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Book Review: Cite Right (3rd ed.) by Charles Lipson

By Summer Cowley

Cover of Cite Right, Third Edition by Charles Lipson

As an editor with editor friends, I find myself often reading works by authors who use citation styles other than the ones I regularly use in my own writing. Even though I become more comfortable with different styles every time I see them, many styles are unfamiliar in my APA-dominated world of the social sciences. Many times, I have wished there were an easier and more reliable way to quickly learn citation styles than running internet searches. Luckily, I’ve recently found Cite Right: A Quick Guide to Citation Styles—MLA, APA, Chicago, the Sciences, Professions, and More (2018) by Charles Lipson.

Cite Right is a short book (180 pages) in which Lipson provides summary explanations and examples of many citation styles. The book is divided into two general sections: “Citations: An Overview,” which contains introductory material and a general explanation of the practice of citing, and “Citations in Every Format: A Quick Guide,” which addresses Chicago/Turabian, MLA, APA, CSE, AMA, ACS, AIP for physics/astrophysics/astronomy, and mathematics/computer science/engineering citation styles.

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Editing the work of English language learners in higher education

By Summer Cowley

Two laptops open side by side facing right. Stack of papers in between them. A set of hands holding a pen pointing at the papers while another hand (belonging to another person) is also holding a pen pointed at the stack of papers. Image implies one person teaching or reviewing material with another person.

Photo by Helloquence on Unsplash

As classes in universities and colleges move forward, we ought to consider the process of editing the writing of post-secondary students. For me, this has largely meant checking the work of English language learners (ELLs). In my work as a writing centre tutor and as an English as a second language (ESL) instructor at four higher education institutions in Canada, I have noted two common pieces of advice given by instructors to ESL students and three higher-level concerns that editors might consider. ELLs are generally advised to use spelling and grammar software and to have their written work proofread by native English (L1) speakers/writers. For editors, a few higher-level questions may arise concerning the development of a writer’s voice, the question of how much editing is too much, and how editing for ELLs requires an approach different from editing for other groups. Below, I discuss how we might approach these issues when working with ELLs at post-secondary institutions.

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