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Editing Training Part 2

training

Training is one of the hot topics during this Coronavirus pandemic.  You may have more time on your hands than usual. You may be thinking about using that time to do some training, also known as CPD (Continuing Professional Development).

In my original blog post about training here, I mentioned that my next aim was to apply for the CIEP Proofreading mentoring scheme. In this episode I update you on my progress.

I am #TallTartanTalks … and I  see a lot of questions on social media asking about training. If you are confused about the when, which, how and why of proofreading training, this post may help you make up your mind.

Training is VITAL to reflect that you take the owning of your editing business seriously. Especially if, like me, you have no background in publishing.

So … are you wondering about proofreading training? Or are you a prospective client wondering about my professional qualifications?

Change of path

After three decades as a Primary School teacher, I had succumbed to work-related stress and was on sick leave. I was slowly coming to terms with a daunting fact: a life I had known for 30 years was changing. I needed to find a Plan B.

Marking’s my thing, I thought. Why don’t I apply my skills to a new business?

The thought of working from home as a freelancer was in the back of my mind and very tempting.  (Read Episode 2 to find out what I did …)

If you are looking at training providers, the CIEP  and the PTC (Publishing Training Centre) offer the most creditable training in proofreading and copyediting.

Courses

So, during the time I have owned my business Proofnow Proofreader (now in my fourth year), I have completed the following CIEP (formerly Society for Editors and Proofreaders) courses and CPD:

  1. Proofreading Progress (2016)
  2. References (2016)
  3. Getting work with Non-publishers (2017)
  4. Educational Publishing Development Day (2018)
  5. Mini conference in Newcastle (May 2019)
  6. Proofreading mentoring scheme (completed May 2020)
  7. Every CIEP annual conference since 2017

These have contributed to my upgrade from Entry Member to Intermediate Member. Here is the link to the Training page of the CIEP website.

In addition, you can keep an ongoing record of your formal CPD in the section called Upgrade your membership. There you can add courses as you complete them. The system saves them, so that you can keep returning to add more information. If you are a CIEP member and haven’t explored this benefit, it’s well worth it.

Mini conference in Newcastle

Since I wrote my last blog post about training, I realised that it’s just over a year since I got the train to Newcastle for this mini one-day conference in May 2019. It was very well organised by the NE Editors group. See my blog post about the event here.

Proofreading mentoring

This post brings my training up to date – I have completed the Proofreading mentoring scheme as a mentee.

So what is this scheme? The following guidance is taken from the Mentoring page of the CIEP website.

Successful mentees can gain up to 10 points towards upgrading their membership. The number of points gained depends on the mentor’s answers to five questions about the mentee:

  1. Are they literate? (grammar, sentence structure, vocabulary, spelling, punctuation)
  2. Are they businesslike? (prompt, clear, efficient, follow brief, communicate well)
  3. Are they accurate? (spot and deal with editorial errors)
  4. Do they use appropriate mark-up? (BS 5261:2005, plus PDFs or Track Changes if used)
  5. Do they use good judgement? (level of queries, frequency and extent of intervention).

The mentor sends a variety of real jobs they have done for clients. These range in subject area and complexity. You are encouraged and supported in a one-to-one partnership. Communication and questioning are recommended.

I found that carrying out the work, following each specific brief, in a safe environment, is a good way to learn.

My knowledge vastly increased, including how to query. I learnt how different clients would expect you to deal with projects and relationships in different ways.

Of course, my confidence wavered considerably through the six months with highs and lows, as it does on any course. But you don’t learn if it is easy. You don’t learn if you don’t make mistakes. I say that to my primary students all the time, especially when they are upset if they got something wrong. Showing you are learning from your mistakes, by applying the lessons learnt, is one of the key points.

As total commitment is necessary, there was a huge wash of positive relief when the last mentoring feedback was returned.

Why training is vital

I am fortunate that I have been able to invest in my ongoing CPD with the CIEP over the last four years of my freelancing career.

Evidence of CPD on your website and CV gives your prospective clients confidence in your skills; your professionalism, expertise and integrity will be evident. Highlighting these is imperative.

Next training opportunity?

The annual September CIEP conference attracts 3 CPD points towards upgrade. I have written some blog posts on this subject too!

In this year of the pandemic, the September 2020 conference in Milton Keynes is cancelled. However, there are plans to move it online in some form. Check with the CIEP for details.

I know I am not alone in looking forward to the alternative conference. Here’s to #CIEP2020!

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How I Teach English

Teach EnglishThere is a lockdown. Schools have closed for all except the children of keyworkers, with a rota of teachers. Parents are home-schooling their children, teaching English, among other subjects .

The pupils who I used to teach face-to-face have moved over to online tuition. I have been learning how to use Zoom, and how to share resources using screenshare.

I am #TallTartanTalks (was #TallTartanTells) … and my feeling now is that the information I share in this post about how to teach English is just as important now in the current climate. You will become more aware of just how MUCH there is to teaching English – and that’s just up to Year 6 (age 11) level – never mind GCSE or A level (which is not my area of expertise).

My background

To give you some sort of context, in case you haven’t read my blog posts before, I write about my freelance business. I have been proofreading and tutoring  since I left classroom teaching in 2016. This is the third post I have written about teaching and tutoring: I write about my experiences of tuition generally; and about how I teach Maths.

For the last four months my time has been spent following the CIEP (Chartered Institute of Editing and Proofreading) proofreading mentoring course, providing primary tuition, and editing a local monthly charity magazine. Now the coronavirus pandemic is happening. It’s time to take stock.

So read further to find out how I teach English.

English teaching

When I teach English to primary school children, I could be covering anything up to six areas of skills. They are:

  • reading decoding and comprehension
  • spelling
  • punctuation
  • grammar
  • handwriting
  • writing composition

Reading

The key skill in teaching English is the teaching of reading. Without efficient reading skills, children find it more difficult to access other areas of the curriculum.

By the time children leave primary school, they should be able to read and understand what they are reading. There are those children (below average) who can decode (break down) the sounds in words to help them recognise and pronounce them.

More able children can read challenging texts fluently. When I taught in the classroom, it was a pleasure to hear a child read with expression, or have confidence performing with drama. It was equally pleasing to see the progress a child made who was struggling with phonics. Those lightbulb moments are priceless.

Infer and deduce

It is intriguing to teach more able readers how to infer and deduce (read ‘between the lines’) by increasing their vocabulary, by prompting them to understand what that challenging vocabulary means,  by leading them to dig deeper into the text.

It is encouraging to watch reluctant readers laugh at the stories spun by authors such as David Walliams and Liz Pichon (Tom Gates). They want to read on … But it is also frustrating when they ignore an unfamiliar word, hoping it will just become invisible. I teach them to become inquisitive enough to want to find out why the author chose that word, investigating how that word adds to the story.

SPaG

Three elements of English – Spelling, Punctuation and Grammar – have been turned into a variety of acronyms by the Department for Education over the years: their incarnations have been SPaG, GPS, … In the 2010s, Michael Gove introduced intensive assessment of SPaG at the end of Key Stage 2 (Year 6), which resulted in children being taught far more about grammar than they need to know at that age.

Let’s begin with Spelling –

Spelling

I find that children generally fall into two camps: either they can spell, or they can’t. Some children really worry about spelling. Some don’t know what the fuss is about – spelling isn’t important to them. Or there are those who are proud because correct spelling comes easily to them – they learnt the weekly spellings with 10/10.

When tutoring my pupils, I ask them to look at the spelling of a word they have written. Does it look right? Does it match spelling patterns they know?

Spelling can be taught in fun ways using games, e.g. Scrabble, wordsearch, to name just two. ZType is a fun typing app which reinforced spelling. Try it!

