Grade by Grade
B. Foundations of Language · Spelling, Grammar and Punctuation

Editing Digital Texts for Accuracy and Style

D2.6 B3.3 A1.2About 45 minutes
Learning goals
  • I can edit my writing for errors in spelling, punctuation, grammar and format.
  • I can edit for style: precise words, varied sentences, active voice and smooth transitions.
  • I can use word-processing tools, including spell- and grammar-checkers, Find and Replace, and read-aloud tools, wisely.
  • I can keep a list of my own common errors and plan my next steps.

Words to know

editing
Fixing errors and polishing writing so it is correct and clear.
proofreading
A final careful check for small errors before publishing.
style
How the writing sounds: word choice, sentence variety, voice and flow.
Find and Replace
A tool that finds a word in a document and can change it to another word.
text-to-speech
A tool that reads your writing aloud in a computer voice.

Remember from Grade 5

In Grade 5 you edited with a CUPS checklist (Capitals, Usage, Punctuation, Spelling, plus format), and you learned that spell- and grammar-checkers are helpers, not bosses.

In Grade 6 the curriculum asks you to edit to improve accuracy and style, checking for errors in spelling, punctuation, grammar and format, and to edit digital texts with word-processing software, including spell- and grammar-checkers.

CheckAsk yourselfGrade 6 skills to look for
SpellingDid I check words the checker can't catch?Confused words (principal/principle), schwa words, endings (-cial/-tial)
PunctuationAre my commas and colons in the right places?Commas after transitions, around extra clauses; colons in letters, memos, scripts
GrammarDo my sentences work?Consistent tense, singular verbs with gerund subjects, no comma splices
FormatDoes it look right for its form?Headings, spacing, letter or memo layout, one or two fonts
StyleDoes it sound clear and interesting?Precise words, varied sentences, active voice (unless passive fits), good transitions
A Grade 6 editing checklist: accuracy (the first four) and style

Digital tools: use them wisely

  • Spell-checker: catches misspellings, but misses real words used wrongly (stationary for stationery). Set it to English (Canada) if you can.
  • Grammar-checker: may catch comma splices and tense shifts, but it can be wrong. Read every suggestion and decide.
  • Find (Ctrl + F): search for your own common mistakes, or overused words like very, really or then.
  • Find and Replace: fixes a word everywhere at once. Be careful with Replace All! Replacing cat with dog everywhere could turn category into dogegory. Some programs have a whole words only setting. Check each change.
  • Read aloud (text-to-speech): many programs and devices can read your writing aloud. You'll hear missing words and long sentences your eyes skip.
  • Comments: a partner can leave a comment instead of changing your words. Be kind and specific when you comment on someone else's work.
Find:catReplace with:dogReplace AllThe cat napped.The dog napped.a categorya dogegoryTip: use "whole words only" and check each change.
Replace All changes every match, even inside other words. That's how category turns into dogegory.
Worked example

Let's edit a paragraph for accuracy

Edit this paragraph: Our school held it's first winter carnival last friday. The principle opened the event, the students cheered. Sledding races were fun however the snow sculptures was my favourite part.

  1. Spelling / usage: it's → its (belonging). principle → principal (the head of the school).
  2. Capitals: friday → Friday.
  3. Punctuation: opened the event, the students cheered is a comma splice → opened the event, and the students cheered. fun however the → fun; however, the.
  4. Grammar: the snow sculptures was → the snow sculptures were (plural subject).

Our school held its first winter carnival last Friday. The principal opened the event, and the students cheered. Sledding races were fun; however, the snow sculptures were my favourite part.

Worked example

Let's edit for style

Improve the style: The snow was really really cold. The snow was deep. The fort was built by us. It was very very fun.

  1. Repetition: The snow was... The snow was... Combine: The snow was deep and bitterly cold.
  2. Precise words: really really cold → bitterly cold; very very fun → a blast or thrilling.
  3. Active voice: The fort was built by us → We built a fort. In a story, active voice is livelier.
  4. Transitions: add Even so, to connect the cold to the fun.

The snow was deep and bitterly cold. Even so, we built a fort, and it was a blast!

