Academic writing can be challenging to read and understand, especially if the author is not clear, concise, or coherent. As a proofreader, you need to have a strategy for navigating unclear academic writing and helping the author improve their communication. Here are some tips and techniques that can help you deal with ambiguous, vague, or confusing academic texts.
The first step in proofreading unclear academic writing is to identify the main problem that makes the text hard to follow. Is it the structure, the language, the logic, the evidence, or the style? For example, you might notice that the text lacks a clear thesis statement, has too many jargon terms, jumps from one idea to another, uses weak or irrelevant sources, or has inconsistent formatting. Once you identify the main problem, you can focus on addressing it in your feedback and suggestions.
I suggest writers read their finished product aloud so they can hear it. Their ears will pick up what their eyes “fix” based on intent. When they do, they are able to shorten sentences that make them run out of breath. They are able to discover missing words, excessive punctuation and overuse of their favorite words.
I don't believe that good proofreading can be achieved in a single reading of a text. Moreover, I would say that editing is usually required in addition to proofreading. I therefore begin by proofreading to correct any gross errors of spelling, grammar, word choice, repetition or ambiguity. The second reading is when I really 'listen' for style and clarity, and the third reading is for finer proofreading and formatting.
Good proofreading requires knowledge, not only of the rules of gramma, but also of the subject discussed in the article itself. So, a good proofreader seeks also to educate himself on the subject being discussed because his effectiveness and the quality of the final product depend on this. This is what allows him to identify such things as ambiguity and lack of clarity. It will also allow him to provide good suggestions on how to render any jargon or technical terms so that the average reader will have no difficulty understanding the article.
This is something I encounter a lot in work. I often ask specialist colleagues to explain their report/article to me as if I am 12 years old. This usually helps focus on the essence of the issue. Incidentally, this is not an arbitrary age. The BBC style guide suggests that texts should be written is such a way that a young adult could understand. It usually works!
Before starting I read through the article to determine the essence of the article. If there is any unnecessary clutter I would correct it in conjunction with the author. After the first correction "draft". Only when all parties are satisfied, the final copy will be drawn up. The most important to keep in mind checking grammar, and spelling. When writing for business, be precise in your communication. Don't use unnecessary jargon. Otherwise, the intended message may get lost. Be direct. To the point.
One of the best ways to help the author clarify their academic writing is to use questions and comments to point out the issues and gaps in their text. Questions and comments can help you communicate your confusion, curiosity, or criticism in a constructive and respectful way. For example, you might ask the author to explain a term, to provide more evidence, to connect the dots, to rephrase a sentence, or to revise a paragraph. You can also use comments to praise the strengths, acknowledge the efforts, or offer alternatives.
When possible, do multiple readthroughs of the text. Comments and questions like these are best suited for your first, uninformed read. You want to read it as the audience would, without any deep understanding of what is to come. As you go through the manuscript, point out any sections that leave you confused or with unanswered questions. Further in the paper, you might find clarity for those sections that will better inform your suggested revisions on your second read.
I also believe that reading what you have written aloud is helpful but if you make an audio recording and then listen to it you might even derive more benefit.
Another strategy for proofreading unclear academic writing is to refer to the guidelines and standards of the discipline, the journal, or the institution. These guidelines and standards can help you check the quality, accuracy, and consistency of the text. For example, you might refer to the citation style, the word limit, the formatting requirements, the ethical principles, or the evaluation criteria. You can also use the guidelines and standards to support your feedback and suggestions with evidence and authority.
I have worked as a tutor with many students on their research papers and other writing assignments. I always ask for (require) a copy of the rubric or syllabus so I know what the professor's expectations are. If it's not included, I have to know what style guide is required. If there are any advisor notes (usually for dissertations), it's unimportant to see them. Many times they are included in the notes found in "track changes" in Word. Finally, timeframe or deadline is important.
I've taught writing on a variety of levels, from GED to the University. As I reader, I get annoyed by gobbledygook, wordiness, prose that piles abstract noun after abstract noun. Some of my AP students thought their unclear prose sounded "intelligent." They were loathe to write simply and clearly. In the book Style (by the way, where are italics?) by Joseph M. Williams, the author titles one chapter "The Grammar of Clarity."The first principle here which I help students understand is the following: "Try to state who's doing what in the subject of your sentence, and try to state what that who is doing in your verb." In the subject, change a noun to a verb. For example, "Our lack of pertinent data" becomes "We lacked pertinent data."
The final step in proofreading unclear academic writing is to suggest revisions and resources that can help the author improve their text. Revisions are specific changes that you recommend to the author to address the problems and gaps in their text. For example, you might suggest to rewrite a sentence, to delete a paragraph, to add a citation, to change a word, or to fix a typo. Resources are helpful tools or sources that you share with the author to enhance their skills and knowledge. For example, you might suggest a grammar checker, a dictionary, a style guide, a book, or a website.
Proofreading unclear academic writing can be a daunting and rewarding task. By using these tips and techniques, you can help the author communicate their ideas more effectively and confidently. What's your strategy for navigating unclear academic writing? Share your thoughts and experiences below.
The majority of academic papers are APA style. I ask my students if they have a copy of APA 7th edition. If not, I usually provide a website and/or tip sheet from APA sites or one I've developed. It's always important to give feedback, i.e., formatting is not correct, title page, in-text references, level headings (format), references page, etc. It might also be the student tends to write run-on sentences, tenses that don't match, incorrect punctuation, unclear grammar, or other issues.
If the content is especially hard to follow, halting any further revisions and drafting an outline could prove very useful in organizing the whole piece and its main points. If the writing is unaligned, that means the entire idea might also be.
Something that really helps my students get perspective on the clarity of the writing is to be asked: so what do you mean by this? And every single time, students explain what they mean by a passage/page/paragraph in a clear and precise manner and I always reply with: why don't you just write that? This is because when we are reading lots of research and theory, we can tend to begin to mimic the writing styles we read and it can obscure what we want to say with overly-wrought writing that 'feels' academic.
Academic writing is challenging to proofread, but I really enjoy it. I find most documents to be rather wordy and full of prepositions.
One example exists in this article. Sometimes writers blend the concluding thought into a previous paragraph/section. For example, the following is a conclusion best served to stand on its own rather than tacked onto another suggestion for proofreading unclear academic writing: "Proofreading unclear academic writing can be a daunting and rewarding task. By using these tips and techniques, you can help the author communicate their ideas more effectively and confidently. What's your strategy for navigating unclear academic writing? Share your thoughts and experiences below."
If a student is already a professional (nurse, therapist, etc.) they may not have time or care about learning every aspect of APA style. So, I believe an editor, proofreader, or even tutor has to assess the student's goals and life situation to give them the best assistance for their (and your) time and money. Maybe you help them rework a thesis statement, introduction, or conclusion, and you work on the APA formatting. ??
All of the above are indeed relevant. Things can get somewhat more complicated if the author/s are not writing in their mother tongue or if it becomes apparent that many of the issues stem from a poorly translated document. Fluent knowledge of the base language can help iron out issues in the target language, but this may not be within the prescribe of every proofreader. A word to the wise… grammar and spellcheckers are essential tools, but do not rely on these blindly.