Children with dyslexic tendencies are a different discussion. Thankfully now they get more recognition and help than in the past.

Punctuation

It was so frustrating when, in upper primary, children forgot to use capital letters and full stops to begin and end a sentence. Ironically, they could use more advanced forms of punctuation, but forgot the skills taught in Year 1. By Year 2 (age 7) children are taught to add to their knowledge of punctuation by using a question mark or exclamation mark. By Year 5 (age 9) children are taught to use a wide range of punctation, including semicolons (an elaborate comma) and colons (introduces further information).

When I wrote their ideas on the whiteboard or Learning Wall during Guided Writing, pupils were keen to point out punctuation errors (deliberate mistakes made by me) but they weren’t as observant in their own writing. Children had to be retaught to punctuate as they wrote, rather than put the punctuation in afterwards.

Which is why writers perhaps can’t see the wood for the trees and need a trained editor and/or proofreader to find errors.

Grammar

Here are some terms you may not have come across before. They are assessed in the SPaG SATs (Standard Assessment Tests) for Year 6 (age 11) at the end of Key Stage 2.

Let’s try some … Can you identify the following? What is an adjective, adverb, fronted adverbial, modal verb, conjunction, subordinate clause, relative clause, and finally, active and passive voice? (The answers are below if you are curious.)

adjective: describes the noun

adverb: describes the verb (sometimes end with ‘ly’)

fronted adverbials: an adverb which starts a sentence pausing with a comma, e.g. ‘In the far distance, …’

modal verbs: verbs which show possibility or likelihood

conjunctions: used to be called connectives – links two clauses with ‘and’, ‘but, ‘or’, etc.

subordinate clause: a clause which depends on the main clause to make sense

relative clause: a subordinate clause introduced by a relative pronoun, e.g. who, which, whose

active voice: the subject of the sentence is doing or being, e.g. The cooks burned the apple pie.

passive voice: the subject is being acted on by the object, e.g. The apple pie was burned by the cooks.

However, this is not the place for a debate about which and why grammar rules should be taught to 7 – 11 year olds.

Right, moving straight on to something a little less controversial …

Handwriting

According to the National Curriculum, children should be joining their handwriting from Year 2.

I get much satisfaction from showing children how to form their letters correctly. Tall letters have ascenders (lines going up, e.g. b, d, h, k, l, t) and others have descenders (lines going down, e.g. g, j, p, q, y). Elegant ‘f’ should have both.

Each school usually has their own handwriting policy. Some schools advocate teaching cursive handwriting from EYFS Reception (Early Years Foundation Stage). That’s fine if the child demonstrates good fine motor control with the pencil, but I’m not convinced. Then again, I never taught in an EYFS classroom. (I was too tall to get my legs under the tiddly tables!)

Another tip I offer is to dot the i’s and cross the t’s after the whole word is written, rather than lift the pencil/pen and stop the flow of the word to finish those letters. Try it with the word ‘little’. Oh, and remember that those l’s are ascenders, so will be taller than those standard i’s and e’s.

Neatly joined handwriting has its place and does look absolutely exquisite in the right setting. But the quality of the handwriting should be appropriate to the audience. For a quick visit to the shops with a list just for one’s own viewing, a scribble is sufficient. On the other hand, perfecting the greeting on a card to granny is the opportunity to be proud of neatly joined, cursive script.

handwriting paper

An example of a student handwriting sheet which encourages the use of ascenders and descenders.

Writing composition

There is nothing more thrilling than to have a child show their learning by incorporating features of writing you have taught into an unaided composition.

Whether the genre is myths, legends, historical, comedy or horror, their ability to show understanding of the features of that genre is a mark of their progress and success as writers.

Their skills at writing are enhanced if they are reading a wide variety of genres. If they can also build believable characters, with imaginative speech which moves the story on, and they can talk directly to the reader, their writing becomes a sheer joy to read.

By Year 6, most children can include a wide range of devices in their writing: plot structure; description of setting and characters using vivid adjectives and adverbs, similes and metaphors; action between characters; speech (using the rules of speech punctuation); and punctuation. Even showing contrast of types and lengths of sentences, e.g. ‘long/short/long’ or ‘short/long/short’ for dramatic effect.

The hardest concept for some children to grasp is how to lay out paragraphs. They are taught to start a new idea on a new line with a small indent. Each paragraph should have a new idea. One example of a model to help understanding is to show children fiction authors’ work where paragraphs have been jumbled. The task is to rearrange them so that the meaning of the overall text makes sense.

So, all these elements are taught in a module lasting several weeks over a half term, building up their skills, until the children get a chance to show that they can apply their learning.

At the end of an hour’s composition, the children are given the opportunity to read their work back to themselves. In the classroom, they would whisper aloud. So they can hear it. Hearing it spoken is a tip for the checking of any errors. Editors and proofreaders do it as a proven strategy!

All the best

To finish, you will find some helpful websites below about the teaching of primary English. They will be especially useful if you are home-schooling.

 

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Website resources on teaching primary English:

Review of 2019

grateful proofreader

Life as a freelancer has its ups and downs. In this blog post I review how my business has fared in 2019, with both successes and lessons learnt.

A thick skin needs to be developed to cope with the downs. But the ups are ever so rewarding and uplifting. Many of my freelance colleagues will agree with those sentiments. I have certainly honed the ‘3Ps’ (patience, perseverance and persistence).

Slow burn

My year has been busy, particularly with primary tutoring, but I’m pleased to report that the proofreading side of the business perked up. Those who have been at it a lot longer say it can be a slow burn, taking up to three years to get established and known as a freelancer. I agree. My business has grown.

Winter review

A proofreading job in January with an unsatisfactory client did not start the year well. A lack of communication meant I was left feeling humiliated. Lessons were learnt on both sides, so best forgotten.

Spring review

For the first four months of 2019, the proofreading jobs were very few and far between, and a lot of freelancers shared their worries on social media about paying bills.

I have found it is good to have a wee part-time job to take away some of the stress of the unreliability of the freelance income. Fortunately, the tuition I offered increased to five afternoons a week. My Friday became a Saturday (my day off) to fit in with my husband’s weekend cycling schedule.

Marketing review

Being fully booked with primary tuition meant that my income wasn’t so much of an issue, but I was doing all I could to could to market myself as an available proofreader. Sending cold emails, writing blog posts, and sharing on social media continued though to Easter. I was even asked to do a proofreading test for an educational publisher! But no work has come of it yet – something to chase up in January 2020.

IM Available

By April, I had a proofreading request from the Society for Editors and Proofreaders (SfEP). A director found me on their list of available Intermediate Members. If you are an Entry-Level Member it’s worth trying to gain points by training and experience to upgrade to IM. Then you qualify to appear in their internal list of IMs, appearing visible for work opportunities.

They wanted a proofreader to check some new proofreading exercises which will be part of a resource bank. I thought this was a brilliant opportunity! The role involved *test-driving* the exercises and feeding back on the time taken and their effectiveness. The job continued, interspersed with voluntary editing until the end of August.

Summer review

August used to be when I went on holiday. As an ex-teacher there are more months available now. So I made myself available for jobs in the summer.

review

 

In August, I got a surprise email from a local business. It appears that it is advantageous to have a ‘Google My Business’ profile. The client had googled ‘proofreaders in Essex’. My name popped up. I was away on a short break for my wedding anniversary. So, having a sneaky peek of my emails while he wasn’t looking, I offered to refer the prospective client to other IM proofreaders. No, he said, he could wait. There was no rush. Wow, I thought, this job sounds hopeful.

He explained that his company writes on-line courses for health and safety qualifications. They asked if they could email a course to be proofread as a trial. So I established Terms and Conditions … We would see how we got on liaising. Then there might be future courses to proofread.