A five-step editing routine

  1. Take a break before editing, so you see your writing with fresh eyes.
  2. Do one check at a time: spelling, then punctuation, then grammar, then format, then style.
  3. Use the read-aloud tool or read it aloud yourself.
  4. Run the checkers last, and decide on each suggestion.
  5. Add any mistake you made to your personal error list, and use Find to check for it next time.
1Take abreak2One checkat a time3Read italoud4Run checkerslast5Update yourerror listspelling → punctuation → grammar → format → style
The five-step editing routine. In step 2, do one kind of check per read-through, in the order shown underneath.
Just for fun

Funny but true: A famous poem starts "Eye halve a spelling chequer / It came with my pea sea." Every word is a real word, so a spell-checker finds nothing wrong. Your brain, on the other hand, finds plenty!

Hands-on activity

Edit, track and set a goal

You need: a piece of writing you typed (or a typed paragraph from a grown-up with some mistakes added), a word processor, and a notebook.

  1. Save a copy of your writing first, so you can compare before and after.
  2. Go through the Grade 6 checklist one row at a time. Fix what you find.
  3. Use Find to search for very and really. Replace at least two with more precise words.
  4. Turn on the read-aloud tool (or read aloud yourself). Fix anything that sounds wrong.
  5. Run the spell- and grammar-checker. For each suggestion, write Accept or Ignore and why.
  6. In your notebook, start a personal error list: the mistakes you made most. Write one goal, like "Check every however for a semicolon and comma."
  7. Compare your before and after copies with a grown-up.

Your turn

1

Name the four kinds of errors the Grade 6 curriculum asks you to check for.

2

Why won't a spell-checker catch The bus was stationery?

3

What's the risk of Replace All?

4

How can a read-aloud tool help you edit?

5

Edit: The coach said we was the best team in the province.

6

Edit for style: It was very very big.

7

What is a personal error list, and why keep one?

More practice: warm-up

1

What does the shortcut Ctrl + F do?

2

True or false: you should accept every grammar-checker suggestion.

3

Which language setting should your checker use in Canada?

4

Edit: last saturday we went skating.

5

What should you do before editing a big piece of writing?

More practice: on your own

1

Edit: For example the maple leaf, which is on our flag is a symbol of Canada.

2

The grammar-checker suggests changing Dear Mr. Lee: to Dear Mr. Lee,. The letter is to a company manager. What should you do?

3

Edit the tense: We set up the tent. Then it starts to rain.

4

Edit for style: The ball was kicked by Ali. The goal was scored by Ali.

5

A classmate asks you to comment on their story. Write one kind, specific comment.

Challenge

1

Edit for all errors: TO all students / Our class are collecting mitts for the shelter. Bring them to room 12, however please make sure there clean. The collecting of mitts will be done by us until december 4.

2

Explain the difference between editing for accuracy and editing for style. Give one example of each.

3

Look at your personal error list idea. If your three most common errors are comma splices, their/there and tense shifts, describe how you'd use digital tools to check for each one.

Check your understanding

Quiz

1.

Which error will a spell-checker most likely miss?

2.

What should you do with a grammar-checker suggestion?

3.

Which is an example of editing for style?

4.

Why should you be careful with Replace All?

5.

Which sentence is edited correctly?

6.

What is the main purpose of a personal error list?

For parents and teachers

Big idea (D2.6, A1.2): The Grade 6 curriculum asks students to edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar and format, and to edit digital texts using word-processing software, including spell- and grammar-checkers. Keeping an error list and setting goals builds student agency (A1.2).

How to help at home:

  • Encourage your child to edit in passes (one kind of error at a time) rather than all at once.
  • Show them the read-aloud feature on your device.
  • Ask about each checker suggestion: "Why did you accept or ignore that?"
  • Celebrate a shrinking error list!

Common difficulties:

  • Trusting the checker completely. Point out real-word errors it missed.
  • Editing only spelling. Remind them about punctuation, grammar, format and style.
  • Feeling discouraged by many errors. Focus on two or three goals at a time.
  • When children comment on each other's work online, talk about being kind, specific and respectful.