the student cannot be over-emphasized. Even when strict PL or CAL procedures are not employed in the breaking down oftasks into smalI, regular steps, activity learning is finding its way into all sorts oftraining, particularly in industry.

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