A flexible client

The trial job was proofreading a course on which consisted of 8 modules with roughly 20 PDF slides in each module. Some with few words, some heavily worded. I created a Style Sheet, then set up a Query Sheet for any questions I had.

The promised return in one week was achieved. I invoiced and asked for a feedback testimonial to put on my website. This job continued to be special as the invoice was paid the same day it was presented – plus their feedback was gracious! I am still basking in the afterglow of that positive working experience.

When I shared on Twitter that I had a queue of two clients – the first time I have had to organise a schedule – another client appeared.

I shared that I had appreciated the fact that the August client had been prepared to wait until I had finished a regular monthly editing job I do. A children’s author saw my post and booked me in for a proofreading job in September. Getting yourself out there *does* put you into the eyeline of prospective clients –if you’re in the right place at the right time.

review

Perfect job

The September client, a dyslexia expert, is a published author with Jessica Kingsley Publishers. She wanted my teaching expertise to proofread her book about teaching punctuation to Key Stage 2 and 3 (aged 8 to 13). She uses a lot of humour to help make the learning easier and fun.

Again, this was a super project to work on as both of us were communicative and collaborative. The best kind of client relationship.

Networking and CPD in 2019

I got out and about to the following events:

  1. May: SfEP mini conference in Newcastle (see blog post here)
  2. September: SfEP Annual Conference in Birmingham (see blog post here)
  3. November: Cambridge Social Media Day (see my summary on my profile page on LinkedIn by searching #CSMDay2019). How to be more savvy with your content marketing on Facebook, LinkedIn, Twitter, etc.
  4. Meetings of my local Herts & Essex SfEP group through the year have provided opportunities for mutual support and fruitful discussion. For me the meetings have been sacrosanct – timetabled in my work diary and essential for my well-being.

Sharing experience and wisdom

It appears that, by this stage in my freelancing career, I have become someone who is respected as established and supportive to newbie freelancers. Thank you to the folks, especially former teachers, who have shared their appreciation of my blog posts this year with positive responses.

New year plan

Going into 2020, I have successfully applied to be mentored through the SfEP proofreading mentoring scheme. I am really looking forward to working with my mentor through into next year.

Branding

Meanwhile, I want to update my branding, so have bought Louise Harnby‘s ‘Branding Lite’ course. I bought her ‘Blogging Lite’ course last spring to help me plan how I was going to write blog posts for the year ahead and beyond. Look at me now … happy blogging anniversary to me!

So, I have a winter of studying ahead. Can’t wait.

Finally, I wish you and yours blessings, peace and joy for the new year ahead.

 

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Kindly proofread by SfEP Intermediate Member Lisa de Caux.

How I Teach Maths

teach maths

I’ve said it before, and I’ll say it again … one of the things I love about my freelance business is the variety. As well as editing, I particularly enjoy teaching primary school pupils. Maths is one of the subjects I boost in tutoring. Don’t worry, nothing as complicated as BitmoAnnie is doing in the image!

This blog post follows on from my general blog post  About Tutoring. In this post, I continue to share tips from the 30 years I spent in the classroom teaching 5 – 11 year olds.

Who is this blog post for?

Proofreaders are asked to proofread not only educational reading and writing texts for publishers, but also materials in Maths and Science, the other core subjects. With the latter subjects, the ability to fact-check that answer books are correct, and marking schemes match, is a definite advantage and sought after skill.

This post is also for  ex-teacher freelancers who are considering adding tutoring to their portfolio of jobs. Many of the newbie editing freelancers I have come across are already offering tuition. Indeed, it’s a no-brainer to apply our finely-honed skills to running a freelance tuition business, over which we have sole control.

Maths lesson

Now here I describe how I tutor an hour’s Maths lesson. I enjoy using particular resources, described below, to encourage engagement and learning.

This Maths lesson is aimed at an average 8-year old in Year 4. It is divided into three parts: mental warm-up, written practice and reinforcement, finishing with a fun game to wind up the hour.

Pre-requisites for this lesson:

  • Mental number bonds to 20.
  • Times tables knowledge of x2, x5, x10, x3, x4, x6, x8 (according to the National Curriculum 2014, children should know all times tables by Year 5). Notice I have listed them in the order they are taught from Year 1.
  • Some division tables knowledge of ÷2, ÷5, ÷10, ÷3, ÷4.

Resources for games:

  • Wrap-ups (I’ll come to these in a moment)
  • dice
  • playing cards
  • iPad or Android tablet device

teach maths

Mental starter (10 minutes)

Use mental maths strategies to add quickly and efficiently. The purpose of this is to settle into a focused frame of mind, and warm up the little grey cells. So, a speedy game of Snap with playing cards for hand/eye agility and coordination is a thrill.

Or throw two dice and add, or multiply, with speed. Extending this, throw three dice and add by finding the largest number first; or find two numbers which make ten; or near doubles.

My favourite starter is the Wrap-up.

Wrap-ups are available as all four operations (+ – x ÷) as well as fractions. The photo shows the times tables version of a Wrap-up.

Each key has a separate times table, with answers mixed up on the back, for self-checking. A string is wound matching the question to the answer, while saying the question out loud. For example, 4 x 3. The child winds the string around, matching the question to the answer.

I vary the vocabulary used to ask the question: 4 lots of 3; 4 sets of 3, 4 groups of 3, 4 times 3, 4 multiplied by 3.

Rotating the string round and round, at the same time as vocalising the question, is known as the VAK approach – visual, auditory, kinaesthetic. The child uses the strategy they feel best suits their learning. It is especially appropriate for children who can’t keep still as they learn. (One of my tutee clients has ADHD.) Wrap-ups are available from this website.

Main session (30 minutes)

Written short multiplication method: carry out multiplication calculations using the following as an example, 854 x 4.

Vocabulary

It is vital to use the correct vocabulary when describing a strategy. Children tend to use the word ‘sum’ to describe any operation involving numbers! ‘Sum’ describes addition only – it means ‘total’. The answer to a multiplication question is the ‘product’. So, we could re-write the above question as: “What is the product of 854 and 4?” (This extends the question level to Year 5, as the word ‘and’ confuses the concept; a common error is for children to read the question as addition.)

Method

On squared paper, set out the 3-digit number, 854, (with one digit in one square) in the column values HTU, drawing two horizontal lines underneath as the place to write the answer. It astonishes children that the = sign means the same as those longer lines in a written strategy.

It’s hard to describe the method here, but I’ll have a go. Set out x4 underneath with the 4 in the Units or Ones column. Multiply 4 by the 4 Ones, making 16. Write 6 Ones in the space for the Ones answer, and ‘carry’ the 1 Ten into the Tens column. Multiply 4 by the 5 Tens. This equals 20, then add on the carried Ten to make 21 Tens. One Ten stays in the Tens column, and ‘carry’ the 20 Tens into the next column as 2 Hundreds. Multiply 4 by the 8 Hundreds to make 32 Hundreds, then add the carried 2 to make 34 Hundreds. The completed answer is 3,416.

Linking the calculation to a real-life problem gives the answer more context:  “If four people each made £854 in one month, how much was earned altogether?”

Mastery

If children can explain how they got their answer using the correct terminology, then it shows they have a secure concept of the method.

A common error is to forget to add on the carried digits, so I reinforce this aspect repeatedly. More able mathematicians can check the answer by using the inverse operation, division. Skills can be extended by multiplying ThHTU by a single digit.

One of the most common parental comments is that methods have changed since they were at school. So they feel it’s hard for them to help their children. Ask your child’s teacher for clarification. Some schools produce a handy leaflet for parents with how the Maths methods are taught.

