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Developmental editing is a form of writing support that comes into play before or during the production of a publishable manuscript, in fiction, non-fiction, and academic writing (including textbooks).
Moreover, the competition theory accounts for the highly varied rates of overregularization seen in Roger Brown's longitudinal study of Adam, Abe, and Sarah. Abe had an extremely high rate of overregularization, 24%, compared with Adam's rate of 3.6%, and Sarah's of 7.9%.
Levels of edit (or levels of editing) describes a cumulative or categorical scheme for revising text.Beginning as a tool to standardize communication between writers and editors at a government laboratory, [1] the levels of edit has been adopted and modified by the general public and academics in professional communication and technical communication.
Some claim that children experience a sudden acceleration in word learning, upwards of 20 words per day, [58] but it tends to be much more gradual than this. From age 6 to 8, the average child in school is learning 6–7 words per day, and from age 8 to 10, approximately 12 words per day.
The first seven levels (up to Veteran Editor or Tutnum), which cover the first two years of one's editing career, would require a rate of 4,000 edits per year (an average of approximately 11 edits per day) if one were to advance levels with edit counts and service time in perfect synchronization (except that the second level, Novice Editor or ...
A real-time view of current edit rates on various major language Wikipedias using node.js. The app connects to Wikimedia IRC chatrooms where page edits are announced by a bot, and keeps track of the edits. wlm-stats (historical) GLAM GitHub: Statistics and graphs about the Wiki Loves Monuments photograph contest. Historical information captured ...
Example of non-professional copy editing in progress [1]. Copy editing (also known as copyediting and manuscript editing) is the process of revising written material ("copy") to improve quality and readability, as well as ensuring that a text is free of errors in grammar, style, and accuracy.
The Coleman–Liau index is a readability test designed by Meri Coleman and T. L. Liau to gauge the understandability of a text. Like the Flesch–Kincaid Grade Level, Gunning fog index, SMOG index, and Automated Readability Index, its output approximates the U.S. grade level thought necessary to comprehend the text.
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