Lesson plenary (10 minutes)

My pupils love using a Maths app on my Android tablet to round up the session and relax. These include Card Match, Solitaire (which I knew as Patience when I was young), and Countdown. They often beat me, too.

Why I tutor … part 2

Having been a classroom teacher, with many conflicting demands on time, you find that, simply, there are not enough hours in the day to spend quality 1-1 time with each child. Improving reading skills is probably the highest priority.

I find doing private tuition much more rewarding: I can choose the resources I want to use; planning for one child takes so much less time than for a class; children feel more relaxed to ask questions when there are just two of you. If you’re thinking about tutoring … what are you waiting for?

Feedback

Finally … positive feedback … makes it all worthwhile. Here is a comment from the parents of a 6 year old boy: “Annie is a fun, calm, creative and experienced tutor who immediately put my son at ease. He looks forward to her lessons and loves her ideas and games. We would definitely recommend her.” Really chuffed!

Read on to the end to find links to Primary Maths websites I have found useful for resources. Let me know if you are a tutor and share resources you find useful.

 

 

 Kindly proofread by Lisa de Caux, SfEP Intermediate Level Member, https://www.ldceditorial.co.uk

 

Useful Primary Maths website resources:

Teacher bloggers

  • www.mrspteach.com/ – primary teacher and Deputy Head, Jo Payne. Pearson Teaching Awards winner for use of IT.
  • www.teachertoolkit.co.uk/blog – known as Ross Morrison McGill, the most followed secondary teacher on social media and top UK blogger of 2018.

About Websites and Marketing

marketing

Much has happened since I first wrote, a year ago, about marketing my proofreading business, so this is the update. How I told the world I was open for business.

Building a website, social media and content marketing were the essential strategies I used, back in 2017, to proclaim my arrival about my new services as a proofreader.

In a previous episode, ‘Business Plan and Training’, I detailed how I became a freelancer offering proofreading services after decades as a Primary school teacher. In this tweaked blog post, I describe how I decided on my marketing strategy and how it has evolved.

As a freelance business owner, I know some folks who still cringe at the thought of putting any personal details ‘out there’. Or haven’t got the interest or skills in building a website. But, in my opinion, how else are you going to advertise your services or get business unless you are a presence on-line? There is also plenty of support out there if you need guidance.

A ‘shop window’

A website is essential: you need a ‘shop window’ to display your business”. These were the words of my Business Mentor at my local Job Centre when they helped me set up as a self-employed proofreader. So, the process of choosing a website domain, a host, designing my website, plus researching the content marketing world of social media was a steep learning curve.

But I have come far over the last two years!

Also, in recent months, I have seen many people entering the world of editing and proofreading who are asking all the questions I asked then.  So this might help. What follows is what I did.

Build a website

By January 2017, my NEA (New Enterprise Allowance) Business Plan (with People Plus) had been approved, and I was told by my mentor to go away and build a website. The only domain name which was available and that I liked the sound of was Proofnow. So that was the easy part. Proofnow Proofreader was born.

“How do I build a website?” My only experience had been editing my class page on the website of the school where I taught.

I chose my first website host. Fair enough, the building of each page was fairly straightforward: I added Services, Pricing and About pages, with a few photographs for variety; I emphasised my previous career as a teacher with efficient marking skills – this would be my USP. I could add a couple of testimonials after getting some proofreading work.

Tweaking

Although I was pleased with the look of the site on the desktop of the PC, it looked dreadful on my mobile. One tip I had read was that your website must be viewable on all devices.

At the end of my first year, I knew I had to find a different host. So, I did some fairly intense research to find my next website host. John Espirian (relentlessly helpful technical copywriting for B2B websites, LinkedIn nerd) gives good advice as well as offering discounts on his website. One such offer is with Siteground for hosting, amongst others, WordPress.

New website

I copied everything over, probably using old-fashioned techniques, and not how a website designer would do it … But, after a couple of phone calls to Siteground customer service to solve the odd glitch – they were very supportive – I was up and active with my new host. What a relief!

Over time, I read and researched more about how your website should be less about you and more about how you can solve problems for your potential client. This gave me the courage to tweak the theme and wording.

Basic website tips

  • easy to read, clear font
  • your headshot and/or logo
  • your services – what you can do for your client
  • contact details – how does a new client get in touch with you?
  • Say less of what ‘I’ can do but what ‘you’, the client, needs. How can you (the freelance) can solve their (client) problem?
  • match the branding on your website with that on your social media sites where you will publish and market your website. In other words: same headshot, same banner, same headline/tagline for consistent marketing. (A JE tip.)
  • Designing your brand is made easier by choosing prepared designs from a free app.  Canva is a design programme for those who have basic technical skills. I found it really useful when ensuring consistency in designing the banners for marketing my website and social media profile pages. This represents ‘joined-up marketing’.

Everything I tried with my website involved trial and error, with the undo button at hand. Also, with sheer surprise if something worked first time!

Visibility

Now, having been with WordPress for two years, I am now happy with my website and proud of what I have achieved so far. It is easy to self-manage and looks good on a desktop, tablet and smartphone. Statistics show that mobile devices are used more for browsing websites than any other. Indeed, smartphones mean that websites can be viewed immediately when a link is shared. So, it is essential that your website works, and looks good. Anywhere.

Social media

LinkedIn, Facebook, Twitter, …? What kind of social media do you prefer? Where are you going to share your website? What kind of content marketer are you? I know some folks who steer well clear. They’re just not interested. I know some folks who do it ALL. Is that a good idea? Does it work? Does it GET you work?

Facebook

The first thing I did on Facebook when I started my business was to advertise Proofnow Proofreader as a business Facebook page because I understood it.

This year I have joined more Facebook support groups. Anything you need reassurance for, it’s there, whether you are a freelancer, editor, proofreader or tutor.

Here are some of the Facebook groups I enjoy which you could try:

LinkedIn

I was fortunate to attend a workshop on LinkedIn run by fellow SfEP-er John Espirian at the SfEP (Society for Editors and Proofreaders) annual conference in 2018: ‘How not to be a LinkedIn Loser’. I learnt A LOT. He gives results of methods he has tried to make the algorithm work for him, then passes on the tips. In fact, I’m going to see John talk on this very subject at the Cambridge Social Media Day (#CSMDay2019) just up the M11 from me, in November, when I will undoubtedly top up my social media skills.

LinkedIn tips

He recommends liking and commenting on the posts of others to engage in conversation, rather than sharing (which is a Twitter algorithym). This raises the visibility of your profile. To some, LinkedIn is where important contacts can be followed, and serious business connections can be made. Work may even follow. This is my favourite way to post my blog posts where colleagues  can engage. Here is my LinkedIn page. Judge for yourself. Why don’t you try personalising your invite to connect? Then I will understand how we can help each other.

LinkedIn is also beneficial as recommendations can be made. After doing a proofreading job on a punctuation book for children, I was able to send the author a link where she could write a testimonial. It’s impactful because the focus is on the client to write it for you.

Twitter

On Twitter, retweeting (sharing) posts of those you follow, and your own posts improves engagement. I engage on Twitter because a lot of SfEP members are there. An educational author even got in touch and offered me a proofreading job! Here is my Twitter page.

Like, comment, share

Having read a HUGE array of tips about content marketing, everything I have learnt has been by osmosis, by watching how others do it. However, it IS an effort to stay on top of content on social media.  When following those you subscribe to for tips and advice, it is imperative to be selective. Take control and make your inbox manageable. Or it can become addictive or overwhelming. And you never get any work done.

Content marketing

If you want to share content, planning is vital. Blogging, for instance, is far more effective if subjects are planned for the long term. Then fit in spontaneous posts when giving a reaction to situations. I try to publish a blog post monthly – it’s scary how quickly those months go.

When I share a #TallTartanTells blog post, I aim to do it on a day when I am at home and have the time to like and comment on the engagement. This is timetabled in my diary.  As a result, when I engage, my website viewing statistics improve rapidly.

Others prefer to use scheduling tools (like Buffer and Hootsuite) so that the timings of content posting are automatic. The worry of manual posting is removed.

Next …

In my next blog post I will return to the subject of Primary tuition, and how it links to educational publishers as clients. You can read my introduction to this theme in my blog post here.

 

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SfEP2019 Conference

Several highlights from my time in Birmingham at Conference Aston in 2019 with the Society for Editors and Proofreaders (SfEP) include great company with colleagues, lots to learn, and laughs galore.

conference

The theme of the conference was ‘In the beginning was the word’. My chosen sessions were:

  • Speed networking
  • The art of querying
  • Mindfulness
  • Lightning talks
  • Microsoft Word styles into Adobe InDesign
  • A training toolbox for editors
  • The six habits of highly effective editors
  • Grammar amnesty (bring your grammar questions)

Speed networking

This is the first conference (out of three so far) when I have had the courage to attend the speed networking session. Fellow editors and proofreaders have five minutes to talk to the person opposite about business, ask questions, pick up tips, and share business cards. Then delegates on one side rotate, while those on the other stay where they are. I was able to promote my website blog #TallTartanTalks and my weekly LinkedIn tips #TallTartanTips for freelancers. This was one of my favourite sessions.

Quiz: #TeamKevin

Saturday ended with dinner and THE Quiz. I sat next to Matt Pinnock, a friend from Essex, and Sophie Playle (fellow Herts & Essex local group member). Team Kevin was decided as a *memorable* name. Matt and others were superb with their general knowledge and song first-liner facts. We won Heroes chocolates. (See photo. Nikki Brice is in the background.)

Sunday: Whitcombe lecture

The first prestigious speaker of #sfep2019 was Chris Brookmyre, a Scottish crime thriller writer who was hilariously interesting and entertainingly sweary. Especially about his sub-editor days and the Amazon reviews of over 20 books he has written with the ‘tartan noir’ theme.

I’m ashamed to say this is the first time I have come across this term. So, I have ‘bookmarked’ a couple of his less bloody books to acquire.

The art of querying

Gerard Hill led a superb workshop on how to phrase queries to clients. He presented a series of real-life texts he has copy-edited and proofread. We questioned, discussed, analysed, and decided whether to ‘stet’ (leave alone), correct, query, check/suggest/query, or ‘flag’ as a concern. He encouraged, supported and justified in a sensitive way. I can understand why he is the chartership director and why we were successful in our bid.

Mindfulness: becoming mindful with words, work and the whole of your life

I have never felt so much like I needed a session on being still and quiet.

We were encouraged to sit comfortably. With our eyes closed, we concentrated on the leader’s voice giving calm instructions on how … to … be …

She emphasised focusing on our breath, on clearing our heads and gently pushing against our problems or worries.

One helpful tip to relieve stress: take a mindful walk outside admiring the beauty of nature. This is something I’m already aware of through the #StetWalk. But it always slips to the bottom of my to-do pile. Unwise.

Lightning talks

The feeling among SfEP members is that the Lightning talks are the most popular session, as they are so light-hearted. They also cover a wide range of topics.

For those who aren’t aware, six sfep-ers talk for five minutes each about a topic close to their heart, accompanied by their Powerpoint presentation. The topics that spoke most to me were Pam Smith’s editing music, and Liz Jones on finding a good work/life balance.

Microsoft Word styles into Adobe InDesign

Here is some background into my interest in InDesign: I edit a magazine for a charity. I was taught to use Microsoft Publisher for editing purposes. I’m aware that InDesign is the modern equivalent, so I wanted to find out more.

Two designers from Oxford University Press (OUP) explained how the text and images are put together on designed pages for English language teaching resources – teacher guides, children’s workbooks, indeed anything education based.

The implications of how the styles in Word documents transfer and appear in InDesign were discussed by experienced colleagues. Next step for me: training in InDesign.

Gala dinner

It was my third conference, so the nerves about what to wear to the Gala dinner were a little less. Listening to the Linnets (see photo) always calms the nerves as they are impressive singers and entertain us with clever lyrics about editing! This year they sang to the tune of ‘He who would valiant be’.

Rob Drummond, Reader in Linguistics at Manchester University, and our after-dinner speaker, had us laughing about our use of language versus our pedantry in the application of the rules.

A training toolbox for editors

Hilary Cadman, Australian science editor, is a visitor to our local SfEP group in Bishops Stortford, Herts, when she is visiting her family. Her session was how to use our knowledge to train others. I was intrigued.

As a teacher, I knew I could be a trainer. As a freelancer of three years, I knew I had free resources available on my website. So how to link the two …?

Hilary demonstrated how to make a screencast by recording her voice-over the modelling of a skill on screen. There was an audible gasp of wonder when she played back the sample training video.

She presents her PerfectIt courses in this way. If you haven’t discovered them yet, there is Introduction to PerfectIt and Advanced PerfectIt. Discounts are available for SfEP members on the Benefits page of the website.

Next step: learning how to make training videos for newbie proofreaders.

The six habits of highly effective editors

To be effective, the habits of good editing are to be a detective, spy and linguist; and to have empathy and intuition.

Our presenter, Matthew Batchelor, advocated using NLP (Neuro-Linguistic Programming) methods. In other words, learn the language of your mind.

Developing a healthy work/life balance to carry out our work effectively includes appropriate sleep, timing/timetabling, repetition of skills, and exercise.

Next step for me: To practice a more effective work/life balance. Even more important when I seem to have a whole year of CPD ahead of me!

Grammar amnesty

Lucy Metzger (SfEP Vice-Chair) chaired a grammar panel with Luke Finley, Annie Walker and Cathy Tingle. Bring your grammar questions was the mission: questions about grammar you have always wondered about … For example, when to use ‘that v which’ which catches me out when I am proofreading.

There was an excellent discussion and exploration of language, with recommended books  on display.

Closing speaker: David Crystal

Conference came to its glorious conclusion with the fascinating plenary session by David Crystal. He shared his experiences editing the Cambridge Encyclopaedia of Language.

Before undertaking the three hour drive back to Essex, I decided to stretch my legs and had a pleasant walk into the centre of Birmingham in the company of colleagues heading to New Street Station.

It looks so different to what my mother would have seen when she left Birmingham in the early 1960s, when she married my Scottish father and moved to Glasgow.

Here’s to next year

As the post-conference blues set in, here’s to next September and #sfep2020 (or #ciep2020) in Milton Keynes. Here’s my link to my blog post about last year’s conference (#sfep2018).

Thank you to Beth Hamer and the conference team!

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Proofread by Lisa de Caux, SfEP Intermediate Level Member, https://www.ldceditorial.co.uk

Tutoring

tutoring

One of the things I love about running my freelance business is the variety in my portfolio. In the mornings I do proofreading and editing. In the afternoons I tutor primary school pupils.

So, for the SfEP-ers reading this, how does this blog post relate to proofreading and publishing? Well, I have been making plans: this is the start of my new blog series on education, teaching, learning, and tuition.

It is aimed at educationalists. It is also for freelancers (editors, tutors, etc), and those who are recovering teachers and are thinking of adding tutoring to their portfolio. You could also be a parent wondering whether their child needs a tutor.

Specialism networking

One of my takeaways from the Society for Editors and Proofreaders (SfEP) mini conference in Newcastle (May 2019) was Denise Cowle encouraging networking. Going to SfEP local group meetings and events if you feel confident enough, but also meeting editors with your specialism.

There are a variety of specialist niches in the SfEP community (which you can find by going into forum settings and clicking on the ones in which you have an interest).

I must say I do get excited when I meet a proofreader who was a teacher, or with a publishing background, who freelances for educational publishers. We have education in common.

In fact, I have connected with former teachers on LinkedIn where we share our experiences.

How to keep up to date?

I was a bit doubtful about how to keep up to date with current strategies in primary education. Here’s why.

The only access I would have to educational CPD (Continuing Professional Development) networking is if I was still in the classroom.

Obviously, to offer tuition effectively, I need to keep up with developments in the world of curriculum changes. I need to match what is being delivered in primary schools, so that I can back up what is being taught in the classroom.

I realised, after doing some joining-up thinking, that reading blogs about education, written by teachers, would be an efficient way of keeping current. After all, they are sharing examples of best practice.

Education blogs

Researching for this blog it dawned on me that I have read an amazing plethora of blog posts. They are written by fellow editors full of suggestions about how to edit and proofread, how to market content, and how to write. But I hadn’t actually read any blogs about education. It never occurred to me that there WERE blogs about teaching. Lightbulb moment!

learning

I investigated Mr Google and found many blog writers. Teachers have written about education, teaching and learning, assessment, and resources. But most importantly, to me, how teachers are coping with trends in education and demands from the Department for Education, and the Office for Standards in Education (OFSTED). But you’ll have to wait until the end to see the links for further reading … See what I did there 😉

How I got into tutoring

So back to the beginning. Three years ago, I developed a heart condition and was on sick leave from the classroom. It was obviously a relief to be away from the increasing mound of paperwork (more and more planning, deeper marking, and continuous assessment).

But. I did miss the interaction with the children. After a year of training in proofreading (online) and setting up my business website, my husband saw an advert in the window of the local newsagents.

‘Tutor required for girl in Year 4. Needs boost in Maths.’ He persuaded me that Y4 (8/9 years old) was an age I had much experience with. I should phone the number.

I had mixed feelings. No, to be truthful, actually I was terrified. I had been out of the classroom for about a year. Even after the six week summer break, many colleagues share how nervous they are to go back into the classroom – will I remember how to teach?! Anyway, I met her family and prepared the first lesson. To say I was nervous is an understatement.

I shouldn’t have worried – the hour flew by. She had fun. I had fun. She learnt. I learnt. We talked about her strengths and weaknesses in Maths, and that over the next few weeks she would tell me what she had done in school that she wanted to practise. I would reinforce concepts sent as  homework by the school. Her self-esteem and confidence grew quickly which, frankly, was my main aim. I was pleased to be making a difference.

Why blog about tutoring?

So, in this blog series on education and tuition, I want to share some tips from my 30 years in the classroom teaching 7–11 year olds.

Naturally, there is debate regarding tuition. Why tutor children? When should children be tutored, if at all? In theory, the input of the teachers and parents should be enough …

To date, I have been tutoring both privately and through an agency for three years. Aware of a variety of reasons for parents wanting a tutor for their child, I simply help where there is a need. Because I can. I have the time and expertise (unlike the parents).

When I was a class teacher at parents’ evenings, it became more common in the last five years for parents to ask: “Does my child need a tutor?”

Here are the most common tuition requests from parents:

  • to boost those children who are struggling to keep up in the classroom; those who are below average, perhaps with special educational needs, e.g. dyslexia, ADHD, etc.
  • to support parents who are too busy to help.
  • to support parents who complain that methods have changed since they were at school. For example, they don’t understand the homework (Maths methods, grammar rules …)
  • to support with the 11+ or Common Entrance Exams.

Why I tutor

At the time of writing, we are approaching the end of another busy academic year for me (July 2019). I have tutored 1-1 for five afternoons a week since last September, with four tutees, ranging in age from six to ten, in their homes. The only days I don’t tutor are Friday and Sunday.

My students all work at a level below average and need a boost in confidence. This is my preferred focus – raising self-esteem.

By cultivating a growth mindset I make progress visible. In reality a lot of us could do with a boost and some positive thinking.

Some favourite phrases I use during tuition to make the experience positive:

  • IMPOSSIBLE becomes I’M POSSIBLE
  • Don’t stop until you’re proud
  • Make progress with every mistake. Mistakes mean I learn better
  • FAIL = First Attempt In Learning
  • Don’t quit = Do It

Specialism for publishers

If you have come from a career outside publishing when you begin training as a proofreader or copy-editor, it is advised that you offer your former career as a specialism, as a ‘way in’. As is obvious by now, teaching is a specialism I offer to educationaI publishers. I can describe ability levels and different learning styles; am open to new pedagogies; and I adapt to whatever the government of the day *throws* at us. My experience with educational materials makes me ideal to proofread them.

I have cold-emailed educational publishers over the last year and  been added to the freelance banks of three. Which is good, I’m told. It will be interesting to receive work.

How to get tuition work

You can find the link here to the Tuition page of my website.

If you are looking for advice about how to get tutoring roles, there are many tuition agencies out there to register with – although they take commission for the convenience. Research is best. Parents can message tutors and lessons are arranged on mutual dashboards.

Another option is to set up a Facebook profile for your business and post in parent or education interest groups.

To finish, the best tuition feedback I have had was from the parents of a 10-year-old boy with ADHD and dyslexia: “I feel so much cleverer when Annie has been.”

education

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Thank you to Lisa De Caux (SfEP Intermediate Member) for proofreading.

P.S. Here are those UK blogs I mentioned. As I write more about education and learning, teaching and tuition, I will mention specific subject bloggers.

Why One-day Conferences Appeal

conference

When I heard the North East Editors (@NEEditors) were organising a one-day SfEP mini conference in Newcastle, I was very tempted.

I mentioned to Mr Deakins that, as he had spent 4 years there studying Art and had a great affection for the place, he might want to accompany me and ‘do culture’ (art galleries, museums) while I was learning.

Thankfully, he was REALLY keen so we hatched a plan that was win-win: we would have a mini-break by train from Essex in May, and I would get some Continuing Professional Development (CPD) and upgrade points.

#SfEPNEConf here I come!

On the morning of the conference, we left the Holiday Inn really early and sauntered to the cathedral to admire the architecture. At the appointed hour, I headed to the venue – the rather stunning Royal Station Hotel – adjacent to the railway station. A perfect location.

Victoria Suite was sumptuous with huge windows through which the bright sun shone all day and impressive, glistening candelabras. Very glamorous and extremely spacious for the 68 delegates.

An interesting variety of sessions had been planned. At this point I must credit Eleanor Abraham (@EABediting) who wrote excellent summaries in her live tweeting throughout all the sessions. I have relied on some of her tweets for accuracy.

Sessions

  • Denise Cowle: Marketing Your Editing Business
  • Matt Deacon (from Wearset): The Changing World of Academic Publishing (and the ripple effects on editors)
  • Melissa Middleton: Ministry of (Business) Training MO(B)T
  • Hester Higton: Efficient Editing – How to Make the Most of Your Fee
  • Panel Discussion chaired by Luke Finley: Navigating a Course in Publishing. With Sarah Wray, Debbie Taylor, Alex Niven

Session 1 – Denise Cowle

Denise is the SfEP marketing director and she belongs to the Content Marketing Academy. Some of her points included:

  • It’s important to make the shift from ‘freelance’ to ‘business owner’.
  • Have a website. Everybody can have a social media profile, but any of the platforms could disappear tomorrow. Your website is yours to do with what you want.
  • Be brave and network with editor colleagues, including those from your specialism.
  • Like, comment and share content from colleagues.
  • Be helpful and demonstrate your knowledge.
  • Add value. Give away brilliant free stuff on your website (be like Louise Harnby!).
  • Record outcomes – “What gets measured gets improved”.

Time for coffee and CAKE! Marieke Krijnen even brought Stroopwaffels from Amsterdam.

Session 2 – Wearset

Next, Matt Deacon, Project Manager at Wearset, conference sponsors, talked about the pressures that publishers, in this case academic experts, are against. Pressures from profit-driven markets, the internet, expectations on speed of delivery, globalisation and increased competition. All affecting editors.

He asked if artificial intelligence and natural language processing apps are going to take our jobs? No. Context, style and subtlety of language need the human element. Tools (such as PerfectIt) help with mundane tasks and reduce the time taken to edit, leaving us to focus on language and sense.

Matt gave guidance on how to future-proof editing: spot change, embrace and innovate, and spearhead development. How can we as editors encourage standardisation of templates amongst publishers? He suggested that the SfEP has a role to play in encouraging cleaner formats for editing  by sharing discussions with publishing clients. Food for thought.

Session 3 – Melissa Middleton

After a quick change-over, Melissa Middleton’s session was hilarious. She runs Project North East Enterprise (PNE) promoting Enterprise and CPD. Apparently, there is one local to you – part of the National Enterprise Network. She had us eating out of her hands with her Geordie humour!

In groups, we listed all the ways we do CPD daily – many more than we first thought. Her final workshop activity had us writing our top skill on a post-it to be placed on a poster of collective skills; then writing a skill we want to improve on a separate post-it for a second poster.

By the end of the session we had created a Skill Swap Shop. Very simple, clever and effective.

As a post-script, a couple of the SfEP directors reminded us that the Forums on the SfEP website offer a similar support: members ask a question, and those with relevant knowledge answer. Many of us learn from the way different professionals answer the question with techniques they have used. Melissa finished her session by sharing an Interactive CPD Toolkit – a very useful resource.

 

Session 4 – Hester Higton

After lunch, Hester’s session was fascinating, if intensive. Her aim was to help us judge what can and can’t be done when clients are cutting costs and driving down schedules.

Given examples of non-fiction texts to discuss and prepare for copy-edit, the task was to analyse the brief and project; calculate how much time could be allocated to each task, bearing in mind the rate of pay for the job and the time scale.

Hester’s tips:

  • Can the essential work be done within budget? And by the deadline? Often, when copy-editing, there was little time to put aside for dealing with the actual text.
  • Know what your key priorities are and stick to them.
  • How often, when an editor says the text is ‘clean’, do you believe them …?
  • Use clean-up automaton routines, keep track of the project, and analyse when finished for timings and cost.

Session 5 – Panel discussion

Luke Finley chaired the last session which was a Panel Discussion: Navigating a Course in Publishing. On the panel were Sarah Wray, Debbie Taylor and Alex Niven. The panel discussed such questions as:

  • How do editors deal with …?
  • How have you tackled a ‘muscular’ (favourite word of the conference) or heavy editing job?
  • When do you get time to work on your own novel when you are an editor/publisher and enjoy writing?

One-day conferences

This is my second one-day conference. The first one I attended was the Educational Publishers Development Day in November 2018 at De Vere West One (DVWO) in London. Both conferences were hugely popular with impressive speakers and plenty of opportunities to network.

In summary, one-day conferences appeal to me for a variety of reasons:

  • Lasting only a day means they are not expensive in terms of time or money.
  • Their location may be nearer to you than the main SfEP annual conference.
  • They present more regular networking opportunities than waiting for the annual conference.
  • They are eligible for upgrade points.

The FINAL (unofficial) session moved venues and headed to a bar for well-earned drinks. Unfortunately, I had to miss it as my husband and I reconvened at the station for our train home.

Bravo and cheers to the NE Editors: Kia Thomas, Nik Prowse, Caroline Orr, Jenny Warren, et al, for a valuable day!

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P.S. A summary of this was seen in the SfEP Blog in June 2019.

P.P.S. BitmoAnnie thought she really should wear tartan to represent #TallTartanTells. She feels a new branding concept brewing.

 

Why SfEP Conference is Cool

conference

By this time of year (May), many SfEP folks will have enthusiastically booked an early bird ticket to the SfEP (Society for Editors and Proofreaders) conference. Or be in a dilemma wondering whether or not to book for September’s annual networking event.

I am in the former camp.

If you are not feeling brave enough. Or wondering if you can afford to spend such a lot of money (or invest – it’s all relative), then read on.

Booking

If you have booked already, then it seems a very long time until September. When you psyched yourself up in March to book your place, it felt very unreal and way off in the future.

Rest assured, the wait will be worth it. There is popular opinion that it is one of the most valuable CPD (Continuing Professional Development) events you will attend. As well as being a superb networking opportunity.

Previous conferences

Here are my highlights from the first two conferences I attended.

#SfEP2017

I was told about my first conference by a local member when I joined the SfEP in January 2017. I booked my place at Wyboston Lakes, Bedford. They pointed out the advantage that it was only an hour away from where I live (near Stansted Airport). I must admit that I was up for trying anything – it felt like a big adventure. It helped that I knew fellow local members were going as well.

Some highlights were:

  1. Eating meals in the canteen was an experience. I’ll never forget the buzz of 120 delegates all eating and chatting together. If you are a freelancer who lives alone quietly, the change in environment may be something which either excites or frightens you. On the upside, there is always someone to talk to. Or you can get away to quieter parts of the campus to collect your thoughts.
  2. Saturday evening quiz – hilarious!
  3. John Espirian and Louise Harnby’s double act on Content Marketing.
  4. Accountability Groups with Denise Cowle
  5. The Lightning Talks (each speaker has 5 minutes to entertain the audience).
  6. Guerrilla Marketing workshop.*
  7. Sunday evening Gala Dinner – very special.

*I was flattered to be asked by the Editing Matters editor, Hazel Reid, to do a write-up about the Guerrilla Marketing workshop for the Conference report. When I contacted the presenters (Tracey Cowell and Jackie Mace) afterwards to do a fact check, I discovered they were both in my local Herts & Essex SfEP group. In addition, they were both in educational publishing – which where I was heading to find proofreading work. Result!

#SfEP2018

My second conference, held in Lancaster, was an adventure. My local group members, Anna Nolan, Howard Walwyn and I really enjoyed the camaraderie of travelling together to the opposite end of the country.

Highlights were:

  • Keynote Speakers, e.g. Lynne Murphy (#Lynneguist).
  • The Lightning Talks (see a pattern here?).
  • John Espirian’s Guide to LinkedIn (don’t be a LinkedIn Loser).
  • Paul Beverley’s Beginner Macros.
  • Learning how to copy-edit non-fiction with Erin Brenner and Laura Poole.
  • Stephen Pigney, academic, reminisced about his first year as a freelancer (we joined SfEP at the same time).

#SfEP2019

This year, the conference takes place at Aston University in Birmingham from 14th to 16th September, with the theme ‘In the beginning was the word’.

When early bird bookings opened in March this year, there was a huge rush of excitement on social media, and general optimism about something good happening.

Hesitating?

If you are in two minds about attending, please read the variety of conference blog posts. You might find some if you search in the SfEP Forums. They will help you reflect as to whether it is your kind of thing. You will certainly laugh and learn lots. I still refer to my notes from both conferences.

One event I hadn’t had the encourage to attend was the Speed Networking, held on the Saturday afternoon at the same time as the pre-conference tour. This year, I am determined to put that right!

Value for money

The cost of conference needs to be weighed up with the value gained.  Fair enough, if you are training and haven’t earned much income from proofreading or editing jobs in the last year, you will need to pay the bills first. Conference won’t be your highest priority.

The price being asked to pay for accommodation, meals, and speakers is … reasonable. Then, on top, there are the transport costs of getting to the venue.

However, think of it as investing in your career. The benefits far outweigh any disadvantages. You will gain valuable learning experiences and upgrade points. The value of networking is certainly not to be under estimated. In fact, conference might be the only time in the year that some members meet each other in real life (IRL) as they live in other parts of the UK/world.

History

Another reason I am looking forward to this event is that I feel an affinity for Birmingham. My mother lived there for the first 30 years of her life. (So I am not entirely Scottish, only half). She worked as a secretary for the BBC at Pebblemill (in the early 60s).

Time away from my desk

I appreciate that I can take time away from my desk:

  • My children have grown up so I don’t need childcare.
  • I am no longer tied to teaching in the primary classroom, and can arrange the times of my pupils’ tuition lessons to suit me.
  • My husband is addicted to long distance cycling so is away a LOT. In fact, when he checked about a trip and found I was going to be away this particular weekend, his glee was apparent!

It will be lovely to meet up again with trusted colleagues and make new edibuddies.

See you there!

conference

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Proofread by Lisa de Caux, SfEP Intermediate Level Member, https://www.ldceditorial.co.uk

 

Tall Tartan Tells Episode 5 – Training

training

Want to be a proofreader? Wondering about proofreading training? Are you a possible client wondering about my professional qualifications?

In this episode I go into more detail about my ongoing training to develop my proofreading business. If you haven’t read the other blog posts in this series find them on my website.

If you are confused about what proofreading training to do (and training is VITAL to show your professionalism) this blog may help you make up your mind. Especially, if like me, you have no background in publishing.

Learning something new

After three decades as a Primary School teacher, I had succumbed to work-related stress and was on sick leave for five months. Then I had to come to terms with a dawning and daunting fact: a life I had known for 30 years was coming to an end. I was desperate to find a Plan B.

The medication for my newly discovered heart problem (atrial fibrillation) was taking time to embed, and I looked for something to take my mind off my worries. I saw an advert in a magazine for a proofreading course and thought – marking’s my thing, why don’t I try it?

Chapterhouse Publishing

*It* was the Chapterhouse Correspondence Course in Proofreading and Copy-editing. I was eager to change direction. I pottered through the course while ‘lunching with ladies’, enjoying my recovery. It took me six months to undertake each section of the four modules. I was happy with what I learnt in the proofreading basics: the 2005 BSI proof correction marks, shorter and longer exercises to practise using the symbols. The exercises are all done on hard copy with red and blue pen! However, copy-editing confused me.

What was my grade? I was just below the threshold for a pass.

This all happened before my business and website was a twinkle in my eye. But the thought was in the back of my mind. I registered as unemployed, and as detailed in Episode 2, subsequently applied for the New Enterprise Allowance.

My Business Plan was as follows:

  1. Become a member of the SfEP.
  2. Start training…
  3. (and so on)

Of course, if I had known then what I know now … NOW I am aware that the SfEP (Society for Editors and Proofreaders) and the PTC (Publishing Training Centre) offer the most creditable training in proofreading and copy-editing.

Courses

So, during the time I have owned my business Proofnow Proofreader (now in my third year), I have ticked off the following SfEP courses:

  • Proofreading Progress
  • References
  • Getting work with Non-publishers
  • Educational Publishing Development Day

There follows a brief summary and my take on each course. These have contributed to my upgrade from Entry Member to Intermediate. For all the SfEP courses, you are appointed a tutor and given login details to a forum for students within the course section, to ask questions within a safe environment.

Here is the link to the Training page of the SfEP website.

Proofreading Progress (Was P2 now P3)

By 2016, as I had already got the basics in proofreading knowledge, I headed towards the online course ‘Proofreading Progress’. (Then P2. Now the final of three.) I learnt LOADS more, got confused many times, then thankfully reached surprising clarity and confidence. Grade: Pass!

I was now able to add my qualification to my website with pride.

References Course

My main motivation for doing this particular course was that up, until now, I had worked solely with students, proofreading theses and dissertations. I could justify charging more for services if I could offer more skills. As with all the SfEP courses, I found out that there was much more to references than I imagined.

It is an online self-assessment course which means that you learn the facts, take the test at the end of each exercise, check the answers, and move to the next exercise. The concepts covered include the systems of author-date, short-title, and number systems. A useful tip I picked up was to use the software Edifix.

Finally, you print the certificate to confirm completion of the course. It was the hardest course I have ever done. I didn’t enjoy the experience at all. But I learnt a massive amount about a huge variety of references. I completed the course by October 2017. My notes will be referred to when I need them.

Getting work with non-publishers

By February 2018, I wanted to take on a course run as a workshop, to enable networking and discussion with fellow students. I headed to London, to the De Vere West One (DVWO) building, and met eight proofreaders/editors/project managers doing the course – all SfEP members. Some of whom had been working for educational publishers. But who wanted other opportunites. Eagerly (ironically), I took their contact details as this was one of the routes I was looking for …

During the day’s workshop we learnt about considering other fields outside publishing, e.g. businesses, large charities, government; how to market ourselves; and how to approach potential clients.  The workshop made us think ‘outside the box’. (But is no longer available.)

Educational Publishing Development Day

When I saw this advertised, I couldn’t resist – education – it was right up my street! It was booked months in advance, such was its popularity and the calibre of speakers. Again, I headed up to DVWO in Regents Street. And found myself in a large room with upwards of 80 delegates. But I recognised some faces, thank goodness, and it was lovely to reconnect with members from around the UK.  (Organised by Anya Hastwell – SfEP Professional Development director.)

Two speakers who stood out were:

  • Sophie O’Rourke – Managing Director at emc design. She covered what freelancers need to know about the current requirements of educational publishers.
  • Astrid deRidder – Head of Global Custom Publishing at Macmillan Education [international/ELT focus]. Very entertaining and knowledgeable about making educational textbooks relevant to international and particular cultures.

Live tweeting

I had come across the concept of live tweeting at the end of the SfEP 2018 Conference. I just thought, naively, that some folks couldn’t put their phone down, ignoring the speaker. Au contraire. It turns out I am old-fashioned. Some folks like to make notes by live tweeting. I just don’t get it … I had pen and paper. Credit to Caroline Orr of Durham – she was especially skilled at it. I found out when I checked my phone afterwards, on the way to the tube station, and saw her continuous streaming of a well summarised speech.

Technology

Anyway, back to Education. As someone who has used textbooks in the Primary classroom for decades, I find the development of e-learning materials most interesting. For at least the last 10 years, starting with the installation of interactive whiteboards and projectors, and each teacher being given a laptop, the developing complexity of technology has been exciting. Coupled with the changing National Curriculums from the government of the day has led to startling, but inevitable changes in the way teaching and learning happens in the classroom.

E-learning

The arrival in schools of banks of iPads added a new layer of excitement when used as a resource in subjects like ICT (Information and Communication Technology). Though now I think it’s just called Computing (Primary Curriculum 2018). The devices made Guided Reading group sessions very popular, using the Pearson scheme called Bug Club.

My favourite new technology is augmented reality, e.g. pictures in books being brought to life by an app. I think. I first saw this in practice in an EYFS (Reception) class of 4-5 year olds. It really got their attention!

Next course? Join the mentoring scheme

I have been fortunate that I have been able to invest in my ongoing Continuing Professional Development (CPD) with the SfEP over the last three years. What’s the expression? You have to ‘speculate to accumulate’. The importance of training was expressed well in the most recent SfEP Editing Matters.

My hope is to save enough over the next few months to take part in the mentoring scheme as a mentee. Plus attend the SfEP 2019 Conference. Booking is nearly open! We’ll all be asking questions. How about a blog about my last two conferences? Alright, if you insist.

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Proofread by Lisa de Caux, SfEP Intermediate Level Member, https://www.ldceditorial.co.uk